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Continuing Professional Development (CPD) in a MAT
Baxter, Amy
Baxter, Amy
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Authors
Date
2025
Educational Level
ISCED Level 1 Primary education
ISCED Level 2 Lower secondary education
ISCED Level 3 Upper secondary education
ISCED Level 2 Lower secondary education
ISCED Level 3 Upper secondary education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Context: This action research case study was carried out as part of the Department for Education's nasen Universal SEND programme in the UK, focusing on enhancing continuing professional development (CPD) within a Multi-Academy Trust (MAT). This initiative aimed to integrate staff perspectives and an analysis of existing school data to improve educational practices, particularly regarding special educational needs and disabilities (SEND).
Aims: The primary aim of the research was to enhance the CPD framework within the MAT by employing a new networking and coaching model. This included developing tailored CPD resources for both primary and secondary schools, thus striving for a comprehensive enhancement of SEND support across the academies involved.
Methods: The study utilised an action research methodology involving multiple cycles of planning, action, analysis, and review. Ethical consent was obtained from participants to ensure the confidentiality and anonymity of the data. Data was systematically gathered and assessed to evaluate the effectiveness of the CPD interventions and practices implemented.
Findings: The research found that integrating SEND principles into the core of the school's educational framework significantly enhanced collaborative efforts among staff. Continuous professional development opportunities were successfully tailored to meet the diverse needs of educators within the MAT. The analysis revealed that embedding SEND into daily school life fostered a culture of inclusivity and collective responsibility, contributing to improved educational outcomes for students.
Implications: This study illustrates the potential benefits of a structured approach to CPD within a MAT focused on SEND. Other educators may consider similar models that promote collaboration and inclusivity, demonstrating that effective CPD can lead to improved educational practices. The findings underscore the importance of continually reviewing and integrating SEND strategies into routine school functions, emphasising that SEND should be embedded in the educational ethos rather than treated as a standalone concern.
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Keywords (free text)
inclusion, special educational needs and disabilities (SEND), mainstream primary and secondary schools, continuing professional development (CPD), teacher perspectives, data analysis