9. What would be the implications of taking this collaborative approach to a national scale?
<p>One of the key learning points arising from this project was that there is not a one-size-fits-all approach to working collaboratively. There are many different models of cluster organisation and collaborative leadership. Some of these differences are subtle and some more radical.</p>
<p>A local approach to meet local need is critical.</p>
<p>However, some common themes have emerged that appear to underpin successful collaborative leadership of extended service provision. These include:</p>
<ul><li>taking the time to develop collaboratively a strong and clear vision &#8211; winning hearts and minds</li>
<li>gaining commitment from all strategic partners &#8211; including school and setting leaders and governors</li>
<li>having a strong and proactive cluster co-ordinator who is able to take both a strategic and operational role and is highly skilled at building relationships and trust</li>
<li>taking the needs of children and families in the locality as a starting point in order to meeting genuine need</li>
<li>genuine distribution of leadership with clear responsibilities spread across key leaders </li>
<li>internally driven motivation for collaboration </li>
<li>strong and positive relationships with the local authority </li></ul>
<p>If involvement in effective clusters that focuses on high quality provision of extended services is to become a key feature of schools&#8217; work nationally, then these themes must be understood, illustrated, tracked for longevity and developed at local levels according to the needs of the schools, children and families involved. Further enquiry, particularly in terms of impact, sustainability, responsiveness and long-term benefits is likely to be needed.</p>