Staff Learning

Other pages of interest in this section:

“Our teachers belong to the most talented generation of professionals our schools have ever seen and work very hard and with great passion to do what’s right for our students.”


Our students aren’t the only learners at Ivanhoe though!  Excellent teaching goes hand in hand with excellent staff development, we are very committed to this at Ivanhoe, as we support everyone on their ‘Journey to Excellence’.

We rigorously monitor the quality of teaching at Ivanhoe to ensure the excellent quality for learning is maintained. We provide a programme of Continuous Professional Development (CPD) for all teachers.

Our approach to CPD is based upon respecting and valuing all members of staff and the contribution they make to the school.  The college’s two CPD Leaders work collaboratively with line managers, subject leaders, senior leaders and expert teachers through Professional Learning Communities and subject-related CPD, to enable staff to cope with the challenges of innovation and change.

All teachers at all stages of their career strive to improve their practice. We have an ethos of collaborative learning at Ivanhoe; it is common practice to share our experiences, teaching practices and support. We have an open door policy where colleagues visit one another's classrooms regularly.

Enhancement of students’ learning and wellbeing is central to Ivanhoe’s CPD programme. Through its commitment to improving standards and the quality of teaching and learning and leadership, the college strives at all times to create a deliberate and continuous process of CPD.



Monitoring the impact of staff development in the classroom.

Subject specific CPD has improved the feedback mechanisms we are using and has given staff increased confidence. This has been seen to transfer to students well, with highly motivated learning and some challenging questions asked of their teachers. Senior and Middle Leadership Development helps staff feel empowered to share their ideas and effect change as well as being more motivated to push their teaching and leadership boundaries.

Zan - Year 9 Student -"I know lots about how important it is to have growth mindset; we think about it in assemblies and in lessons. My teachers always say 'YET 'if i say I can't do it. I know I just need to keep at it."

Rachel - Design Teacher and NQT Mentor - "I developed personally from the experience because I got to visit other members of the department and I completed the NQT coaching course at Forest Way. The skills I have developed and the questioning techniques I have learnt have been very useful, even when talking to other colleagues around the College."

Rupert - Geography Teacher (Music Specialist) - "I am consistently getting classes to think more deeply about their answers, both written and verbally, and this has been reflected in my observation comments. I feel proud of my achievements and confident going into my second year." 

Russ - Subject Leader for Computing - "Focus Groups for me have been a fantastic opportunity to effect change at the College, working towards clear and common goals. Subject CPD time has been very useful to upskill my team's subject knowledge in anticipation of new curriculum content, meaning our students get the best possible deal in Computing."

Mel - Art, Design and Technology Subject Leader - "I have found my MLT focus group this year (on marking and feedback) to be really eye opening. It has been interesting to work with other members of MLT who I wouldn't normally spend a lot of time with, and ,in the process of doing so, it has been useful to have time to review and work on latest research which will hoefully have an impact on all of our colleagues. For myself, it has been great CPD to push myself out of my comfort zone, preparing CPD training for others." 







We have dedicated CPD Leaders in the School, Sarah Lane - Assistant Principal for Teaching and Learning, Emma Cresswell Assistant Principal -  Leading Practitioner.

In October 2014 we were proud to be awarded the CPD Mark. 

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