This report looks at the study of various methods and opinions on transferring good practice between schools and practitioners.

The study involved interviewing a selection of individuals and schools involved in policy areas including Advanced Skills Teachers, leadership training for serving heads, Beacon Schools, Specialist Schools and others, looking at the processes of transferring good practice. The outcomes of this work will inform future policy developments.

The overall aim of the research was to study and report on the factors allowing or limiting the transfer of good practice across the school system.

In-depth qualitative research included combining school visits and telephone interviews with data gathered from over 120 practitioners. In some cases, participants felt that long-term, prior relationships were the key to successful practice transfer. Other outcomes of the study exposed the fact that collaboration was seen by some practitioners as a short-lived trend, while others felt that the process marked a return to the key values of education.


  • Relationships and trust
  • Partners' sense of self
  • Hierarchies and resentments
  • The work of transfer
  • Informal contexts for learning
  • What counts as good practice