Team Domenica is committed to fostering a culture of continuous professional learning in which all staff are empowered to develop their practice, deepen their subject knowledge, and contribute to sustained improvements in teaching and learning. Our CPD Policy sets out our approach to ensuring that professional development is purposeful, evidence-informed, and directly linked to improving outcomes for all learners. It also demonstrates the solid foundation of core skills that form our mandatory programme

We recognise that high-quality teaching is the most significant factor in candidates ’ educational success, and that staff expertise grows most effectively when development is coherent, collaborative, and embedded in everyday practice. Our CPD programme is therefore designed to support teachers and support staff at every stage of their career—providing structured opportunities for reflection, coaching, subject and pedagogical training that is relevant to the needs of our learners and a curriculum that best prepares them for their next steps in employment, training and life.

This policy outlines the principles, expectations, and entitlement for staff professional learning, ensuring that CPD is both strategically planned and responsive, rigorously evaluated, and aligned with college priorities, curriculum intent, and the professional standards for teachers and trainers. Through this policy, we affirm our commitment to nurturing a skilled, confident, and reflective workforce capable of delivering consistently high-quality teaching and securing excellent outcomes for all learners.

Section 1 – Mandatory Training and Induction

All new staff must complete a programme of mandatory training as part of their induction to ensure they understand essential safeguarding, compliance, and organisational requirements. This training forms the foundation of safe and effective practice and is further developed over the early stages of employment, with statutory refreshers undertaken as required.

New starters complete both Prevent and Safeguarding training either before their start date or on their first day of employment.

Further mandatory training courses are delivered online through Staff Skills Academy (staffskillstraining.co.uk) allowing staff to complete modules flexibly and at their own pace and to ensure that key information and knowledge is clearly communicated. Completion of all required courses is monitored and recorded on a Training Matrix, (link) which provides an up-to-date overview of individual and whole-college compliance.

Responsibility for overseeing mandatory training, maintaining accurate training records, and ensuring that statutory refreshers are completed within required timeframes lies with the Human Resources (HR) team. HR will notify staff of upcoming deadlines, provide access to relevant modules, and report compliance levels to senior leaders as part of ongoing assurance processes.

Safeguarding training at Team Domenica

It is vital that from the very start of their time with us all staff are aware of, and engaged with our robust safeguarding culture, and that their capacity to keep candidates safe is reinforced over time to refresh the basics and build additional contextual awareness

PART 1 – Mandatory Online Safeguarding Training

All education staff must complete:

• Staff Skills Academy safeguarding modules (onboarding)
• Home Office Prevent online training

PART 2 – Face-to-Face Safeguarding Induction

All staff attend an in-person session covering:

• Safeguarding context and procedures at Team Domenica
• How to use reporting and recording systems
• Duties under Keeping Children Safe in Education (KCSIE)

PART 3 – Ongoing Contextualised Safeguarding CPD

Regular training linked to current risks, themes and needs, such as:

• Risk and Radicalisation
• Risk management of people and behaviours
• Positive Behaviour Support
• Other contextualised risk areas relevant to learners

PART 4 – Mid-Year Safeguarding Survey

All staff complete the annual mid-year survey to assess:

• Awareness and understanding
• Confidence and consistency in practice
• Emerging risks or training gaps

Issues raised are addressed at team and individual level.

PART 5 – Annual Safeguarding Update (September)

Whole-staff update delivered at the start of each academic year, including:

• KCSIE updates
• Changes to local or organisational procedures

PART 6 – DSL/Deputy DSL Refresher (January)

All safeguarding leads receive an annual refresher delivered by the external safeguarding consultant (January each year).

PART 7 – Ongoing Coaching, Support & Information Sharing

Continuous support tailored to specific cohorts, including:

• Dissemination of resources and videos
• Case-specific guidance
• Coaching to ensure consistent safe practice

Continuous Safeguarding Vigilance

Scope: This safeguarding training pathway applies specifically to the Education, Employment, and Day Opportunities teams at Team Domenica. Staff in the Operational and North Star teams participate in Parts 1, 2, 4, and 5 of the programme.

Section 2 – Continuing Professional Development (CPD)

At Team Domenica, Continuing Professional Development (CPD) encompasses a wide range of activities designed to enhance staff knowledge, skills, and practice. CPD includes:

• Online training via platforms such as Staff Skills Academy.
• In-house training delivered by managers tailored to the needs of the team or specific roles.
• In-house training delivered by invited professional partners, including our Educational Psychologist, Speech and Language Lead, and other specialist professionals.
• One-to-one line management meetings, where professional development is a standing agenda item, allowing managers to provide coaching, guidance, and tailored support.
• Peer support and coaching, encouraging the sharing of strong practice, reflection on recent training, and the application of research or new knowledge within teams.

We also collaborate with external training providers to support staff development in areas such as safeguarding, wellbeing, pastoral care, understanding additional support needs, and pedagogy. These external providers include:

• BHISS – Brighton and Hove Inclusion Support Service · Brighton & Hove Inclusion Support Service (BHISS)
• NATSPEC – National Association of Specialist Colleges
• BASE – British Association of Supported Employment The British Association of Supported Employment
• ETF – Education and Training Foundation · The Education Training Foundation: CPD in Further Education
• The PSHE Association · PSHE Association | Charity and membership body for PSHE education

This diverse approach ensures that CPD at Team Domenica is evidence-informed, contextually relevant, and aligned to both staff development and the learning needs of our students.

Training in Systemic Instruction

A Training in Systematic Instruction (TSI) adapted course is offered to education staff. It is designed to be used by staff, alongside other methods, to teach candidates practical tasks and focuses on breaking them down into manageable steps, supporting our candidates to learn the task with a consistent, required outcome for the workplace, cafe or roastery, with minimal verbal input or prompts, and helps to promote candidate’s independence. This CPD opportunity is offered to most training staff within the first 18 months of their employment.

Line Management

Each individual’s CPD is managed via their line manager. CPD is a standing item in one-to-one meetings and staff are encouraged to reflect on all formal or informal learning they have participated in and link it to their job practice. Line managers should regularly encourage this dialogue to build practice and where needs cannot be met through coaching, independent research or the existing offer collaborate with HR and the Quality and Compliance Lead to source a suitable offer.

Section 3 – Identifying CPD Needs Through Quality Monitoring

At Team Domenica, the identification of CPD needs is also closely aligned with quality assurance and monitoring activities. This ensures that professional development is targeted, evidence-informed, and directly linked to improving teaching and learning outcomes.

Key mechanisms for identifying CPD priorities include:

• Lesson Observations: Regular observations of teaching and learning, conducted in line with the Team Domenica Quality Assurance of Policy, provide insights into areas of strength and opportunities for development. Observers provide constructive feedback, highlighting specific skills, pedagogical approaches, and areas where additional support or training may be required.
• Job coach Observations : Observations of Supported Internships, conducted in line with the Team Domenica Quality Assurance Policy, provide insights into areas of strength and opportunities for development. Observers provide constructive feedback, highlighting specific skills, pedagogical approaches, and areas where additional support or training may be required.
• Work Scrutiny and Assessment Reviews: Analysis of student work, assessment outcomes, and progress data identifies trends and informs the CPD programme to address gaps in knowledge, practice, or subject-specific expertise.
• Self-Evaluation and Reflection: Staff are encouraged to reflect on their practice and identify personal development needs, which can then be addressed through individual CPD plans or coaching.
• Team and Departmental Reviews: Insights from team meetings, departmental audits, and peer reviews are used to identify collective training needs and opportunities for shared learning.
• Student and Parent Feedback: Feedback mechanisms from learners and families can highlight areas where staff knowledge, skills, or approaches may benefit from additional development.

CPD plans are therefore dynamic and responsive, ensuring that professional development is targeted to the needs of individual staff, teams, and the organisation as a whole. Outcomes from quality monitoring directly inform the planning, prioritisation, and evaluation of CPD activities, ensuring that staff development is purposeful and impacts positively on learner outcomes.

Section 4 – Processes

When a training need has been identified, the training process is as set out below