Research School Network: Bouncing Back: Leading Professional Development for Whole School Improvement at Hermitage Academy By Alicia McKenna, Director of Training and Research

In 2018, Hermitage Academy found itself in a difficult position. Pupil progress was significantly below national averages in key subjects like English, mathematics, science, and humanities. This was particularly true for the most able and disadvantaged pupils, whose progress was notably poor. Following an Ofsted inspection that year, the school, previously rated ​‘Outstanding’ in 2007, was downgraded to ​‘Inadequate’. The situation called for a complete transformation.

That transformation began in September 2019, when Hermitage Academy was sponsored by the North East Learning Trust (NELT). Since joining the Trust, the school has benefitted from a rapid programme of improvement, resulting in a ​‘Good’ rating from Ofsted and substantial improvements in both Key Stage 4 and Key Stage 5 outcomes for all pupils.

Having had the privilege of teaching at Hermitage Academy last year, I was fortunate enough to witness firsthand the high-quality leadership that enabled this impressive turnaround. In this blog, I will explore how the school’s leadership team, led by Headteacher Lindsay Maughan, prioritised teacher development as a key driver of whole school improvement.

Prioritising Professional Development
The leadership team at Hermitage Academy understood from the outset that supporting high-quality teaching was essential to improving pupil outcomes. As such, teacher development became a top priority. The school’s CPD programme was meticulously designed, carefully selected, and implemented with precision. This ensured that staff were well-trained and highly skilled.

Managing Change
When the school joined NELT, there were considerable changes to both the curriculum and the day-to-day operational systems. Leaders understood that to sustain these changes, they needed to manage the cognitive load of their staff carefully. Rather than overwhelming teachers with too much at once, they adopted a ​‘drip-feed’ approach, focusing on introducing high-leverage content gradually.

This approach mirrored the careful planning of a pupil curriculum, where topics and techniques are revisited, allowing teachers to retrieve and build upon their prior knowledge. For example, the concept of ​‘memory’ was revisited frequently, as a deep understanding of how memory works underpins many aspects of teaching — from delivering explanations to managing pupil cognitive load and checking for understanding.

Strengthening Subject Knowledge
In addition to focusing on teaching techniques, time was allocated for teachers to engage in subject-specific CPD. This allowed them to deepen their subject knowledge and expertise. Leaders recognised that robust subject knowledge is a crucial factor in effective teaching, so ensuring teachers had access to high-quality, relevant training became a priority.

By reinforcing both pedagogical skills and subject-specific knowledge, Hermitage Academy equipped its teachers with the tools they needed to drive pupil progress.

Motivating Teachers
Once teachers were equipped with new knowledge, it was important to motivate them to apply it effectively in their practice. Leaders ensured that all CPD content was delivered by credible sources, backed by robust research. Expert teachers within the school were used to exemplify best practices, giving colleagues concrete, real-world examples of what good teaching looks like.

Leaders made a point to highlight and praise good practice across the school, ensuring that teachers felt valued and recognised for their efforts. The positive feedback loop further motivated teachers to continue implementing new strategies in their classrooms.

Live Modelling
To support teachers in applying teaching techniques, leaders utilised both live and video modelling of good practice. This allowed teachers to see how strategies should be executed in real classroom settings. Observing these techniques in action gave teachers the opportunity to anticipate challenges and learn solutions before they faced them themselves.

This modelling was invaluable in bridging the gap between theory and practice, helping teachers feel more confident in trying out new methods.

Collaboration and Continuous Development
A crucial element of Hermitage Academy’s approach to CPD was the emphasis on social support and collaboration. Teachers worked together to develop their teaching techniques, with Whole School CPD filtering into departmental CPD and meetings. This ensured that professional development was not a one-off event, but a continuous process embedded within the school’s culture.

Collaboration extended beyond the walls of Hermitage Academy. Networking with other Trust schools enabled teachers to exchange ideas and practical advice. This collaborative approach fostered a sense of community and shared purpose, making the learning process more enriching and supportive.

Revisiting and Embedding Practice
At Hermitage Academy, revisiting training was a critical part of the process. CPD sessions were followed up with prompts and reminders, ensuring that key concepts and strategies remained at the forefront of teachers’ minds.

To further embed practices, quality assurance processes were put in place to review the implementation of key techniques in the classroom. Teachers were encouraged to align their performance management targets with the school’s Teaching and Learning priorities, making it clear that individual goals should support whole school improvement.

Hermitage Academy’s transformation from an ​‘Inadequate’ school in 2018 to one that is now rated ​‘Good’ is a testament to the power of effective leadership and professional development. By prioritising teacher development, managing change thoughtfully, and fostering collaboration, the school has improved both the skills of its staff and the outcomes of its pupils.