High-quality teaching, underpinned by a strong culture of continuous professional development.
At Burnley High School, we take pride in delivering a high-quality teaching and learning experience,
underpinned by a strong culture of continuous professional development. All staff participate in weekly CPD sessions,
which alternate between being led by members of the Senior Leadership Team, Teaching Leads and Heads of Department,
ensuring a balanced focus on whole-school priorities and subject-specific development.
Teaching and Learning at Our School
At our school, teaching and learning are underpinned by a clear, consistent and ambitious approach to pedagogy.
This shared framework ensures that all students experience high-quality learning, every lesson, every day.
Our approach is built around five core pedagogy principles, supported by a set of agreed non-negotiables.
These principles guide planning, classroom practice and professional development, ensuring consistency while
allowing teachers the flexibility to respond to the needs of students.
1. Curriculum Planning
Teachers plan lessons that are purposeful, well-sequenced and rooted in secure subject knowledge. Learning builds
carefully over time, with clear links to prior knowledge so that pupils can make meaningful connections.
Lesson content is clearly sequenced and links to prior learning
Key knowledge and skills are explicitly identified, revisited and reinforced
Activities are chosen to support the acquisition of knowledge
All learners are challenged while being appropriately supported
Formative assessment is embedded throughout lessons to inform next steps
2. Responsive Teaching
Teachers adapt their teaching in real time to ensure that all pupils make progress. Checking for understanding is central
to lessons, allowing misconceptions to be addressed quickly and effectively.
Ongoing checks for understanding inform teaching decisions
Misconceptions are identified and addressed explicitly
Scaffolding is adjusted as pupils gain confidence and independence
Feedback, both verbal and written, is timely and actionable
Adaptations are made for individual needs without lowering expectations
3. Literacy
We recognise that literacy is fundamental to learning in every subject. Teachers explicitly develop pupils’ reading, writing
and spoken language so they can access the curriculum and communicate like subject specialists.
Subject-specific vocabulary is taught, modelled and revisited
Pupils are encouraged to ‘say it again, but better’ to improve spoken language
Reading opportunities are built into lessons (texts, instructions and worked examples)
Agreed marking codes are used consistently during live marking
Teachers model high-quality written and spoken language at all times
4. Effective Instruction
Teachers provide clear, structured instruction so that pupils know exactly what is expected and how to succeed. New learning
is broken down into manageable steps, with modelling and guided practice supporting understanding.
Instructions are clear and front-loaded
New material is explained in small, manageable steps
Teachers model processes and think aloud
Frequent checks for understanding are used (e.g. questioning, mini-whiteboards)
Guided practice precedes independent work
5. Climate for Learning
A calm, purposeful and inclusive learning environment enables pupils to thrive. Consistent routines and high expectations
ensure that learning time is protected and behaviour supports learning.
Clear routines are established at the start and end of lessons
Positive reinforcement is used consistently to maintain expectations
The school behaviour system is applied fairly and consistently
Poor choices are challenged and restorative conversations take place promptly
Missed learning is identified and addressed
Together, these principles create a shared language for teaching and learning across the school. They support staff to deliver
high-quality lessons and ensure that all students are challenged, supported and empowered to achieve their best.
Our CPD programme is rooted in educational research, supporting staff to continuously refine their pedagogy and enhance
student learning outcomes. On INSET days, staff engage with BHSED, a platform where colleagues lead and
attend sessions focused on sharing best practice across the school. This collaborative approach ensures our staff remain
reflective, informed, and committed to delivering excellent teaching.
BHSED • CPD
Colleague-Led CPD
Weekly sessions led by SLT, Teaching Leads, and Heads of Department keep practice aligned to whole-school priorities and subject needs.
BHSED: colleague-led professional learning
Collaboration
Research-Informed Practice
Our programme is grounded in evidence, helping staff refine pedagogy and improve outcomes through practical, collaborative study.
Collaborative inquiry and shared best practice
Team Building
Values in Action
Team-building days strengthen collaboration, trust, and our shared commitment to the school community.
Team-building: Commando Day
Whole-School CPD
Consistent, High-Quality Training
INSET days via BHSED bring colleagues together to learn, share best practice, and stay aligned on great teaching.
Whole-school CPD (Sept 2024)
“I love BHS because it really does feel like a family. All staff and students know each other, are extremely supportive of one another and show amazing levels of respect throughout the school. There really isn’t another school like it!”
