Building school partnership and network approaches brings enormous benefits to the capability building of teaching staff in hospital school settings, through peer driven learning and exposure to mainstream settings. Confidence from staff who reflect and apply learning in turn supports improved engagement, wellbeing, and learning outcomes for students with health needs. This presentation showcases a targeted Quality Teaching Strategy (QTS) partnership between the School of Special Educational Needs: Medical and Mental Health (SSEN:MMH) and a mainstream secondary school in Western Australia. Through a structured Expression of Interest process, teachers engaged in peer coaching using Jim Knight’s The Impact Cycle, supported by collaborative inquiry. The model included reciprocal school visits, action learning cycles, and structured observation and feedback. Digital reflective journals (OneNote) captured practice change, with a clear focus on applying high-impact strategies for students in hospital school contexts. Impact was evaluated through a series of qualitative and quantitative evidence sources, including pre- and post-program survey data, staff reflections, recorded interviews, and analysis of student work samples. The results demonstrated significant shifts in teacher confidence, instructional practices, and student engagement. Teacher confidence using learning intentions and success criteria (LI&SC) increased from 76% to 91%, with frequency rising from 66% to 77%. Teachers demonstrated enhanced capability to plan and differentiate for diverse learners. Participant rating of professional engagement was 4.44/5. Student work samples and feedback showed improved task accessibility and clearer evidence of learning progression. The partnership model has since been extended to include a primary school. The primary school community has a high enrolment of Aboriginal students enabling a focus on improved culturally responsive practices by embedding coaching aligned to the Aboriginal Cultural Standards Framework WA. Community networking is developing the potential for future partnerships across settings, including Intensive English Centres and Education Support Centres. At a system level, this work demonstrates a scalable, cross-system model that leverages connected learning through hospital and mainstream school networks which strengthens capability using coaching, peer reflection and application. It offers a sustainable approach to building and refreshing teacher expertise and ensuring consistent, high-quality teaching for students with health conditions across diverse educational and health settings. By Danielle Edgecombe and Suzanne Blakeman