This Ofsted report into the phase 2 independent review of teachers’ professional development in schools has found that access to high quality training is variable and reliant on access to ‘Golden Thread’ reforms.
The report found that the Early Career Framework (ECF) is proving successful for many new teachers, with participants praising its effectiveness and impact on their skills, particularly in teaching methods and behaviour management. Crucially, high-quality mentoring and investment from schools and trusts were identified as key factors in an early career teacher's success.
The report also looked at the revamped National Professional Qualifications (NPQs) and found them to be generally well-regarded by participants, offering relevant and high-quality training. In the most effective schools, the knowledge gained through NPQs is being used to improve staff retention and achieve whole-school improvements. Teachers and leaders welcomed the wider range of available NPQs and called for continued funding to ensure more staff can benefit in the future.
However, the report also raises concerns. Less than half of those surveyed who weren't enrolled in an ECF or NPQ programme felt they had access to high-quality and relevant teacher development opportunities. In some schools, teacher development was found to be disjointed and not aligned with broader school improvement plans or individual needs. School leaders highlighted workload pressures and the cost of providing cover for training as long-standing barriers to teacher development.
Schools deemed most effective offered innovative teacher development approaches, including flexible formats, networking opportunities, and collaborative working.