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In the ‘’ report, Ofsted has found that schools understand the importance of professional development however there are issues in finding the time due to competing priorities. The report is the first of a 2-part review commissioned by the Department for Education looking at quality of CPD since the pandemic. The report identified that school leaders and teachers want more time dedicated to CPD, including time for follow-up, but workload pressures are often preventing this. ECTs and those undertaking NPQs found that this was less of an issue as specific time was set aside for their learning and prioritised. There was an increase in those wanting training for supporting pupils with ������, unsurprising given the shortfall in special school places and more pupils with more complex needs in mainstream school. Teachers found that online training did not have the same quality that in-person training provided.

The research also found:

• schools have prioritised training and development around the curriculum
• teachers want more training on teaching pupils with special educational needs and/or disabilities (������)
• leaders and teachers are often unimpressed with the quality of training and development received
• a strong emphasis is being placed on mental health and well-being training, as a result of the pandemic

More experienced staff were concerned that training often was not prioritised for them and that there were often several focuses for training that made implementation a challenge. This particularly was affecting those signed up as mentors for ECTs, with additional workload impacts from supporting on top of their usual roles within school. 

nasen have launched their which may support schools to allow staff to train as it suits the many priorities and time constraints within school with support for every role within school including governors and trustees. We also have a helpful and its relation to the current landscape.