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Honest but supportive feedback with a clear plan on how to improve.

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Staff need more feedback after learning walks. Staff should have a say in how they receive this feedback.

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That we have the idea that we can always improve and there is always a alternative or different way to achieve a goal. I believe more time as a wider school to observe others would help everyone learn from each other and try to improve our craft. At ECT and training level you have more opportunity to observe and this is lost later on in the profession.

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That all experience is good experience- and to be able to learn from others is helpful to understand there is not always one way to achieve/do something. Maybe more observations between staff would be useful

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Subject/ context specific CPD that helps us master specific aspects of teaching.

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Motivating, supporting, sharing and rewarded independent research or subject CPD into new, different or developing pedagogical practices to keep in touch with fresh ideas and approaches to both the subject and quality lead teaching.

Feedback should be constructive and within a quick turnaround - discussions should be held in safe spaces where ideas can be discussed with leadership on best practices on how to improve and what tactics to use to help strengthen this.

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Subject CPD is developmental.

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The results of the star Reading tests suggest that our library lessons are having a positive impact on students and are contributing to the development of a strong reading culture at Glossopdale.

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When I feel that I'm working as part of a supportive team, and I'm doing the same as everyone else, I am confident. When the work 'we' is used I feel better. When the word 'I' is used, I panic.

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Centralised curriculum is helpful as you know that you are all driving towards the same goal. The freedom to adapt lessons is nice for autonomy

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Staff shout outs are an effective way to reinforce successes

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I think we need more subject CPD sessions focused on review/reflection/suggestions.

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I feel most confident in my mastery of the subject after CPD work within the department. It is always reassuring when we share subject knowledge and enhance each other's teaching/ interpretations.

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settings and deadlines are explicit and clear and frequently communicated and signposted.

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As staff, I feel we have a clear vision which drives our actions however this is often not shared or understood by students.

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We need to decide on a shared vision and revisit this at least three times a year.

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Staff given ownership over certain aspects of curriculum development

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I believe the idea of having your personality and sense of self impact on your teaching is vital. I think processes like this in which we can feedback and be heard is part of our framework to excellence. As a department, our set meetings give us lots of opportunity to discover our sense of self and direction in a way which is supportive.

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It is nice to feel part of a team and that we are all working towards the same goal. I know I can go to any of my colleagues for advice, guidance or a conversation and that I will receive quality in return. 

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It is nice to feel part of a team and that we are all working towards the same goal. I know I can go to any of my colleagues for advice, guidance or a conversation and that I will receive quality in return. 

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Could we celebrate our own success more so to speak? Maybe recognise and acknowledge when we are achieving what we have set out to do.

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Research-based approach to improving our pedagogy (and results) in English. Seeking out collaborative work with other centres of excellence and sharing practice.

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more opportunities for recognition and praise in regards to contribution, excellent teaching practices and additional support amongst the team.

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Reflecting as a department on each scheme and lessons at the end of each half-term. Discussing how the lessons felt/ was anything missing/ what went well.

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I think we have clear outcomes and purposes regarding English and we know what we want to work towards. Our aim is to strive for academic achievement, equipping students with skills needed to achieve once leaving education. The ability to evaluate, infer, understand, perceive. Our purpose is to equip, enable and empower.

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Sometimes, when the impact of our work isn’t immediately visible in our day-to-day lives, it can feel less meaningful or even pointless.

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Team English isn't just about grammar, essays, or dusty old books—it's a sacred journey of souls bound by semicolons and Shakespeare. We're not just learning how to write; we're learning how to feel, how to listen to the heartbeat of humanity etched into every stanza and sentence. In Team English, metaphors are our battle cries, and every poorly punctuated paragraph is a chance at redemption. We don't just read literature... we become it. Together. One comma splice at a time.

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I enjoy the presentations on marking GCSE as I feel I learn so much.

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Contributions to our growing reading culture include: Year 7 library lessons, Buddy Reading, Reading Weeks, and Tutor Reads.

The Wise Words and For the Love of Books initiative also plays a key role in promoting a love of reading across the school. It encourages students to engage with texts more deeply and fosters a sense of pride and enthusiasm about reading.

However, there is still room for improvement—particularly during Reading Weeks. Ensuring that all staff are consistently engaging with the extracts is essential. More regular reminders throughout the week would help to reinforce this and ensure that all students benefit fully from the experience.

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Continue to reflect on schemes of work as a department and to include student feedback in this process.

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I feel that we are consulted when setting priorities as a school and department.

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Creating a bank of excellent quality first teaching resources to help close progress gaps that can reduce workload but increase success for everyone :)

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As a school, I think we are improving our openness and communication.

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We are a very positive department where we are kind to each other and appreciate lessons that are both fun and inspiring for teacher and students.

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I sometimes struggle to fit into the square pegs as often dictated in professional environments, but it is nice to be accepted and celebrated for my strengths within this department - more of this for everyone please :)

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I think as a department we are good at celebrating the successes of others and are supportive when issues and mistakes arise.

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I feel proud to work as part of a department who are collaborative and help each other improve our lessons. We improve our work life balance through excellent collaboration.

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The Library is seen as a safe space and the children enjoy visiting the Library as part of their daily routines.

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As a department, I think we have a clear purpose as individual teachers, but we do need to form a shared purpose. I think the purpose for how each scheme links to the broader picture/ life skill. This needs to be translated to the students (explicitly) so that they understand why we teach what we teach.