An Education Action Zone at work: primary teacher perceptions of the efficacy of a creative learning and collaborative leadership project

Abstract

Education Action Zones (EAZs) have formed one of the key elements of government policy in trying to drive up standards and disseminate best practice. However, the initiative has been subject to a sustained critique and questions have remained as to the efficacy of such networks of schools. This article reports on study of one EAZ in the north-west of England commissioned by the EAZ itself. The study adopted a blended methodology with two main dimensions including a questionnaire distributed to all schools in the zone and semi-structured interviews in a purposive sample of four schools with, head teachers, EAZ coordinators and lead learners. The study also drew on empirical data gathered by the EAZ, including external examination results for schools in the zone and Ofsted inspection findings. The findings of the study suggest that the schools involved in the Zone have experienced a period of innovation and positive development through one of its main initiatives, the ‘Creative Learning/Collaborative Leadership’ project.