Supported Peer Review (SPEER)

Supported Peer Review (SPEER) methodology is designed around a school to school support/review model, which provides an innovative and sustainable approach to school improvement.

SPEER is designed to help a school to make judgements about the quality of their provision and then present these in a succinct and well evidenced way to a range of audiences, including governors, parents and OFSTED. It will also inform ongoing school improvement planning.

The model is designed to empower schools to consistently monitor and evaluate their provision insightfully and plan effectively to secure real improvements in outcomes.

SPEER supports each school’s ambitions to:

  • Improve attainment and progress for all pupils and particularly those groups of pupils that are underachieving;
  • Develop a skilled workforce and innovative practice;
  • Develop leadership and management capacity including succession planning;
  • Disseminate good practice across the Trust/Partnership/Alliance/local authority;
  • Build capacity by developing the skills and capacity of school leaders and expert teachers to lead evaluation and deliver improvement.

Who is this for?

Supported Peer Review (SPEER) has been created for and tailored to the needs and ambitions of Trusts and School Partnerships.

What are the benefits for your school Partnership/Alliance/Trust?

The new Inspection framework sets a high bar and it is expected that many more schools may drop from their previous level. The table below shows the risk factors. SPEER provides a preventative strategy that enables the school or partnership to identify negative indicators and put in place support and interventions promptly. The benefits for an Academy Trust would be improved standards and quality of provision, such that all schools were good or outstanding and a target of 50% judged to be outstanding within the first 2 year cycle. Additionally the Trust could set a target of no schools in any Ofsted category within 2 years.

Key Judgement Grades



A grade 3 in any key judgement

‘Requiring improvement’

Re-inspection within 2 years, plus monitoring visits

A grade 3 in Leadership & Management

‘Requiring improvement’
Leadership has the capacity to improve but requires guidance

As above, plus support from an HMI from Ofsted probably within 6-8 weeks of getting the report

A grade 3 BUT Leadership and Management is a grade 2

‘Requiring improvement’
Leadership has a good capacity secure improvement

As above, but will not be allocated HMI support because leadership here does know what has to be done

A grade 4 in a key judgement BUT 3 for Leadership & Management

‘Serious weaknesses’ ( statutory concern category)
Leadership has the capacity to improve but requires guidance

Inspection within 18 months plus support and monitoring from HMI

A grade 4 including Leadership & Management

‘Special measures’ ( statutory concern category)
Leadership does not have the capacity to secure improvement

Regular monitoring and support from HMI. Next inspection determined by rate of improvement.

‘Satisfactory’ school twice before and not yet good

‘Special measures’
Leadership have not yet secured the required improvement

Regular monitoring and support from HMI. Next inspection determined by rate of improvement.

How is it delivered?

The Process

SPEER is based on the New Ofsted Framework and uses the Self Evaluation Toolkit (on line) with clear identification of strengths and a particular focus on the impact of the school’s work on pupil attainment and progress. The reviews would deploy unique evaluation tools including:

  • What is Good Teaching? – using a 360° lesson study format
  • What is good Leadership? – with the option of a 360° survey of stakeholders
  • Areas for development would be clearly defined and where appropriate links made to good practice elsewhere in the network.

Key Elements

  • A two day school review (Secondary schools may need a larger team) with a team of three to include:
  • An external lead, to provide expertise to plan, report and quality assure the process (drawing on Best Practice Networks team of advisers and matched to the phase of school)
  • A visiting headteacher, to help build capacity across the Trust/partnership and disseminate good practice (drawn from outstanding schools and good schools that have themselves been reviewed)
  • The head or a member of the SLT to ensure that any emerging areas for improvement are well understood and that the school develops the capacity to move forward independently

What does it cost?

Please contact us for further information.