Research School Network: GUEST BLOG: From Compliance to Commitment: Building a Staff Development Culture at ACE Tiverton Hannah Smart reflects on school culture for professional development

At ACE Tiverton Special School, you’re part of a team that supports students with some of the most complex needs in education. That responsibility calls for expertise, compassion, and — crucially — continuous professional growth. But let’s face it: staff development can easily become a box-ticking exercise. Embedding that growth mindset is key, and at ACE Tiverton, we’re working on making this a central tenet of our school culture. Alongside our mantra of unconditional positive regard sits our view that every interaction is an intervention. This applies just as much to developing a school wide culture as it does to our work with our young people.

So, how do you move from compliance to a culture of commitment? It starts with collective ownership. Rather than treating CPD as something ​‘done to’ you, the aim is to empower our staff to see professional development as integral to their identity as an educator. We know that when staff feel a sense of agency over their learning and development, they’re more likely to apply it with confidence and curiosity.

The Education Endowment Foundation (EEF) suggests that effective professional development is not a one-off event — it’s a carefully sequenced process (EEF, 2021). At ACE Tiverton, this means regular, research-informed training that builds over time, aligned closely with the needs of our students and staff professional interests. From exploring trauma-informed practices to embedding adaptive teaching strategies, all aspects of our CPD programme are tailored and purposeful, both to our school development plan and to the needs of different groups of staff.

We know that great teaching doesn’t happen in isolation. That’s why we’ve taken the approach to developing our collective practice through peer-to-peer coaching. In our sector, co-production is vital to ensure individuals’ lived experiences and voices are heard. We take this seriously in all aspects of our staff development and school improvement. When you co-plan or observe a colleague, you’re not only learning — you’re contributing to a learning community. And in a special school setting like ours, where adaptability and emotional insight are vital, this collaborative learning is invaluable.

Critically, we build in time for reflection. After any major CPD initiative, we ensure there is space to reflect — formally and informally — on what worked, what didn’t, and what to try next. This helps CPD feel less like a prescription and more like a dialogue. According to Kraft, Blazar & Hogan (2018), reflection is a key factor in whether professional development actually impacts pupil outcomes.

Of course, culture doesn’t change overnight. But every time you engage in a discussion about evidence, share a success from your classroom, or support a colleague’s development, you’re helping to build that culture. And ultimately, that culture serves our students — because when adults are growing, learners thrive.

So, here’s your takeaway: staff development isn’t an add-on —it’s woven into who we are. Whether it’s through mentoring, inquiry groups, or quick-fire learning huddles, you’re not just attending CPD — you’re shaping it.

Further reading:

Education Endowment Foundation (2021). Effective Professional Development. Available from: https://educationendowmentfoundation.org.uk

Kraft, M. A., Blazar, D., & Hogan, D. (2018). The Effect of Teacher Coaching on Instruction and Achievement. Available from: https://doi.org/10.3102/0034654318759268

Sharples, J., Eaton, J., Boughelaf, J. (2024) A School’s Guide to Implementation. Education Endowment Foundation: London