As a new teacher in any school, you want to feel welcome, safe and valued. Berwickshire High School has really excelled in this department. From day 1, I felt like part of the team, where individuals took time to say hello, ask how I’m doing and offer their help and support. The positive ethos of the school is reflected in the striving to create positive relationships with the pupils, parents and the community. Furthermore, the school really takes teaching and learning seriously. As a result of the emphasis on working together, this isn’t a one person effort, but rather a principle which the whole school community can stand behind. The amount of support and number of learning opportunities and sessions are incomparable with any school which I have worked in, and provide scope for long term change in teaching and learning.

The school offers weekly and fortnightly pedagogy sessions which explore various theories and approaches; support for learning sessions, which focus of additional support needs; Inspire sessions on how to use technology in the classroom; and a reading group. All of the above always include discussions, as well as opportunities to bring up your own practice and get specific feedback and help. They never intend to shame or blame teachers, but rather offer an opportunity to be humble, open and eager to improve and learn with practical, specific and relevant solutions available.

Upon joining the staff team, I was particularly taken aback by the Interactive Professional Learning Toolkit (IPLT), which goes hand in hand with the school’s Lesson Evaluation Toolkit, where both documents act as aids in planning and evaluating lessons, as well as helping with specific areas of development. The IPLT covers 13 elements of teaching practice and offers tried out approaches, suggested reading, relevant YouTube videos and podcasts. Furthermore, it encourages teachers to observe other colleagues and their practice (for each section there is a list of teachers within the school for whom this is an area of strength). Teachers are keen to open their classroom doors and share resources, ideas, and vice versa – they are also keen to learn from you. Because of this culture, pupils are used to other members of staff in the classroom and observations don’t create disruptions during the lesson, but instead always prove to be extremely useful.

Since starting my NQT year, I have become more confident in my teaching and, due to the ongoing professional learning, more reflective about my practice. The school’s collective striving for improvement has deepened the importance of working together and learning from others, whilst the pedagogy discussions themselves are continually shaping my music lessons. It is evident that the professional learning has had a massive impact on the whole school and the wider community. The emphasis on critical evaluation leaves room for errors and encourages honest discussions and debates. It is very rewarding to be part of a community which wants to do their best to serve those around them and provide the best possible education they can get. I’m confident that, fuelled by the ongoing professional learning, the school’s ethos, quality of teaching and attainment will only continue to develop and thrive.