FOREWORD
At Highlands School, we pride ourselves on being a learning community, not only for our students, but for every member of staff. Our commitment to high-quality professional learning and development stems from the belief that by investing in our staff, we secure the very best outcomes for our students.
This document outlines our vision, guiding principles, and strategic areas of focus for staff development. It reflects our mission to foster a collaborative, reflective, and forward-thinking culture that continually strives for excellence and adapts to the evolving educational landscape.
Our mission and vision
Our mission is to empower all staff to grow in confidence, competence and creativity, ensuring that every student at Highlands benefits from consistently high-quality teaching.
Our vision is to nurture a professional culture rooted in collaboration, evidence-informed practice, and a shared commitment to inclusive, impactful learning.
Key areas of focus
Our professional learning strategy is built around five core priorities:
● Evidence-informed pedagogy: Embedding research-based teaching practices that improve pupil engagement and learning.
● Inclusive practice: Developing strategies that meet the diverse needs of all learners.
● Curriculum coherence: Ensuring depth, progression and challenge across subject disciplines.
● Assessment for learning: Using feedback and data effectively to guide teaching and support pupil progress.
● Leadership development: Supporting leadership growth and progression for staff at all stages of their career.
Core goals
Our professional development aims to:
● Raise standards through shared professional excellence.
● Develop confident, reflective, and research-informed practitioners.
● Promote a culture of high expectations, curiosity, and professional growth.
Improve classroom practice and, in turn, pupil outcomes.
FOREWORD CONTENTS
CPDAND PROFESSIONALLEARNING STRATEGY
At Highlands School, we are committed to a culture of continuous professional development where every member of staff is supported, challenged, and empowered to grow. Our CPD strategy is designed to ensure that professional learning is purposeful, evidence-informed, and has a direct impact on classroom practice and student outcomes.
Our approach to CPD
Professional development at Highlands is a sustained and embedded process. We believe that high-quality CPD should:
● Be collaborative and reflective.
● Be informed by the latest educational research. Prioritise classroom impact and student progress.
● Align with school improvement priorities and individual development goals.
Our CPD offer includes a combination of whole-school training, subject-specific development, coaching, mentoring, and opportunities for collaborative enquiry and innovation.
Our commitment
We are committed to ensuring CPD is:
● High quality, relevant, and research-led.
● Accessible to all staff, regardless of role or career stage.
● Evaluated for its effectiveness and aligned with school improvement goals.
● Tailored to individual needs, with clear progression pathways.
Measuring impact
We recognise that the ultimate purpose of professional development is to improve student learning. Therefore, we regularly evaluate the effectiveness of CPD through:
PEDTECH DEVELOPMENT PROGRAMME
Overview
At Highlands School, we are committed to taking a pedagogy-first approach as we continue to explore the impact of digital practice on teaching and learning.This year, our focus is on evaluating how digital tools and strategies influence student engagement, progress, and overall classroom experience.This work aligns with our whole-school vision for innovation, inclusivity, and high-quality education.
Content
Our professional learning programme focuses on three key objectives:
1. To further develop a set of evidence-informed pedagogical strategies, grounded in our educational values, with particular attention to the effective use of digital technologies.
2. To lead a robust research project investigating how students at Highlands are experiencing digital learning and what impact this has on their academic progress and engagement.
3. To undertake professional learning activities that support the implementation and evaluation of these strategies across departments.
Through research, collaborative discussion, and lesson visits, we will generate practical insights to enhance digital practice across the school.
Delivery format
Ateam of staff, including senior and middle leaders, will collaborate on this project over the academic year.The programme will include planning sessions, research meetings, peer observations, and opportunities for professional dialogue across subjects.The research process will be guided by educational best practice and the latest pedagogical thinking.
Project task
To carry out a structured research project that will:
● Provide insights to inform strategic planning around digital learning at Highlands
● Support the professional development of teaching staff and curriculum leaders Generate findings that can be shared internally and, where appropriate, with the wider educational community.
ASSESSMENT LEADERS NETWORK
Overview
The Highlands SchoolAssessment Leaders Network serves as a collaborative forum for assessment leads across departments to share best practices, develop expertise, and drive consistent, impactful assessment strategies.This network aims to equip subject and curriculum leaders with the skills and knowledge necessary to ensure effective assessment systems that support student progress, achievement, and curriculum delivery.
Content
Key activities:
● Workshops and training: Practical sessions focused on formative assessment strategies, data interpretation, and tracking student progress.
● Moderation sessions: Opportunities to promote consistency and accuracy in teacher assessments and grading practices across departments.
● Resource development: Collaborative creation of assessment templates, mark schemes, and subject-specific policies.
● Peer support: Mentoring systems where experienced assessment leads support newer or less experienced colleagues in building confidence and expertise.
Delivery format
● Half-termly meetings: Regular sessions to discuss updates, challenges, emerging trends, and share effective practice, chaired by a member of the senior leadership team.
Leadership programmes
SENIOR LEADERSHIPDEVELOPMENT PROGRAMME
Overview
This course is designed for senior leaders at Highlands School who wish to deepen their understanding of whole-school leadership within their current roles. It offers a valuable opportunity to network with other leaders across Enfield, share current practices, and reflect on leadership challenges and successes.
Content
This three-day course, delivered across the Spring, Summer, andAutumn terms of 2025, will focus on the following areas:
● Leading schools into the future – creating a vision and establishing a strategic direction.
● Quality assurance and effective self-evaluation.
● Preparation for inspections.
● Leading and managing staff teams.
● School development planning.
● Recruitment and building high-performing teams.
● Sustaining high performance – dealing with challenge and resistance.
● Financial management and budget setting.
● Coaching and mentoring senior and middle leaders.
● Establishing a strong ethos and culture of excellence.
● Using and interpreting data.
● Working effectively with stakeholders.
Delivery format
The course will be delivered face-to-face, with structured opportunities for professional discussion, peer learning, and practical reflection.This collaborative approach is what sets it apart from traditional leadership training.
For current and aspiring senior leaders, including those considering headship, this course will be highly beneficial both before and after NPQH. Staff name Staff roles 03.10.25 / Once a term
MIDDLE LEADER DEVELOPMENT PROGRAMME
Overview
This two-day leadership development programme is designed for colleagues at Highlands School who lead a curriculum subject, year group, or key stage and are seeking to strengthen their leadership and management capabilities.
It offers a valuable opportunity to reflect on leadership practices, explore strategic approaches to curriculum development, and build confidence in leading teams and delivering whole-school priorities.
Content
During the programme, participants will explore the following areas:
● Observing and evaluating learning at Highlands
● Providing effective and developmental feedback to colleagues
● Developing a clear vision and using leadership to raise aspiration for all students
● Building strong and cohesive teams, exploring different leadership models
● Coaching and mentoring within the school context
● Managing self and time effectively
● Navigating and resolving conflict or challenge
● Creating and implementing successful action plans
● Understanding and leading on curriculum intent, implementation, and impact
● Using monitoring and evaluation strategies to drive improvement
● Gaining clarity on the Ofsted framework and how the Quality of Education and Leadership & Management are evaluated
Applying the ‘deep dive’methodology confidently as a subject or phase leader
● Preparing for meetings and presenting to key stakeholders, including senior leaders, governors, and Ofsted inspectors.
Delivery format
The training will take place face-to-face over two days and will provide participants with the opportunity to share and learn from one another. Sessions will be led and facilitated byAllan McLean, alongside otherTrust senior leaders, bringing a wealth of experience.
Staff name Staff roles 03.10.25 / Once a term
Time / Duration Target group
NATIONALPROFESSIONALQUALIFICATIONS (NPQs)
Overview
At Highlands School, we are committed to developing exceptional teaching and leadership at every level.The National Professional Qualifications (NPQs) offer high-quality, evidence-informed professional development for teachers and leaders across our secondary and sixth form phases.
Eligibility and funding
Arange of NPQs are fully funded for eligible staff working in publicly funded schools, including:
● NPQ for Headship (NPQH)
● NPQ for SENCOs
● Early Headship Coaching Offer
Funding for other NPQs may be available depending on school context and staff eligibility (e.g. pupil premium levels). Please speak to the CPD Lead if you're unsure whether you qualify.
Specialist NPQs (for Middle Leaders andAspiring Specialists)
● NPQ in Leading Teaching (NPQLT)
For teachers leading on subject delivery within departments or key stages. Ideal for Heads of Department or aspiring curriculum leaders.
● NPQ in Leading Teacher Development (NPQLTD)
For those leading mentoring, coaching, or ECTsupport. Suitable for staff supporting teacher improvement across subjects.
● NPQ in Leading Behaviour and Culture (NPQLBC)
Focuses on behaviour leadership, student wellbeing, and creating a positive school culture.
● NPQ in Leading Literacy (NPQLL)
Helps teachers improve whole-school and subject-specific literacy strategies, with a focus on reading, vocabulary, and disciplinary literacy at secondary level.
Leadership NPQs (for senior and aspiring leaders)
● NPQ in Senior Leadership (NPQSL)
For colleagues leading across departments or year groups, with whole-school responsibilities. Highly recommended for pastoral, curriculum, or progress leaders.
● NPQ in Headship (NPQH)
For those aspiring to headship or deputy headship, focused on strategic leadership and whole-school improvement.
● NPQ in Executive Leadership (NPQEL)
For colleagues in multi-school leadership roles (e.g.Trust-wide leadership). Focused on systems leadership and organisational strategy.
● NPQ for SENCOs
This will become the mandatory qualification for all new Special Educational Needs Coordinators and is tailored to meet the demands of the SEND Code of Practice in a secondary setting.
DIGITALLEADER NETWORK MEETINGS
Overview
The Professional Development Network in DigitalTechnology at Highlands School offers a collaborative space for staff to enhance their digital teaching practice. By connecting with colleagues and sharing best practice, teachers and leaders can stay up to date with the latest developments in educational technology and innovative classroom strategies.
Content
Participants will take part in workshops and sessions focused on:
● Sharing best practice in the use of digital technology across the curriculum.
● Exploring innovative and impactful teaching methods.
● Networking with colleagues to support professional growth and reflective practice.
Delivery format
This CPD network will be delivered through a combination of face-to-face and online sessions, offering flexible participation options to suit staff availability and preferences.
For further information on dates, session content, or how to get involved, please contact the CPD Lead.
Staff name Staff roles 03.10.25 / Once a term Time / Duration Target group
SEND
SENCO NETWORK MEETINGS
Overview
This forum provides an opportunity for SENCOs at Highlands School to meet and share best practice around SEND provision. Each session will be structured around a pre-agreed agenda, with all SENCOs contributing items for discussion to ensure relevance and collaboration.
Content
The forum will typically cover the following areas:
● Local and national updates: Latest developments in Special Educational Needs and Disabilities (SEND) at both national and local levels
● Funding: Discussions and updates on funding streams available for supporting pupils with SEND
● Pupil progress: Opportunities to evaluate and reflect on the achievement and progress of pupils with SEND
● Strategies for support: Sharing approaches for meeting a range of needs within the classroom and across the school
● Ofsted preparation: Guidance on how to prepare effectively for inspection with a focus on SEND provision
● Sharing best practice: Exchanging successful strategies and approaches used within Highlands and other schools
● Resource pooling: Exploring joint training, shared interventions, or collaborative purchasing to enhance SEND provision
● Strategic development: Conversations around whole-school SEND strategy and the evolving role of the SENCO
Delivery format
Meetings will be chaired by a designated representative from the SEND leadership team.These sessions will offer a structured forum for professional dialogue, supporting the continuous improvement of SEND provision and promoting the sharing of good practice across the school and wider network. Staff name Staff roles 03.10.25 / Once a term
Time / Duration Target group
UNDERSTANDING BEHAVIOUR THROUGH RELATIONSHIPS
Overview
At Highlands School, we believe that our role is not to ‘fix’children, but to create an environment in which they are able to flourish. Strong, supportive relationships are at the heart of effective behaviour management. When adults connect with young people through positive relationships, they ask, “What happened to you?” rather than “What is wrong with you?”
Content
This training will explore:
● Understanding behaviour as a form of communication.
● The role of attachment and viewing the world through the eyes of a child who is not securely attached.
● Recognising the emotional needs of children by understanding their internal struggles.
● An introduction to the biology of brain development and its impact on behaviour. Apractical toolkit to embed inclusive practice and build trusting relationships with all students.
Delivery format
In-person session held on site at Highlands School. Staff name Staff roles 03.10.25 / Once a term Time / Duration Target group
WORK BASEDACCREDITED TRAINING PROGRAMMES
UNDERSTANDING BEHAVIOUR THROUGH RELATIONSHIPS
Overview
All schools, including Highlands, have access to ring-fenced funding to support staff at all levels in undertaking apprenticeship training programmes.These are work-based training routes designed to help develop new skills for specific roles and support professional growth for both new and existing members of staff.
Content
Apprenticeships are available from Level 2 (GCSE equivalent) up to Level 7 (Master’s level)
Employers with an annual salary bill over £3 million are required to contribute 0.5% of their salary bill to the apprenticeship levy.These contributions are held in a digital account and must be used within two years, or the funds are lost.
At Highlands School, staff are encouraged to explore these opportunities to make the most of the available funding and further their career development through high-quality training pathways.
Delivery format
Apprenticeship programmes are delivered via accredited training providers and offer a range of tailored pathways to meet the needs of both individual staff and the wider school.
SAFEGUARDINGAND HEALTHAND SAFETY
SAFEGUARDING ONLINE TRAINING
TES SafeguardingTraining online
Overview
All schools, including Highlands, have access to ring-fenced funding to support staff at all levels in undertaking apprenticeship training programmes.These are work-based training routes designed to help develop new skills for specific roles and support professional growth for both new and existing members of staff.
Content
Apprenticeships are available from Level 2 (GCSE equivalent) up to Level 7 (Master’s level)
Employers with an annual salary bill over £3 million are required to contribute 0.5% of their salary bill to the apprenticeship levy.These contributions are held in a digital account and must be used within two years, or the funds are lost.
At Highlands School, staff are encouraged to explore these opportunities to make the most of the available funding and further their career development through high-quality training pathways.
Delivery format
Apprenticeship programmes are delivered via accredited training providers and offer a range of tailored pathways to meet the needs of both individual staff and the wider school.