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Please note that the fund will reopen at the end of August.

Welcome to the resource hub. Here you’ll find information and materials to help you better understand TDF and prepare your proposal.

First step: Please review the fund's aims, principles, and FAQs on the PHF website.

Next: Browse the materials on the hub. There’s no need to read everything—just pick and choose content most relevant to your context and proposal.

Finally: Once the fund has reopened, register and apply via PHF's online application system.

For updates about the TDF application process, sign up to the mailing list: ela@phf.org.uk

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We support teachers to develop arts-based approaches which create equitable classrooms where all children learn and thrive.

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Explore TDF in action through the films below -

PHF - Senior Leaders and TDF

MAKE, Knit Shop and Dundee Creative Learning Network (craft & numeracy)

Lansbury Lawrence Primary School with Akram Khan Company (dance & communication)

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TDF is open to state-funded primary settings and arts organisations. Either can lead the application, but evidence of a strong, co-designed partnership is essential. Watch the short film, read the posts below and take a look at the eligibility section within the FAQs.

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Answers to common questions about our Teacher Development Fund.

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Watch time <2mins

Advice from a senior leader

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Reading time: 3mins

Inspiring Leaders, Creative Learners

led by Townfield Primary School in Doncaster working in close partnership with darts (Doncaster Community Arts).

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Creative Collaboration and Making Change in Doncaster

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Sarah Eastaff, Director of Creative Learning, darts, offers insights into their Teacher Development Fund learning process. She highlights the team’s focus…

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For more information on PHF's definition of inequity, barriers to learning and disadvantage, please read the TDF FAQs

https://www.phf.org.uk/funding/faqs-teacher-development-fund#heading-32731

To help in your thinking, take a look at the post below, which includes advice and helpful guidance.

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Answers to common questions about our Teacher Development Fund.

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Watch time c5mins

This film explores the Teacher Development Fund from the perspective of headteachers and senior leaders and shows what the programme looks like in action. Featuring headteachers and members of our advisory panel, the film highlights how the fund helps to create more equitable classrooms, support teachers’ professional learning and build effective partnerships between schools and arts organisations.

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Teacher Development Fund | What senior leaders have to say

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This film explores the Teacher Development Fund from the perspective of head teachers and senior leaders and shows what the programme looks like in action.

Featuring head teachers and members of our advisory panel, the film highlights how the fund helps to create more equitable classrooms, support teachers’ professional learning and build effective partnerships between schools and arts organisations.

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Learn more about the development of the fund 

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Learn more about the development of the fund 

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Reading time c3mins

Catherine Sutton, Head of Programme – Education for Paul Hamlyn Foundation, reflects on how the Teacher Development Fund has evolved over the last eight years — to shift and adapt to the concerns and needs of the sector.

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Where to begin, Paul Hamlyn Foundation - Hannah Tyreman

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Reading time c6.00mins

Where to begin ...

This post, written by TDF Advisory Board member Hannah Tyreman following a cohort learning event on equity and anti-racism in education, reflects on the discussions and provides helpful guidance for organisations and schools in considering their next steps.

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2024 Panel write-up: Where to begin, Paul Hamlyn Foundation - Hannah Tyreman

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November 2023. As a member of Paul Hamlyn Foundation’s Teacher Development Fund advisory group, I chaired a panel on equity and anti-racism in education and recorded some reflections on possible next steps for participants.

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An example of a TDF led by an arts organisation

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An example of a TDF led by an arts organisation

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Reading time c3mins

Chapter & Verse

led by Grimm and Co working with schools within the Astrea MAT, South Yorkshire.

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Published: 16 November 2022

Gem Thornton, Creative Learning Manager from Grimm & Co, reflects on their Teacher Development Fund learning journey alongside ten Astrea Trust primary schools in Rotherham, Doncaster and Sheffield. Their project, Chapter & Verse, aimed to support teachers to develop and embed multi-disciplinary arts approaches to teaching and learning, including immersive drama, music, poetry and storytelling.

In October, I was asked to speak at the Cohort 5 Learning Session to present key findings and the impact of the Chapter & Verse project over the last two years. In all honesty, it was strange to experience an in-person event and a buzz of excitement was in the atmosphere, surrounding participants as they began their TDF journey.

During the presentation, I highlighted Grimm & Co's signature pedagogy, how we champion the writer in every child; the child is the expert, and we aim to build the capacity of those who have influence over children and young people. It is this last statement that drew us, as an arts organisation, to Paul Hamlyn's Teacher Development Fund and our collaboration with Astrea Academy Trust.

I worked closely with Hannah Baker, the Primary Literacy Lead at Astrea Academy Trust (whose blog post can be found here) to create a toolkit that aimed to empower teachers to explore creative courage in the classroom. The toolkit, used by both the teacher and artist together, explored unthinking and reimagining techniques to reinvigorate the learning journey.

The Chapter & Verse project aimed to explore how Grimm & Co's approach enhanced learning and supported teacher experimentation and creativity. From the very beginning, we made it clear to the 15 teachers we worked with that this was a 50/50 project, this was not something that was going to be done to the teachers, but rather an invitation to play alongside the artist and learn from each other using a peer mentoring structure.

Chapter & Verse applied the toolkit to two texts: The Lion, the Witch and the Wardrobe by C.S. Lewis, and The Iron Man by Ted Hughes, and we delivered this to Year 4 pupils over six weeks in eight schools over the two years, reaching 499 pupils in total. At this point in the presentation, it was important for participants to experience an activity from the toolkit and just at that moment, who should call and interrupt me but Mr Tumnus himself. It turned out that Aslan had done a runner and there needed to be a new protector of Narnia. Luckily, I was in a room filled with educators and creative practitioners, so I turned to them and a variety of small, plastic animals to help. They became the animal's campaign manager and were required to write a persuasive speech. This is just one example of unthinking that could be applied in the classroom. The way all participants enthusiastically jumped at the task was super inspiring, and I am a firm believer that you should not ask a child to do something you would not attempt yourself.

The impact of Chapter & Verse is evident in the pupils' desire and confidence to write and an excitement and enthusiasm for Literacy, which was missing before. Teachers have expressed how the Grimm & Co approaches have re-inspired their practice and how incorporating creative play in the classroom builds stronger relationships between themselves and the pupils.

Not only that, but artists have also expanded their own knowledge - thanks to the teachers' expertise - and can now apply their artistic work more effectively in a National Curriculum environment.

To conclude, I thoroughly enjoyed meeting representatives from the Cohort 5 organisations, and I hope I was able to highlight what could be achieved in schools with an opportunity such as this. Participants showed passion, enthusiasm and were invested in supporting children and young people. It was inspiring to observe them galvanising and shaping what is to come.

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Gemma Thornton Head of Learning and Impact for Grimm & Co

As the new school year kicks off, Hannah Baker, Primary Literacy Lead for Astrea Academy Trust, highlights the vital role the arts can play in developing creativity in teaching and learning, igniting the imaginations of teachers and pupils and re-connecting school communities in the face of the challenges posed by the pandemic.

As we quickly approach the three year anniversary of Covid's onset, Paul Reeve, CEO of Into Film and TDF Advisory Group Member, reflects on the pandemic's ongoing impact and how its long tail is affecting the arts and education sectors.

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Gem Thornton, Creative Learning Manager from Grimm & Co, reflects on their Teacher Development Fund learning journey alongside ten Astrea Trust primary...

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Use of artificial intelligence within the application process

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Use of artificial intelligence within the application process

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We understand that some organisations may want to use a generative AI service within the application process. Whilst we understand how AI may be helpful in a research phase, we would advise caution about using generated text within the application form.

Strong applications must go beyond generic responses, relating the criteria of the fund to the specific context of a locality and to the strengths and needs of the partner organisations.

Successful applicants must demonstrate their unique suitability for TDF. Articulating this in your own words is likely to create a stronger application to the fund in what will be a competitive field.

For further guidance, please see our statement on the use  of generative AI tools (such as ChatGPT, Gemini or Meta AI) for applications and reporting.

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https://www.phf.org.uk/funding/faqs-teacher-development-fund

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Deep professional learning models will combine CPD, co-teaching by teaching and artist practitioners, coaching, mentoring, shared planning, reflection and learning.

The model must be co-constructed with the partners, drawing upon evidence about how effective professional learning makes a difference for pupils as well as teachers. Examples of evidence are included below.

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from the Teacher Development Trust

Lessons from the international reviews into effective professional development

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from the EEF

Drawing upon international research as well as current practice.

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Promote, deliver, and design high-quality learning opportunities.

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DfE Standard for teachers’ professional development

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DfE Standard for teachers’ professional development

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From the Department for Education, England

Drawing upon evidence from England and internationally.

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A description of effective practice in professional development for teachers.

Details

A professional development standard and guidance for teachers produced by the Teachers' Professional Development Expert Group. The letter from the group to the Schools Minister outlines the group's work and the main findings of its call for evidence.

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Standard for teachers' professional development

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We use cookies to collect information about how you use GOV.UK. We use this information to make the website work as well as possible and improve government services. A description of effective practice in professional development for teachers. A professional development standard and guidance for teachers produced by the Teachers' Professional Development Expert Group.

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Lansbury Lawrence Primary School working with Akram Khan Company

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Lansbury Lawrence Primary School working with Akram Khan Company

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The programme developed teachers’ skills and knowledge to confidently plan and deliver dance across the curriculum, and to enable children to tell stories and express themselves through movement.

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Akram Khan Company - One of the most original and celebrated choreographers of international dance. Acclaimed for his dance language rooted in the ancient Indian dance – Kathak.

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We are very excited to be curating a new programme for schools in Tower Hamlets, London…

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MAKE, Knit Shop and Dundee Creative Learning Network

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MAKE, Knit Shop and Dundee Creative Learning Network

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This programme, a partnership between MAKE, Knit Shop and Dundee Creative Learning Network, developed teachers' confidence in using craft approaches to support numeracy and other curriculum outcomes in schools across Dundee.

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MAKE with the Knit Shop embedded craft approaches in schools across Dundee through a two-year teacher development programme.

The project explored the value and potential of teaching craft across the curriculum and equipped teachers with the skills, knowledge, confidence and experience, to provide quality education and impactful learning through the arts.

Working with six primary schools in Dundee (Ancrum Road, Claypotts Castle, Fintry, Rosebank, St Mary’s and Downfield) and three textile makers, Kim Norrie, Jolene Guthrie and Kate Scarlet Harvey, the project introduced teachers and pupils to new craft-based approaches that supported numeracy skills development in the classroom. 

MAKE with the Knit Shop is a partnership between MAKE, Knit Shop and Dundee Creative Learning Network, led by Craft Scotland and Panel. It is funded by Paul Hamlyn Foundation’s Teacher Development Fund, with additional support from Creative Scotland as part of their targeted funding to strengthen the craft sector in Scotland.

Film by Martin Clark, 2025.

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Reading time: c3.50mins

What's the significance of TDF within a place-based context?

Sarah Golding, Head of Arts, Culture, and Heritage at the Letchworth Garden City Heritage Foundation, provides insight into the strategic significance of their Teacher Development Fund programme for the town.

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From Classroom to Culture Shift — What place-based collaboration has…

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The Teacher-Artist Exchange is a place-based programme in Letchworth Garden City bringing together seven schools with the Broadway Gallery (a part of…

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Reading time c13mins

Professor Tanya Ovenden-Hope, Provost and Professor of Education and Dean of Place and Social Purpose at Plymouth Marjon University and Plymouth Marjon University | Cornwall, UK and Teacher Development Fund Advisory Board Member, shares some of her research into ‘educationally isolated’ schools and explores the impact of TDF within such settings

For more information, take a look at this recent report - https://www.marjon.ac.uk/educational-isolation/

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The power of arts-based CPDL for ‘educationally isolated’ schools

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Professor Tanya Ovenden-Hope, Provost and Professor of Education at Plymouth Marjon University and Advisory Board Member for our Teacher Development Fund…

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Please note that further application information will be added to this Padlet, once the fund has re-opened.