Education is changing, fast. With the removal of mandatory Performance-Related Pay (PRP) for teachers in England, schools now have the freedom to redesign how they approach appraisal and professional development. Learn how to best approach these changes with top tips from the TDT and how SchooliP can support this shift.
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Continuing Professional Development (CPD) should be one of the most powerful tools a school has to drive improvement. When staff grow, schools grow. But too often, CPD is treated as a compliance task rather than a strategic driver. Hours are logged, training is attended, and appraisal forms are filled in. Yet the link between professional development and meaningful, measurable change across the school can feel weak or even non-existent.
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In today’s fast-paced school environment, decisions need to be made quickly and confidently. But how can we be sure those decisions are based on the right information? The answer lies in accurate live data.
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Self-evaluation is essential for driving continuous improvement within educational institutions. It provides a structured approach for reviewing every aspect of an organisation's performance, from teaching and learning to leadership and operational management.
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Few moments in a school leader’s career bring as much anxiety as receiving the call that an inspection is imminent. Whether it’s ISI, Ofsted, KHDA, or BSO, that looming deadline can create a sense of panic. The rush to locate self-evaluation forms, improvement plans, and policy documents can make it feel like an impossible race against time. But what if inspections didn’t have to be a scramble?
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As schools prepare for the next academic cycle, strategic budgeting and resource planning are essential to ensure that financial decisions support long-term educational excellence. More than just balancing the books, a well-thought-out approach helps maximise the impact of investments in teaching quality, staff development, and student success.
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