TES Annual Report

STAFF DEVELOPMENT

Learn and Flourish Professional development remains central to our school's ethos. This academic year, our continuous professional development (CPD) programme continues to evolve in line with the needs of our staff and the school's broader educational goals.

Our commitment to professional learning is reflected in the delivery of 200 local training sessions and 74 overseas training opportunities this year, supporting a total of 3,641 recorded attendances, as many colleagues participated in more than one session. This marks an increase from 190 sessions held last year. These development initiatives align with our strategic focus on continuous improvement and future-oriented education, encompassing leadership development, subject-specific workshops, IB training, and participation in respected international conferences. Through these initiatives, TES continues to prioritise the development of up-to-date pedagogical knowledge and professional skills among staff. This ongoing investment in professional growth supports the delivery of engaging and forward-thinking learning experiences for our students. British Primary Section Staff professional development (PD) has continued to be a key strategic focus within BPS and staff have been offered a wide ranging and comprehensive array of PD across a variety of areas related to student learning. At the whole staff level, BPS staff, including learning assistants, engaged in comprehensive International Primary Curriculum (IPC) training throughout the academic year, facilitated by two days at the start of the year from our ICA trainers. This professional development focused on deepening understanding and effective implementation of the IPC framework across both key stages. A key highlight for our Early Years Foundation Stage (EYFS) and Key Stage 1 (KS1) team was two days of fantastic PD led by Kym Scott, an experienced early years educational consultant. These invaluable sessions specifically explored the crucial role of play and the learning environment in fostering early childhood development. Some of our teachers also had the opportunity to attend conferences and training abroad in Beijing, Hong Kong, and Malaysia and brought back fantastic ideas from the schools they visited and the talks they attended. Teachers were also offered Brook Traffic Light Tool Training across all age ranges which equipped them to deal appropriately with any sexualised behaviour and understand what is age appropriate and what should be flagged for concern. This training has really helped to enhance our safeguarding knowledge and approaches. Alongside this, staff have engaged in more bespoke training opportunities such as the National Best Practice NPQ offerings for Senior Leaders and Masters Programmes.

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