Transforming Schools with FastInnovation Strategy

As a school leader, you constantly seek effective strategies to drive meaningful change in your school. The FastInnovation process, developed by Fujitsu’s Open Innovation Gateway, offers a structured, cyclical approach to innovation that can be adapted to the educational sector. By understanding and applying its four phases—Discover, Define, Refine, and Scale—you can build a culture of continuous improvement, ensuring your institution remains responsive to the evolving needs of students and the educational landscape.

Discover: FastInnovation to Uncover Educational Needs

The journey begins with the Discover phase, emphasising shared discovery. Here, collaboration is key. Every school leader knows they are answerable/accountable to a range of stakeholders—including students, teachers, parents, local authorities, and community members—schools can gain a comprehensive understanding of the challenges they face. Methods such as surveys, interviews, and workshops can be employed to gather varied perspectives, ensuring that the identified needs are both relevant and pressing.

Define: Focusing on Key Challenges

Following discovery, the Define phase involves prioritising the most critical challenges. Based on the insights gathered, schools can narrow their focus to specific, actionable problem statements. This clarity not only streamlines the development of solutions but also ensures that efforts are directed towards areas with the most significant potential impact.

Refine: Iterative Testing and Feedback

The Refine phase is characterised by iterative testing with real users. Schools can implement small-scale experiments, such as piloting new teaching methods in select classrooms or introducing innovative learning modules to targeted student groups. Continuous feedback from students and teachers is crucial during this stage, allowing for rapid adjustments and improvements. This approach mirrors the “build-measure-learn” cycle, promoting agility and responsiveness in solution development.

Scale: Implementing and Expanding Successful Initiatives

Once a solution has been refined and proven effective, the Scale phase involves broadening its implementation. Successful initiatives can be expanded to additional classrooms or year groups. Documenting and sharing best practices with other educators further amplifies the impact, leading to a culture of continuous improvement and innovation within the educational community.

FastInnovation and EEF Implementation

wThis cyclical process aligns closely with the principles outlined in the Education Endowment Foundation’s (EEF) “A School’s Guide to Implementation”. The EEF emphasises that effective implementation is a structured process, advocating for a phased approach: Explore, Prepare, Deliver, and Sustain. By treating implementation as an ongoing cycle and focusing on collaborative engagement, schools can create an environment conducive to sustained change and improvement.

Case Study: Enhancing Pupil Behaviour Through Neurodiversity-Affirming FastInnovation

Addressing pupil behaviour, particularly in a neurodiversity-affirming manner, is a pressing concern for many educational leaders. By applying the FastInnovation framework, schools can develop inclusive strategies that respect and support the diverse neurological profiles of their students.

Discover Phase: Identifying Behavioural Challenges: A secondary school in the UK initiated the process by engaging with a broad spectrum of stakeholders, including neurodivergent students, their parents, teachers, and support staff. Through surveys, focus groups, and classroom observations, the school identified that traditional behavioural management approaches were not effectively supporting neurodivergent pupils, often leading to misunderstandings and escalated situations.

Define Phase: Focusing on Key Challenges: The insights revealed a critical need to shift from conventional behaviour management to neurodiversity-affirming practices. The school defined a clear objective: to develop strategies that acknowledge and respect neurological differences, thereby promoting positive behaviour among neurodivergent students.

Refine Phase: Testing and Iteration: The school piloted several initiatives, including:

• Sensory-Friendly Spaces: Designating areas where students could retreat to manage sensory overload, equipped with noise-cancelling headphones and soft lighting.
• Flexible Seating Arrangements: Allowing students to choose seating that best suits their sensory and focus needs, such as standing desks or cushioned seats.
• Visual Schedules: Implementing clear visual timetables to help students anticipate and prepare for transitions throughout the school day.

These initiatives were trialled in select classrooms, with continuous feedback gathered from students and teachers. Adjustments were made based on this feedback, ensuring the strategies were effectively meeting the students’ needs.

Scale Phase: Implementation and Expansion: Following positive outcomes, such as reduced behavioural incidents and increased student engagement, the school expanded these practices across all classrooms. Professional development sessions were conducted to train all staff in neurodiversity-affirming approaches, fostering a school-wide culture of inclusivity.

Final Thoughts on FastInnovation

Incorporating the FastInnovation framework into the educational setting encourages schools to move away from traditional, top-down approaches. Instead, it promotes a culture where innovation is continuous, responsive, and inclusive. By embracing this cyclical process, schools can better navigate the complexities of modern education, ultimately enhancing the learning experience for all students.

For a more in-depth understanding of effective implementation in schools, consider exploring the EEF’s guidance report:

(educationendowmentfoundation.org.uk)