National Teaching School
Cranford Community College has been a National Teaching School since the 1st September 2014 and leads the Cranford Teaching School Alliance made up of high performing primary and secondary schools.
Teaching schools have been designated because of their strong track record in the collaborative delivery of Initial Teacher Training, Professional Development, Leadership Development, School-to-School support and Research and Development.
Teaching schools, working with their Alliances, build on their outstanding track record to support other local and national schools to improve and become good or outstanding.
Another key aspect of their work is to recruit and train the most promising aspiring teachers in order to transform the learning of young people across the nation. Cranford Community College is a Lead School for School direct working in partnership with the London Diocesan Board for Schools.
Science Learning Partnership
Cranford Community College leads one of only 47 national Science Learning Partnership (SLP) and works across 8 London boroughs: Hounslow, Richmond, Kingston, Wandsworth, Merton, Sutton and Croydon.
Together we work with Roehampton University and a range of other primary and secondary schools across South West London providing high quality professional development to secondary science teachers, technicians and primary teachers. The aim is to have maximum impact on learning by providing excellent teaching and achievement in science education.
As a Science Learning Partnership ( SLP) lead school, we are part of the wider Science Learning Network collaborating closely with the other 46 other SLPs across England and the National Science Learning Centre. Each SLP is ensuring that all teachers and technicians, across primary, secondary and post-16, have access to high impact, science-specific professional development, enabled by funding from the Department for Education.
Independent evaluation evidence, including from the National Audit Office, demonstrates the positive impacts that teachers’ engagement with network provision has on young people’s achievement, engagement and progression, not only in science but also across the other vital areas of technology, engineering and mathematics (STEM)