The Schools White Paper [iv] explicitly links its ambitions for raising standards to “the need for an excellent teacher for every child in every classroom” and pinpoints improving the quality of teaching as the “single most important in-school factor in improving outcomes for children”. It proposes 500,000 teacher training and development opportunities by 2024, giving all teachers and school leaders access to world-class, evidence-based training and professional development at every stage of their career.
ASCL cites “ongoing and effective professional development” as key to developing a high-quality local curriculum in its Blueprint, A Great Education for Every Child [v].
Meanwhile, in its discussion paper What is a Strong Trust? [vi], the Confederation of School Trusts (CST) describes evidence-informed professional development as key to enabling the best trusts to deliver “high standards of education systematically”, and argues there is “no improvement in teaching without the best professional development for teachers”.
These findings strongly suggest that the approach to CPD, prioritising it in appraisal conversations but also positioning it as a core element of strategy to drive improvement, is producing benefits. In our survey, schools told us that they intend to stick with the strategy and more than 80 per cent expected that position to prevail for the next five years.