Working at Eastfield and Staff CPD

Eastfield is a community mixed Primary and Nursery School taking children from 3-11 years. We are fortunate enough to have an Additional Resource Provision for a small group of children with complex needs (ARP).

Eastfield is a happy, vibrant, inclusive school where children can develop into independent learners. At Eastfield we work to ensure that our children feel secure in the caring environment, which we endeavour to create at all, times. We value parents’ contributions and hope that the partnership between home and school will provide a strong foundation for all pupils to grow and develop to their full potential.

Please get in touch if you would like to come and visit and get a feel for what is important to us.

What is professional learning?

Great learning activities that impact children’s learning and change our practice, thinking, understanding; exciting, inspiring and motivating us as a learning community. It is part of a cycle that is well planned for impact on children’s learning and evaluated through the SIP process.

Roles and responsibilities

Every member of our learning community has personal responsibility to actively seek learning opportunities which will impact children’s learning. This is facilitated, challenged and supported by the Senior Leadership team. Every member of staff will fully engage in a wide variety of professional learning activities.

Professional development dialogue

Central to our learning framework is every member of staff’s professional targets outlined in their appraisal, directly resulting from the school’s current SIP. The targets focus on how adults maximise their impact on children’s learning, through personal target setting, reflective professional dialogue, observation and review with a line manager throughout the year.

Entitlement for all staff to develop their learning leadership skills: Staff have the opportunity to:

  • have time to engage in sustained reflection and structured learning
  • create learning opportunities from everyday practice such as planning and assessing for learning
  • develop their ability to identify their own learning and development needs and those of others
  • develop professional targets
  • have school-based learning, as well as relevant programme participation, recognised for accreditation
  • develop self-evaluation, observation and peer review skills
  • develop coaching skills and their ability to offer professional dialogue and feedback
  • plan their longer term career aspirations.

Weekly release is given in addition to PPA time for all teachers (2 sessions in addition to 2 sessions of PPA time).

We provide:

  • High quality induction
  • Excellent tailored professional development opportunities which enables staff to develop their own practice and impact others nationally
  • A highly engaged staff who work hard together and thrive in a happy, friendly environment
  • Staff iPads and mac pros


At Eastfield Primary School we have a well structured and organised induction program that is in place to support all new members of staff that join us. These sessions cover all the basics you need to have a successful start working in a new school and seamlessly integrate. Sessions cover fundamentals including teaching, marking, risk assessments, use of data and behavior management.

At Eastfield we firmly believe that Directed Learning is an important part of continuing professional development and they give all members of staff an opportunity to consolidate and enhance their individual skills to meet whole school aims identified in SEF and SIP as effective and well trained staff are key to ensuring higher outcomes for children.


Weekly release for all teachers.


All staff, and visitors and Governors when appropriate

Suggested Activities

  • Involvement in decision making
  • Policy development
  • Sharing effective practice
  • Introduction of directed initiatives
  • Addressing specific professional learning needs identified during monitoring.

Karolyn Dalal

My journey at Eastfield Primary school began in September 2013, when I was employed as a class teacher in Year 3 and given an additional responsibility of leading English in KS2. My role was to raise the standard of English across the school and I became a member of the middle management team. During my first year I worked alongside the English KS1 coordinator and we arranged a Book Week to reignite the children’s passion for writing. This proved to be a huge success. After my first term I was them asked to lead years 2, 3 and 4, which I did successfully.

In the middle of my second year in Eastfield, I applied for the role of Leader of Learning for KS2 and was successful. I continued my professional journey by participating in several courses including LILAC(Language in Learning Across the Curriculum) I was able to successfully implement what I had learnt from this course across the school through a series of staff meetings and also by leading a Research based lesson study project this year.

At the end of my second year I was asked to move to Year 5. Having only previously taught KS1 and lower KS2 it was a challenge I accepted with enthusiasm. I continued to go from strength to strength not only in my continued professional development but also as a class teacher as I built on my strengths to become an outstanding practitioner.

As I approached the end of my second year in Year 5, I was offered the opportunity to lead Teaching and Learning throughout the school and become part of the leadership team. In my development of this role, I have taken on many new challenges including leading a small group of middle leaders, leading Year 2 and becoming a KS2 moderator.

My professional journey at Eastfield continues and I am proud to be part of Eastfield’s values lead school ethos, which puts the children’s learning and wellbeing at the heart of our school community.


Professional Journey



Anita Claydon Inclusion Manager (AHT)

I started working at Eastfield 11 years ago as a Class Teacher in our Additionally Resourced Provision for children with Autism and Complex needs and as SENCo supporting the Inclusion Manager. I was specifically employed to raise the profile of Inclusion across the whole school community and was a member of the Middle Leadership Team. After a few years due to my success in this role I was delighted to be offered the opportunity to develop professionally and to join a Middle Leaders Course co-facilitated by the Local Authority and Middlesex University, that had credits attached, which could lead to a Master of Arts Degree. Having been funded and supported to do this course, my self-belief grew in returning to academic study which I hadn’t attempted since I qualified as a teacher in 1979. I thoroughly enjoyed the academic debate with lecturers and fellow students, but particularly was drawn to reading the latest theory and pedagogy. I soon passed my Post Graduate Certificate in Education and my Diploma in Higher Education.

My role developed further still when I applied for the position of Inclusion Manager and was successful in my application. I then had whole school responsibility as well as a place on the Senior Leadership Team. I decided to add to my credits and to apply for the Master of Arts degree and was incredibly proud to be given a place on the course. I wanted to use this as a chance to carry out some Action Research on Inclusion in our school. I thoroughly enjoyed having the chance to put my knowledge of the subject in to practise and to lead in this area across the whole school and at the same time to develop my academic learning around data and data analysis. I was able to influence and steer both smaller and larger teams across phases and Key Stages and began to use my new found knowledge and skills to plan and implement at a strategic level.

Having successfully passed my MA and enjoyed the taste of academic success I then wanted to develop my Leadership and Management skills as I felt competent in the knowledge of my subject area but had little or no training in leading staff. To start with I was offered an NVQ Level 3 which I quickly passed. I liked the fact that it was evidence based and would transfer to any type of employment should I decide to change career at any time. It particularly supported me when I was asked to mentor some staff.

Close on its heels came the opportunity to apply for the National Professional Qualification for Senior Leadership. I was Acting Deputy Head Teacher at the time and felt that because I was often left in charge of the school that I needed to understand how the school needs to be run at a strategic level by its most senior leaders. Education is constantly changing and developing and I wanted to understand what it takes to be an outstanding practitioner and Leader. This course looked at different leadership styles, school data, school ethos, behaviour and leading an improvement priority all of which are vital skills for leaders. Once again I passed all of the set assignments and gained the qualification. I am now an Assistant head Teacher for Inclusion and safeguarding and I feel confident that as part of the leadership team that I am able to help to lead our school forward to enable all of our stakeholders to achieve their true potential.