Families of Schools

Build support, find partners, learn from each other, identify your strengths and how you can help, get support for your priorities. 

A clear message from the Learning to Shape Birmingham 2017 Conference keynote, by Sir David Carter, was that a school led system that successfully delivers improvement relies upon Schools and Trusts having the ability to see themselves as capacity givers and capacity takers. Additionally, it was clear that looking at practice outside of your own establishment enhances your ability to ensure that you are delivering the best and retain a perspective of what the best looks like. 

The purpose of the Families of Schools documents is to help schools see how others with similar intakes serve their pupils. Headteachers in the London, Black Country and Manchester Challenges had access to a similar resource and really valued it as helpful so, we hope you take the time to familiarise yourself with it.

Schools in Birmingham face a number of challenges. They also boast an enormous collective pool of expert leaders and teachers. The purpose of the documents are to point you towards similar schools facing similar circumstances with whom you can share practice and experiences. Whatever the problem, the documents show there are always schools to whom you can turn and this is a very important and powerful school improvement tool. 

We have grouped all Birmingham Junior and Primary schools into families according to KS1 prior attainment and context data. You will find your school in one of 18 families. This is a smaller number of families than in 2016 as we have tried to make the groups a similar size. There are also additional families based on EAL and mobility indicators at the back of the document as there was last year.

We have grouped all Birmingham Secondary schools into families according to prior attainment and contextual data. You will find your school in one of these 8 families.

Download the relevant document to find out which family your school has been grouped into.  

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