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 | Pownall Green Primary School, Stockport The project addresses within-school variation by developing a more consistent whole-school approach to raising effort and motivation, and therefore standards. Pupil voice was important in deciding the course of action. |
 | St Vincent´s Primary School This school aimed to address a dip in performance in Years 3 and 4. It used a series of strategies to identify and share good practice throughout the whole school. |
 | Biddenham Upper School, Bedford The focus of this project was developing the school's middle leaders to reduce staff turnover and achieve greater consistency. It also sought to strengthen its self-evaluation process at department level. |
 | Brighouse High School, Yorkshire This school raised attainment by introducing a common approach to coursework and educating middle leaders about how to use data more effectively in their departments. |
 | Denbigh High School, Luton This comprehensive sports college, where 87 per cent of students are bi-lingual, encouraged subject team leaders to 'own' the cohort of students to improve their GCSE results. |
 | Grangefield School, Stockton Grangefield embarked on a series of strategies to improve the results in science. It involved providing this department with standardised procedures taken from the best practice of other departments. |
 | Hillcrest School, Dudley This project began with the aim of improving one department through sharing good practice. However, the focus widened into creating a whole-school culture that reduces within-school variation at all levels. |
 | Houghton Kepier School, Sunderland The school introduced strategies to reduce variation between staff performance at Key Stage 4. Subject leader meetings, used effectively, were a powerful tool for school improvement. |
 | Jack Hunt School, Peterborough Spreading good practice between middle leaders, using standardised operating procedures, worked well to achieve consistency between departments. Continuity in the expectations of pastoral leaders also had an important effect on pupil performance. |
 | King Edward VII School, Melton Mowbray The focus of this project was for middle leaders to use the profusion of data more effectively to improve the performance of students and teachers. During the 'data journey', a systematic approach was found to be vital. |
 | Lawrence Sheriff School, Rugby The school aimed to reduce variation within departments by creating 'departmental partnerships', in which teams would work together to share good practice via lesson observations and professional dialogue. |
 | South Dartmoor Community College This project aimed to iron out variation between staff predictions and actual grades achieved and also the differences in grades between core and option subjects. The assessment and reporting policy was redesigned as a result. |
 | Walton Community College, Peterborough The focus on middle leaders in this project involved raising expectations and developing and environment to share good practice effectively. |
 | West Oaks Special School, Leeds The school serves children aged 3-19 who have a full range of multiple learning difficulties. To address the inconsistency in achievement, West Oaks attempted to define and exemplify successful teaching of pupils with severe learning difficulties. |
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