Empowering Staff, Enriching Pupils: A Research-Led Approach to Professional Development

A case study article by Mrs Lisa Seton, Headteacher at Templenewsam Learning Academy.

So, inspired by an original idea by Julia Dickson (a fellow Red Kite Alliance Headteacher) I completely changed our approach and introduced research based, self-led CPD (Continuing Professional Development).

The parameters and expectations were shared with colleagues in January 2025 and over the spring term the team meeting time would be dedicated to the projects. Each teacher chose their project based on the needs of their class, an individual, a subject or a whole school approach.

The CPD projects followed a specified process which provided the organisation and steps for the end of term presentations. These presentations were in fact more than just a presentation. In most cases it was peer led research-based training.

What really made this work was that the choice was down to the individual teacher and then discussed with their team leader. It had to start with research within the chosen area and then how an approach would improve outcomes and the learning experiences for our children. Ideas and approaches were talked through in coaching sessions and with a partner in school which we called “buddy time”.

The following are some examples of the projects:

• The impact of sensory circuits – and how to do implement correctly (the Learning Support Assistants Team are now being trained by the teacher and LSA involved who led the project)

• The impact of brain breaks - (and how these can be used effectively in response to the children)

• How to improve the start to the school day to ensure whole class access (this has now been shared with all staff)

• Improving reading confidence (meetings with the English leads on a whole school approach)

• A wider behaviour strategy

• Enhancing the music offer (linked to creative curriculum)

• Developing reading confidence (meeting with English leads)

• Using song to aid memory (in pace KS1)

• How to support parents to support their child with phonics (method used through school)

• Enhance NTE transition process for children (in place as a school, resourced)

• Enhance NTE transition process for the families (in place as a school, resourced)

• Using claves to support phonics (used in Nursery)

• Embedding key skills through baking (reevaluating DT curriculum offer)

• Increasing focus and challenge in maths (in place in year 4)

• Creative curriculum (on going – training day in Sept “Be Brave”)

Not only has this approach improved our approach to colleague development, outcomes and experiences for our children but it has highlighted what a talented and inspirational team we have at Templenewsam Halton Primary.

We plan to continue with the method next year, but this time involve the Learning support team.