A more useful staff training plan for the school year

Begin with the questions staff ask

Build your plan around real uncertainty. Ask teaching, pastoral, support and leadership colleagues where they need more clarity. Gather themes rather than personal case histories: communication, risk assessment, responsibilities, incident review or workplace first aid.

Combine this feedback with your existing training record. A simple matrix can show each role, its learning needs, previous learning, any renewal dates and the person responsible for arranging the next step. Keep it useful enough to maintain.

Make room for the current guidance

In England, the Department for Education’s restrictive interventions guidance took effect on 1 April 2026, replacing the 2013 guidance. It addresses prevention, SEND, policy, support and recording and reporting. Your planning should start from the current document.

Give one colleague responsibility for checking source dates and sharing relevant updates. When approaching a provider, ask how its materials reflect current guidance. Treat an older course description as a prompt to ask for clarification.

Match the audience to the learning

Some topics need a shared whole-school conversation. Others need deeper learning for colleagues with particular roles. Identify which is which before you allocate every available training day.

Think about how part-time staff and colleagues who join during the year will receive the same essential information. An induction route should make policies, key contacts and training expectations easy to find.

• Which learning belongs in induction?
• Who needs role-specific development?
• How will absent colleagues catch up?
• Who will help staff connect training with school procedures?

Protect time for practical arrangements

Before requesting dates, consider cover, room availability, travel and opportunities for colleagues to attend together. Ask providers about timings, maximum learner numbers, practical participation and access requirements. Confirm these details before finalising your calendar.

For workplace first aid, HSE advises employers to choose arrangements through a needs assessment. Use that assessment to frame your enquiry; do not select a course solely because it fits a free day in the diary.

Put a review alongside each booking

Pair each training date with a short follow-up conversation. Ask what colleagues can explain more clearly, where local procedures still need clarification and what further support would help. Allocate an owner to each action.

At the next planning review, examine whether the mix of learning still reflects the school’s needs. Staff changes, new responsibilities and unresolved questions can all justify revisiting the plan. Leave some flexibility rather than filling the entire year at once.