Our Priorities

In 2025-26 the Partnership has nine priorities organised under four workstreams.

Workstream	Early Level	Leadership of Learning	Inclusion	Emerging Priorities
Priorities	1. To support establishments with self-evaluation for self-improvement 2. To promote high quality pedagogy and assessment in the early years to improve experiences and outcomes for all	3. To promote high quality approaches to learning, teaching and assessment 4. To continue to strengthen and develop the networked learning system 5. To build collective capacity and expertise in curriculum design, aligned to the national CIC work	6. To promote high quality approaches to inclusion and support for learners and families in specialist and mainstream provision. Focus areas for the coming year will be: a) Included, Engaged, Involved Part 3 b) Tribunals c) Respect Me refresh d) Summer provision arrangements for children and young people with ASN	7. To provide an overview of resources, support and effective practice in addressing misogyny and knife crime 8. To strengthen quality improvement approaches in order to increase the quality of support provided to schools and early years establishments 9.To provide guidance on effective approaches to managing child-friendly complaints procedures

We will:

Priority 1: To support establishments with self-evaluation for self-improvement

Strengthen the quality and consistency of self-evaluation across early learning and childcare settings by developing and sharing clear guidance aligned with the Quality Improvement Framework.

Priority 2: To promote high quality pedagogy and assessment in the early years to improve experiences and outcomes for all

Build staff capacity in assessment and moderation at Early Level by providing targeted support and professional learning
Promote effective approaches to play in P1 by providing quality assurance guidance for leaders and information for families.

Priority 3: To promote high quality approaches to learning, teaching and assessment

Deliver high quality programmes focussed on pedagogy, using data effectively and deepening participants’ understanding of improvement processes.
Provide high quality professional learning opportunities in assessment and moderation practices for teachers across the Broad General Education.

Priority 4: To continue to strengthen and develop the networked learning system

Continue to build networks and groups that add value across the Partnership by providing guidance, resources and professional learning.
Continue to build networks that expand the professional networks of participants beyond the work of the group / programme.

The work we do together will make a difference by:

improving wellbeing, achievement and inclusion for our children and young people;
improving the confidence, knowledge and practice of teachers and practitioners;
providing opportunities for collaboration within and between sectors, schools, centres and local authorities; and,
building system leadership capacity and sustainable approaches to improvement across the Partnership.