Case Studies
  West Kirby School
  Dowdales School
  Hertswood School
  Feedback

Case Studies - Feedback

Below is some feedback on a variety of topics from several schools who have attained the CPD Mark.

Why should we do this?
Does the CPD Mark relate to all staff?

What is the impact on teaching and learning?

Will we learn more about different types of training?

Will the process help with Ofsted?

Does the process take up a lot of time?

What does the assessment entail?

Can we ask questions as we go through the process?

Would you recommend the CPD Mark to other schools?

Why should we do this?
“The main benefit for me is about the process. It is not about the kitemark, that doesn’t really interest me. It is about the value of the process to achieve the kitemark and whatever we learn along the way.” (Headteacher)

“I think there were two things about the CPD Mark: one, there was the confirmation and the affirmation that what we knew was working well. But also, the change in attitude, the understanding of what CPD is about – and it is not just going out to a course, ticking a box and coming back to share, or not to share what people have learned with a wider audience. It can be about that, but people have learned that it is also about sharing best practice within and staff are now working in action groups to develop their own training and practice rather than acting as individuals.” (Headteacher)

“The gap analysis process was really valuable. We had identified areas where we thought we needed to improve our CPD – the Quality Mark proved and affirmed that we were right but found other areas that we hadn’t identified that needed developing and we have now plugged those gaps.” (Headteacher)

Does the CPD Mark relate to all staff?
“If a school governor from another school were to ask me why I was going through the process of looking at professional development within the establishment, I would tell them that it is really important because it enables you to realise that, in your whole school community, it is not just the professional development of the teachers that is important, this process helps you to help you to look at how you are providing the professional development for other people in your establishment such as the office staff, the cleaning manager, the caretakers, the teaching assistants and as well as the school governors It all contributes to the learning environment for the students and it’s all important.” (Teacher/Governor)

What is the impact on teaching and learning?
“I would definitely recommend the CPD Mark because it is very much focused on the impact of teaching and learning and it pulls together all the processes and systems that you have in place and makes you look at these again with fresh eyes. It is different from IIP, and in fact it is far more pertinent to schools than IIP although IIP is a good process. It is very much geared to schools, it fits in perfectly with the other systems of monitoring and evaluation specific to schools.”  (Deputy Head/CPD Co-ordinator)

“The process was rigorous but it enabled us to recognise and celebrate our strengths as well as identify areas we needed to work on. Staff development is crucial to promoting excellent teaching and learning and the assessment process helped us to focus on this issue. “ (Deputy Headteacher/CDP Co-ordinator)

“Since we have gone though the process, whenever our staff meet to talk, the quality of conversation and dialogue about learning is greater than ever before and the CPD Quality Mark has helped to do that.” (Headteacher)

Will we learn more about different types of training?
“Doing the CPD Mark really made us focus on our practices and the provision that we are buying into. We do a lot of Inhouse CPD now so that we use each other as colleagues and we are far more evaluative in our practice.” (Headteacher) 

“Through the CPD Mark we have engaged in more of a dialogue with our LA about what courses we might want for our staff and how we might want to share good practice between schools.” (Headteacher)

“We are looking to offer our school partners training opportunities in our school and our partners will reciprocate. This was a dream for a while but now it is becoming a reality. The CPD Mark process has made us realise that we don’t always have to go out to courses because the expertise is here -  there are good ideas here, there is good practice and fantastic work is being done. Why not share and celebrate this and spread it beyond the school walls?: (Deputy Head/CPD Co-ordinator)

Will the process help with Ofsted?
“The CPD Mark process was very worthwhile – the auditing, the gap analysis side of it was very useful and it will certainly help towards bolstering up our SEF to prepare for Ofsted next time.” (Headteacher)

“What was most enjoyable was getting people to talk about CPD and their practice and the outcomes in terms of the enthusiasm of the staff and what we are taking forward from this and the confidence that, if  we now get an Ofsted inspection, we are fully primed in terms of the processes of CPD.” (Deputy Head/CPD Co-ordinator) 

Does the process take up a lot of time?
“There is a lot to the Continuing Professional Development Mark which is great, but it is not all about just one person looking at it, it is about spreading the workload, giving other people an opportunity to audit their areas and also to celebrate their performance. It is easy in the sense that it can be spread out amongst all the staff because it touches so many people and it helps them to feel good about the quality of what they are doing.”  (Deputy Head/CPD Co-ordinator)

“The big surprise was – actually, this isn’t as daunting as you think it is going to be and also coming to the assessment point was therapeutic in a way because you had an Assessor affirming what you do, what you do well, and, in a non-threatening way, saying: “Look – from good to great - you can go this step further by doing these little bits and pieces.” (Deputy Head/CPD Co-ordinator)

“I think if you want to do the Continuing Professional Development Mark well you should take a period of time to do it and build it into your School Improvement Plan. We took our time because we really wanted to make the process worthwhile and we completed the process in six months.” (Deputy Head/CPD Co-ordinator)

What does the assessment entail?
“People came out of the interview process at the end feeling quite “euphoric” - this is perhaps too strong a word to use but feeling very good about themselves, about the work that they were doing and about the school as an establishment because of the realisation that there was a lot of really positive stuff going on.” (Deputy Head/CPD Co-ordinator)

“Several people came out of their interviews feeling they had taken something away from the dialogue with the Assessor (who was obviously an expert in this field)  - something that would improve their practice and that was great – the positive icing on the cake at the end of the process – having two day’s worth of somebody in the school, working with us.” (Deputy Head/CPD)

“The feedback we got from the Assessor was very high quality. The two days with the Assessor in school were very informative, it wasn’t a ‘done-to’ it was a ‘working-with’ process and that was very useful.” (Headteacher)

“The assessor was excellent and everyone who spoke to him enjoyed the experience. He was very personable and easy to work with” (CPD Co-ordinator)

The two-day assessment that we had was an extremely positive experience. The assessor was friendly and quickly put us at our ease, but at the same time he was extremely thorough, and we were impressed with the detail he managed to go into and the ground that he covered during his visit.

His report back to us was uplifting, highlighting our good practice and pointing out suggested areas for improvement – another positive aspect of this process was that at no time did we feel that we were being told what to do, rather that we were given suggestions of how to move forward if we wanted to move in that direction. We also felt that it was good that we were able to read the draft report and make corrections as necessary.” (Assistant Headteacher) 

Can we ask questions as we go through the process?
We got a lot of support from the team because you could phone people if you wanted to and that was really helpful.”  (Deputy Head/CPD Co-ordinator) 

“The support provided by the CPD Mark team was excellent throughout. The Assessors were thorough but supportive and the whole process was invaluable in improving our quality of provision.”   (Deputy Headteacher/CDP Co-ordinator)

Would you recommend the CPD Mark to other schools?
“Yes as it will either endorse excellent practice – or highlight the need for development change” (CPD Co-ordinator)

“All in all the CPD mark process is something that I would strongly recommend to any school which recognises the importance of CPD and which is looking to further identify and implement good practice in the field.” (Assistant Headteacher)