From ‘RI’ to ‘Good’: The Approach Behind SECG’s Ofsted Success

Following our Grade 3 (Requires Improvement) judgement from Ofsted in December 2022, we launched an action plan that included an objective analysis of how teaching and learning were being supported across our five campuses.

This analysis looked not just at what needed to improve but also at what was already working well. Our challenge was to embed consistency and sustainability while providing staff with the right tools to develop their practice in a way that was both manageable and meaningful.

One of the most significant shifts we made was in our approach to CPD and professional learning. Our goal was to move away from one-size-fits-all training and create a structured yet flexible system that allowed teachers to take ownership of their development.

A key part of this journey was embedding the HOW2 Platform into our CPD model. The platform provided a structured yet flexible framework that empowered staff to develop their teaching practice in a way that was accessible, practical, and directly impactful in the classroom. Its integration became a driving force behind our improvement, fostering consistency, collaboration, and meaningful professional learning.

Before we introduced HOW2, our CPD offer was already structured, with dedicated time set aside each Friday morning. It included:

• Cross-college CPD themes based on lesson visits

• 1−2−1 coaching for new or underperforming staff

• School-led CPD sessions at department level

However, we found that while these approaches were useful, they didn’t fully support the majority of staff who were doing well but wanted to refine and improve their teaching. The challenge was ensuring that all teachers — whether they were newly qualified or highly experienced — had access to targeted professional learning that was relevant to them.

To address this, we redesigned our CPD model, incorporating HOW2 as a key resource. We launched the platform at the start of the academic year alongside ​‘HOW2 Reflect’, an initiative designed to encourage teachers to:

• Identify their strengths and areas for improvement

• Choose specific HOW2 strategies to enhance their teaching

• Track their progress and share their learning with colleagues

This approach shifted the responsibility for CPD from a top-down model to a teacher-led process. Staff weren’t just attending sessions; they were engaging with strategies that directly linked to their classroom practice.

Another critical step in our improvement journey was ensuring that professional learning was embedded in our quality processes. We didn’t want CPD to feel separate from teaching practice — it needed to be part of our everyday approach to lesson observations, feedback, and continuous improvement.

To do this, we built HOW2 into our lesson visit and observation strategy. When teachers received feedback, observers could suggest relevant HOW2 strategies to help them develop their practice. This created a clear, structured approach to development without adding extra workload.

We also focused on collaboration and peer learning. The shared notes feature on HOW2 has been particularly valuable, with some strategies receiving over 40 contributions from staff across different departments. This has helped break down silos between subject areas and create a more open culture of professional learning.

By the time Ofsted returned, we had made clear progress in several key areas. The quality of teaching and learning had improved, and staff confidence in their own professional development had grown.

We saw:

✔ 98% engagement from staff with the HOW2 platform, demonstrating a clear commitment to continuous learning
✔ More consistency in lesson structure across the college, supported by our SECG Learning System and the integration of core HOW2 strategies
✔ Improved lesson observations, with 87% of staff showing progress in their development areas
✔ Stronger retention of new staff, with our HOW2-supported induction programme receiving a 4.8 out of 5 rating

When Ofsted published their report, we were delighted to see that we had moved from a Grade 3 to a Grade 2 (‘Good’). Inspectors highlighted improvements in teaching and learning, and we believe that our structured, teacher-led CPD approach played a significant role in this progress.

If there’s one thing we’ve learned from this journey, it’s that CPD has to be teacher-led, flexible, and embedded into everyday practice. Here are some key takeaways for other colleges looking to refine their approach:

👉 Make CPD a continuous process, not just a series of one-off training days. Staff should have regular opportunities to engage with professional learning in a structured but flexible way.

👉 Embed professional learning into quality processes. CPD should directly link to lesson observations, feedback, and teaching strategies, so it’s seen as an essential part of teaching, not an extra task.

👉 Use technology to support collaboration. Platforms like HOW2 can help staff share best practice across departments and ensure a consistent approach to teaching and learning.

👉 Support experienced staff as well as new teachers. Many CPD models focus on training new teachers or supporting those who need improvement, but it’s equally important to provide development opportunities for experienced educators. The AI feature within HOW2, for example, has been particularly useful for contextualising strategies for different subject areas.

SECG has now begun the process of developing a mindset that will create a sustainable, outstanding teaching and learning experience for our staff and students. Our focus is on embedding a long-term culture of professional learning that will continue to evolve.

The shift to a teacher-led, structured CPD model has been a key part of our improvement, and we’re committed to keeping this approach at the heart of our professional learning strategy. By giving teachers the tools and time to develop their practice, we’re creating an environment where continuous improvement becomes part of the fabric of SECG.

Aimee Bose
Deputy Executive Director of Teaching and Technology
South Essex Colleges Group