Purpose & Rationale

• The RQT programme supports professional development for teachers early in their careers.
• It centres on Research Disciplined Inquiry (RDI) to improve teaching practices and student outcomes.
• RDI allows participants to focus on a self-chosen pedagogical or leadership area linked to their performance management objectives.

Research Disciplined Inquiry (RDI)
The Central Region Schools Trust’s Research Disciplined Inquiry Programme supports Year 3 teachers in embedding academic research into classroom practice through a structured action research model. It encourages deeper professional engagement to improve pedagogy and outcomes. The programme fosters a research-informed school culture, encourages personalised professional development, and supports staff retention and career progression through meaningful inquiry and shared learning.

Process:
Teachers will:

• Choose a research focus
• Read and select key texts
• Develop a methodology to assess impact
• Reflect in a written assignment
• Share findings with peers

RQT CPD Schedule

Includes workshops on key topics:

• Role of Form/Class Teacher
• Research methods
• Effective Feedback
• Responsive Teaching
• Positive Behaviour & Research Check-in
• Adaptive Techniques
• Questioning

The Reflective Teacher Programme is an internal CRST initiative currently under consideration. It is designed to support Lead Practitioners, trust-level leads, and other colleagues who are interested in deepening their understanding of observable teaching behaviours, classroom practice, and the delivery of effective feedback to staff.

The programme is intended to run throughout the academic year, providing structured development and mentoring support from experienced colleagues, including current trust leads. We are also exploring the potential for collaboration with university partners to enhance the programme’s academic rigour and investigate the possibility of formal accreditation, thereby increasing its professional value.

Central Region Schools Trust is proud to work in partnership with the Tudor Grange Teaching School Hub and Best Practice Network to deliver the Leading Teacher Development NPQ, to our own staff.  

This collaboration ensures our colleagues have access to high-quality, evidence-informed leadership training that supports career progression and drives school improvement. By hosting and facilitating this programme internally, we can contextualise content to meet the specific needs of our schools while maintaining the rigour and national standards of the NPQ framework. 

Suitable For: Aspiring or current subject leaders. 

Overview: 

• Designed in collaboration with trust senior leaders, a leadership consultant, and a regional research school. 
• Balances theoretical insight with practical strategies for effective subject leadership. 

Intended Impact: 

• Strengthen leadership skills in subject curriculum planning, implementation, and evaluation. 
• Learn to use data for curriculum improvement. 
• Gain techniques for leading department meetings and CPD sessions. 
• Reflect on and refine their leadership style. 
• Understand how to prepare for and navigate a curriculum deep dive. 
• Create action plans aligned with whole-school priorities. 
• Develop skills in managing and supporting colleagues. 

Suitable For: Aspiring or newly appointed pastoral/phase leaders. 

Overview: 

• Developed in partnership with trust senior leaders, and school improvement partners. 
• Provides a practical, well-rounded introduction to pastoral leadership within schools. 

Intended Impact: 

• Understand the core duties of effective pastoral leadership. 
• Learn how to implement, monitor, and evaluate support systems. 
• Explore the ‘team around the child’ approach, neurodevelopment, and psychology. 
• Gain insight into multi-agency work, safeguarding, and the care system. 
• Understand Ofsted expectations around Personal Development. 
• Develop strategies for improving attendance. 
• Build value-driven school systems and effective relationships. 
• Learn how to manage conflict and student deregulation. 

The Central Region Schools Trust has a clear vision to strengthen pupil outcomes by investing in the development of Achievement Assistants through a targeted training provision. These vital team members play a key role in supporting teaching and learning, behaviour, inclusion, and wellbeing across classrooms. By equipping them with structured, high-quality professional development—aligned with the trust’s values and evidence-based practices, the Trust ensures greater consistency, effectiveness, and impact in the support provided to students.  

Our provision empowers Achievement Assistants with the skills, knowledge, and confidence needed to contribute meaningfully to school improvement priorities and the wider educational mission of the trust. 

Opportunities include: 

• Understanding the Curriculum: Basic principles of curriculum intent, implementation, and impact. 
• Effective Support Strategies: How to scaffold learning, support differentiation, and encourage pupil independence. 
• Literacy & Numeracy Support: Techniques for aiding pupils with reading, writing, and basic maths skills across key stages. 
• Behaviour for Learning: Strategies to support positive behaviour, de-escalation techniques, and restorative practices. 
• SEND Awareness and Adaptation: Understanding common SEND needs and how to adapt support accordingly. 
• Trauma-Informed Practice: Recognising the impact of trauma and supporting emotional regulation. 
• Working with Teachers: Effective classroom communication and teamwork. 
• Building Relationships with Pupils: Supporting pupil engagement and fostering a sense of belonging. 
• Questioning and Feedback: Using effective questioning and giving appropriate feedback to pupils. 
• Observational Learning: Peer observations or shadowing experienced staff. 

At Central Region Schools Trust, we are committed to the professional growth of all our staff. Through the Apprenticeship Levy, we offer a wide range of development opportunities for both support and teaching staff.  

These programmes provide structured, accredited pathways to build expertise, enhance career progression, and strengthen our collective impact on pupil outcomes. Whether you are at the start of your journey or seeking to deepen your practice, our apprenticeship-funded CPD options are designed to support your development every step of the way. 

Opportunities include: 

• Teaching Staff Apprenticeships 
  • Level 5 Learning and Skills Teacher 
  • Level 5 Education Management/Leadership Apprenticeship 
  • Level 6 Teaching Apprenticeship (Qualified Teacher Status – QTS) 
  • Level 7 Senior Leader Apprenticeship (with MA in Educational Leadership) 
• Support Staff Apprenticeships 
  • Level 3 Teaching Assistant with SEND 
  • Level 3 Early Years Educator with SEND 
  • Level 5 Thrive Achievement Assistant 
  • Level 5 Teaching Assistant (SEND, Curriculum, Development) Foundation Degree, platform to the L6 TDA 
  • Level 6 Teaching Apprenticeship (Qualified Teacher Status – QTS)

Jenna Brown
Lead Practitioner & Lead ITT/ECT Mentor, Gospel Oak School

I began working for CRST in September 2022 as a Lead Practitioner for Languages and in April 2023, I completed a Trust application for the opportunity to complete a Senior Leader Apprenticeship with Masters in Leadership in Education. During the last two years, I have been fortunate to complete this qualification at Distinction level and am grateful for the guidance of Gospel Oak School and Trust Senior Leaders. Recently, I have been appointed as Senior Lead Practitioner at GOS and will undertake the role of Professional Mentor; I am really looking forward to this next challenge.
 

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Steph Hopcroft
Assistant SENCO, Oak Hill First School

As Inclusion Support Teacher at Oak Hill First School, I work closely with students with Special Educational Needs and Disabilities (SEND) and those with English as an Additional Language (EAL), ensuring all learners have equitable access to the curriculum. My approach is rooted in empathy, adaptability, and evidence-based strategies tailored to individual needs. This year, I completed the Pastoral Leadership course led by the CRST, which has significantly deepened my understanding of student wellbeing and strengthened my ability to lead on inclusive practices across the school. The training has enhanced my collaboration with staff and families, promoting a more holistic support framework. Due to this, notable successes this year include the development of targeted intervention programs that have improved academic progress, behaviour across school and student confidence. I’ve also contributed to whole-school initiatives to foster a more inclusive environment, helping to embed inclusion into the school’s ethos. I remain passionate about nurturing every student’s potential and advocating for inclusive education at all levels.
 

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Dean Salisbury
Trust Primary School Improvement Lead, Sutton Park Primary School

Dean has been a committed and dedicated teacher for 18 years, passionately teaching Year 6 pupils in the main and guiding them towards academic success year on year. Since joining the Central Region Schools Trust in 2019, many CPD opportunities have arisen, including the opportunity to be a Specialist Leader of Education (SLE) and Trust Writing Lead. In this role, he has supported several schools in improving Writing standards, and successful exterior moderations. His latest work has seen the creation of a new writing assessment system, which is about to be taken on across Primary Schools within the Trust.

Dean has also been in the role of Vice Principal for the last three years, where he has significantly contributed to school improvement efforts at Sutton Park Primary School.

Starting in September 2025, Dean will take on the role of Primary School Improvement Lead across the Central Region Schools Trust, working for the CRST to enhance educational standards and support teachers alike.
 

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Sophie Davis
Y6 Achievement Assistant, Lickhill Primary School

With over 11 years of service at Lickhill Primary School, I have taken on a variety of roles including 1:1 support, Achievement Assistant, and After School Supervisor. Currently based in Year 6, I bring a broad range of experience, having supported children across all primary key stages.

A cornerstone of my practice is building trusting, meaningful relationships with pupils. My work is informed by the Thrive approach, which drives our whole-school ethos. I use this understanding to identify individual needs and implement targeted strategies that support emotional well-being and learning outcomes.

My commitment to this approach has led to recognition within the school and opportunities to further develop my skills. I am now looking forward to the Thrive Apprenticeship Programme, which is being supported by the Trust, and which I hope will enhance my knowledge and enable

me to make an even greater difference to the lives of the children I work with.
 

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Jenny Lewis
Trust Lead Practitioner, Church Hill Middle School

Jennifer Lewis is a Lead Practitioner in Science with a deep commitment to educational improvement and collaborative leadership. Alongside her school-based role, she plays an active part in the Ogden Trust partnership, leading science outreach and enrichment across the community. Jennifer also works with the Trust in Co-Design Leadership, shaping strategy and driving innovation across schools. As a CRST Facilitator and School Improvement lead, she supports colleagues in delivering high-impact teaching and leads professional development that fosters long-term growth. Known for her approachable leadership style, Jennifer is passionate about building strong, supportive networks that help both staff and students thrive. Whether mentoring teachers, co-creating curriculum, or championing STEM engagement, she brings energy, clarity, and a shared sense of purpose to every project. Her work reflects a belief that education should empower—and that great science teaching can inspire every learner to explore, question, and achieve.
 

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Seb Dyer
RQT & Y6 Teacher, Oldbury Park Primary School

Currently my role sits as a class teacher in year 6 with the responsibility of PE lead at Oldbury Park Primary school. I have previously taught year 4 at the same institution and year 5 in another school within Droitwich. The increased responsibility has been an enjoyable opportunity this year which has been support by our RQT project. This task has allowed me to explore resilience and social understanding of PE within our context. Thereby developing my knowledge of sports within our catchment at Oldbury Park, informing future decisions and planning surrounding the school going forward.
 

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Shaista Anwar
KS5 Maths Coordinator, Holyhead School

As the KS5 Maths Coordinator at Holyhead School, I lead curriculum planning and delivery to ensure consistently high standards of teaching and learning. This year, I successfully adapted the A Level curriculum to better meet the needs of our students, resulting in improved engagement and performance. My approach is underpinned by research into responsive teaching and growth mindset, developed through my MA in Education. I am currently completing the CRST Subject Leadership course, which has had a significant impact on my professional growth. Each session, delivered by experts in their fields, has deepened my understanding of leadership—focusing on strategic planning, curriculum design, and effective team management. Applying this learning, I have delivered targeted CPD to KS5 teachers, sharing evidence-based strategies to enhance pedagogy and promote consistency across the sixth form. This experience has strengthened my confidence and equipped me to take on greater responsibility, with a clear focus on supporting both staff development and student success.
 

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Niall Brennan
Trust Attendance Lead, Arrow Vale School

Niall has been part of Central Region Schools Trust since its formation and has worked at Arrow Vale since 2008, holding various senior leadership roles. Now Trust Lead for Attendance, he drives improvements across all schools through systems development, data enhancement, and policy leadership—including the creation of a Trust-wide Attendance Tracker. He also leads Digital Learning, having coordinated the Trust’s digital strategy during the Covid-19 pandemic, and continues to oversee innovation through projects such as MIS rollouts and AI integration. Under his leadership, Arrow Vale has been named a Microsoft Showcase School for two consecutive years. A Microsoft Innovative Educator Expert, Niall regularly shares best practice, including at the Worcestershire Attendance Conference. He holds a degree in Sports Science and English, a PGCE, and the NPQSL, and is passionate about improving systems and outcomes to benefit staff and students across the Trust.
 

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Scott Chambers
IT Helpdesk Manager, CRST Central Team

I currently serve as the Helpdesk Manager at Central Region Schools Trust, where I lead a dedicated team providing IT support across multiple schools. In this role, I focus on ensuring consistent, high-quality technical support that enables staff and students to make the most of their digital learning environments. I recently achieved my Level 4 qualification in Network Engineering, a milestone that has strengthened my technical expertise and leadership within the team. Throughout my time at the Trust, I’ve been fortunate to receive outstanding support and numerous opportunities for professional development. This ongoing investment in my growth has played a key role in my career progression and has allowed me to contribute meaningfully to the Trust’s vision for technology in education. I’m proud to be part of a forward-thinking organisation that values innovation, invests in its people, and empowers staff to make a real impact in schools.
 

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Lauren Stewart
Y2 Class Teacher/Maths Lead, Abbeywood First School

I joined the Central Region Schools Trust in September 2024 as a class teacher at Abbeywood First School and began my role as maths lead in January of this year.

It has been great to work alongside my colleagues to improve our use of manipulatives, identify how to break down each component of the lesson, and provide expert instruction. The training and additional work on this has had a positive impact across the school, seeing greater confidence in the staff and children.

A supporting factor for enacting these changes successfully has been my work as part of the Expert Practitioner Programme. I have gained insightful knowledge from colleagues in other schools and learnt to identify granular targets to help take our teaching to the next level. The expert delivery from staff on this course has supported in making changes to my own practice, and those in my school.
 

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Lucy Giles
Early Career Teacher, Arrow Valley First School

As an Early Career Teacher, I have thoroughly enjoyed my time teaching in Reception, where I’ve had the privilege of laying the foundational skills that children will build upon throughout their educational journey. One of the most rewarding aspects has been witnessing the children begin to read and write and seeing their confidence flourish as the year progresses. Attending the SEND conference in January, was a valuable experience, offering practical strategies to support all learners and providing a platform to share ideas with fellow educators.

The support from the trust has been instrumental in my development as an ECT, offering tailored professional development opportunities, mentorship, and a collaborative environment that has helped me grow both personally and professionally. I look forward to continuing to nurture young learners and contributing positively to their school experiences.
 

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Kelly McLeod
Lead Student Welfare Officer, Waseley Hills School

I work at Waseley Hills High school as Lead Student Welfare Officer. I am also the Senior Mental Health Lead for staff and students at the school, Deputy DSL and Trauma Informed Practitioner. Pastoral Leadership is my passion and has been throughout my career with young people. It covers the breath of the importance of every element that adds to a student's journey through their school life. I speak a lot about the ‘Corners and Corridors’ convince this is where the magic happens! These are the places I feel the relational part of our work is at its best...when students and staff become aligned with their purpose to achieve.

To be able to share my thinking and reasoning behind this with budding new Pastoral Leaders has been a pleasure. Not only have I shared best practice with colleagues, I have also learnt so much from them too! My ability to work within a trust that not only allows, but encourages continual personal development is crucial and is a real strength in our movement to meet the new and expanding needs of our communities.
 

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Josh Barton
Achievement Assistant, Ipsley CE Middle School

In my role as an Achievement Assistant at Ipsley C of E Middle School, I support students with SEND through my experience and knowledge gained from BeReady. I help them develop the confidence and life skills they need to thrive both in and beyond school. Recently, I’ve played a key role in delivering tailored interventions that have seen real progress in student engagement and independence.

Being part of the Trust has given me access to CPD opportunities that have genuinely boosted my confidence and skill set - from behaviour management strategies to inclusive practice. The support and development opportunities within the Trust have not only helped me grow professionally but have made me feel valued and motivated to keep pushing for the best outcomes for our students.
 

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Lauren Cullen
SENDCo, St Stephens CE First School

As an experienced nursery teacher at St Stephens CE First School, I aim to create a nurturing and inclusive environment for young learners. Thanks to the support of the Central Region Schools Trust (CRST), I have had invaluable professional development opportunities, including backing for my application for the new NPQ in SEND. Launching in September, this qualification is designed to equip aspiring SENDCos with the expertise and leadership skills needed to enhance SEND provision.

The NPQ has deepened my understanding of the SENDCo role and strengthened my leadership skills, inspiring me to support the current SENDCo, and take on the role myself someday. I am passionate about SEND in the Early Years, where early intervention and tailored strategies can make a lasting impact. By delivering the best SEND support to our youngest learners, we can address learning gaps sooner, benefiting all children through a strong focus on adaptive teaching