Teacher Training

Weekly Professional Development

(Developed this year to include Culture Briefings)

All teaching staff participate in a structured three‑week rotation of Wednesday morning briefings, each focusing on a core strand of school improvement:

• SEND — strategies for meeting diverse needs, with a strong emphasis on adaptive teaching.
• Teaching & Learning Pedagogy — evidence‑informed approaches including modelling, feedback, consistent classrooms, TLAC
• Pastoral – updates on key pupils
• School Culture — shared expectations around school community

These sessions respond directly to findings from lesson observations, learning walks, and book looks, ensuring CPD remains timely and relevant. SLT may restructure these briefings based on the needs of the school.

Professional Learning Groups (2025/2026)

All teaching staff—including ITTs, ECTs, Middle Leaders and SLT—are allocated to one of three whole‑school learning groups:

• Instructional Coaching Group (two-year programme)
  A personalised coaching model designed to refine classroom practice and support high quality adaptive practice through targeted, actionable feedback, with the aim of improving outcomes for all pupils
• School Well‑Being Award Group
  An 18‑month programme involving staff, pupils, parents, and governors, focused on strengthening whole‑school wellbeing and achieving the Well‑Being Award for Schools.
• Development Group
  Leading Dormston’s work towards an AI Award, exploring effective and ethical use of AI in teaching and learning.

In addition, all staff are completing the Inclusive Attendance programme this academic year.

INSET Days Aligned to School Priorities

INSET provision is shaped by the school’s development plan. This ensures INSET days are strategic, purposeful, and directly connected to classroom practice.

Early Career Teachers and ITTs

Dormston is committed to nurturing new teachers and contributing to the wider profession.

ECTs

• ECTs complete their two‑year induction through a provider‑led programme (Haybridge School).
• Several ECTs trained at Dormston as ITTs, supporting continuity and strong professional relationships.
• ECTs receive regular mentoring, observations, and tailored support.

ITTs

• We welcome trainees from a range of universities, including the Universities of Birmingham and Worcester.
• ITTs are supported through:
  • Subject mentors (Instructional Coaching)
  • Departmental guidance
  • A professional studies programme tailored to Dormston’s context and individual university requirements. ITTs and ECTs receive bespoke sessions over their time with us (for example support with the development of subject knowledge)

New Staff Training

Formal Induction Process

Dormston’s induction programme welcomes new staff into the school community and helps them feel a sense of belonging from day one. The induction includes:

• A school tour to introduce key spaces and routines.
• Meetings with key staff, departments, and support teams.
• Full training on safeguarding procedures, including the staff code of conduct.
• An overview of Dormston’s context, values, and community expectations.
• Access to The National College, providing high‑quality online training aligned with school and national priorities.

This structured start ensures new colleagues feel informed, supported, and connected.

Professional Qualifications and Career Progression

Dormston encourages staff to pursue nationally recognised qualifications:

• Staff are supported to complete NPQ qualifications; our annual audit monitors uptake and impact.
• Staff are encouraged to engage in wider professional learning aligned to their roles and aspirations.

Quality Assurance and Feedback Loops

A continuous cycle of monitoring ensures CPD remains responsive and impactful:

• Lesson observations, learning walks, and walk‑throughs identify strengths and areas for development. For example, pupils’ lack of independence has fed into CPD this year (Wed briefings/CL and Departmental meetings)
• Findings feed directly into the Wednesday CPD cycle, ensuring training is evidence‑based and needs‑led.
• The Instructional Coaching model celebrates effective practice and supports staff in refining specific techniques.

A Culture of Collaboration and Celebration

Dormston fosters an open, supportive professional environment:

• An open‑door policy encourages staff to visit colleagues within and beyond their departments.
• Good practice is shared and celebrated publicly (including through IC)
• Pupils are given opportunities throughout the year to thank and recognise their teachers, reinforcing a positive and appreciative school culture.

Strong Staff Retention

Dormston benefits from high staff retention across departments, which strengthens continuity, deepens professional relationships, and reinforces the school’s sense of belonging and community. This stability enhances the impact of CPD, as staff remain invested in long‑term development, shared goals, and collective improvement.