"Inexperienced members of staff are supported very well, enabling them to develop their knowledge and skills quickly. Leaders, including middle leaders, provide challenge and support for other teachers. Members of staff are very positive about the support and training they receive."
Ofsted, January 2016
How do we ensure CPD is at the forefront of all we do?
To ensure continued developments in teaching and learning for our children, we have a focus on CPD so that we can be the best we can be. All staff are encouraged and expected to challenge themselves throughout each academic year and add to their professional knowledge, skills and understanding.
Weekly INSET sessions:
The school leads weekly INSET sessions throughout the year with a clear focus on the school improvement targets and professional development. INSET sessions are strategically planned to give the maximum impact on the quality of teaching and learning and the children's educational experiences. Weekly INSET sessions and our five whole school INSET sessions are differentiated to meet the needs of all staff members and phases across the school. Our CPD programmes enable our staff members to be at the forefront of their own learning and help create a coherent and shared learning culture across the school.
NQT mentors and phase leaders:
Middle Leaders are encouraged to complete accredited Middle training courses while NQT’s and NQT's+1 work with their mentors to design tailor made CPD programmes to strengthen their development. We have a sharp focus on collaboration with other local, national and international settings, through school-to-school support networks and the International Primary Curriculum and International Early Years Curriculum. The school welcomes groups of teachers from other schools to conduct learning walks across school and there are opportunities for staff to visit other school. Two of our teachers are currently lead trainers for the IPC and IEYC and have trained colleagues in the UK and abroad. Mentors and phase leaders provide support through informal chats; advice on how to ensure work-life balance is improved; pre and post-teaching reflections and guidance; coaching and mentoring planning, teaching, learning and assessment; marking together; appraisal targets and support in reaching them. Mentors and phase leaders help to provide staff with regular opportunities to observe each other, team-teach and work on areas of development together.
Courses and training:
NQTs attend regular training with the borough and with our teaching alliance. Other members of staff are encouraged to attend training to follow their interests or areas of development. Current and recent courses include: Developing Middle Leaders; NQT+1 for second year teachers; Securing Judgements in Early Years; Science Leaders Hub.
Teaching and Learning Newsletter:
A regular newsletter written for and by staff includes highlights such as: who to follow on twitter; recent educational research headlines; tips staff have learnt on recent courses or from observing each other.
Career progression:
Many of our teachers join as NQTs or on their PGCE placement and through our coaching and mentoring, progress to be phase leaders and subject leaders. Our current staff include Specialist Leaders of Education; International Primary Curriculum and International Early Years Curriculum trainers who lead sessions in the UK and abroad and a Teach First Leader. These members of staff have all developed their knowledge and skills in these areas while at Green Dragon.
The school works hard to develop all staff members in order for them to enjoy their role, develop to be the best they can be and to be successful. Ultimately this is to provide the best learning experiences for all the children and staff who work and learn at the school.
Performance Management systems enable staff to work together in identifying starting points, sharing evidence about practice and trying out new approaches. It is both challenging and supportive.
The school works hard to develop all staff members in order for them to enjoy their role, develop to be the best they can be and to be successful. Ultimately this is to provide the best learning experiences for all the children and staff who work and learn at the school.