Continuing Professional Development

Hatch End High School is proud to see high quality training of all staff as the key to maintaining outstanding teaching and learning and overall outcomes for all its young people.

We see the quality of our staff as being integral to our quest for continuous improvement and believe they are our greatest resource.  

We also believe that LIFE-LONG LEARNING is an ethos which all our stakeholders including students/parents and carers and the local community are fully entitled to in our role as an outstanding local comprehensive school.

Working with a number of partners, we aim to offer a range of personalised learning opportunities that meet the needs of staff at varying stages of their professional careers. We believe that every member of our teaching community can develop; not because we aren’t good enough but because we can always be better and because we constantly need to adapt and refine our practices to meet the needs of our students.

As a Strategic Partner in the Harrow Collegiate Alliance, we work with our partner High Schools to offer a suite of programmes that are available to both classroom practitioners and support staff. 

The programmes range from opportunities to consolidate and refine pedagogical practice through to Aspiring Leadership and Headship for our many talented teachers who wish to progress in their careers and be at the forefront of leading teaching and learning. 

Staff from Hatch End lead in the delivery of some of these Alliance programmes which offers another layer of opportunity to develop as a practitioner at Hatch End High.

Please view the current Harrow Collegiate Alliance programme here

We have embraced the revised NPQ suite of qualifications and are able to offer these DfE accredited qualifications to our middle and senior leaders through our partnership with Teach West London and the Harrow Collegiate Alliance. The NPQs are delivered in partnership with the UCL. 

National Professional Qualification Information

All our internal school programmes of training are underpinned by a strong evidence base and pedagogical focus; as well as a belief that teaching in the classroom and beyond can always improve and meet the needs of our diverse student body more creatively and with greater impact.  

We know that for teachers to improve their practice they need time and autonomy to engage in collaborative professionalism with their peers, to enhance their subject specialisms and to practice new strategies and techniques within a safe and supportive professional learning environment. We structure the school day to create opportunities throughout the term for some whole school training sessions and facilitate numerous programmes for professional learning within subject disciplines. 

We have an extensive professional learning library and see evidence informed practice as a key underpinning of our learning as professionals.  

We aim to offer sustained learning opportunities that enable our teachers to thrive and grow professionally.  Our CPD Plan derives from the extensive global evidence base around effective classroom practice, our own School Improvement Plan with its ambitious targets, and a robust Performance Management programme for teachers and associate staff that focuses on raising standards to have a positive impact on the attainment and progress of all our students.