Professional Learning and Development Opportunities

As an educational institution, we prioritise learning and development. Our approach to staff development focuses on offering high-quality and sustainable opportunities for all staff, including teaching and support roles. Our vision involves engaging the skills, energy, and commitment of our staff by involving them in planning, running training initiatives, decision-making processes, and long-term organisational development. We actively encourage and support colleagues in their development, investing extensively in staff training and continuing professional development (CPD). Our CPD programme aims for continual personal, collective, and institutional improvement, providing a broad range of learning opportunities for all staff. Our CPD programme consists of the following:

CPD Days

54 staff development days throughout the year including Industry and Academia day.  

Programme Area Meetings

2Weekly programme area meetings to share practice cross college and CPD. 

Course and Conferences

4Staff are supported with any Individual one-day courses and conferences they would like to attend which enhance their practise in their role. 


1The college provides support for post-graduate or professional qualifications. 

In House Training

6Various in-house training is delivered for all staff, aspiring leaders and middle managers this includes year long programme.

Initial Teacher Training and the Early Career Framework


  • PGCE students receive dedicated support during their placements, meeting with mentors at least once a week to enhance their professional development as teachers. They are encouraged to actively engage in the Leyton community and are supported by the teams they work with. The Professional Tutor oversees their placement, collaborating with partner universities. Our program follows the Early Career Framework, offering sessions facilitated by experienced staff to provide practical advice and support on various teaching and learning issues.​

  • Early Career Teachers (ECTs): In their first year of teaching, ECTs receive 10% remission from their teaching timetables. In the second year, it is 5%.  At LSC, ECTs are supported by a dedicated mentor with whom they meet at least once a week. They are also supported by the Professional Tutor who carries out regular observations, feedback and reviews of their progress. The professional development programme is delivered by our training partner.​

  • Existing members of staff who plan to move into teaching are supported by a mentor and the Professional Tutor whilst following their programme of study. This might be a Level 5 Diploma in Education and Training, a Level 6 Apprenticeship in teaching, or a QTS-only university based route. Support includes regular mentor meetings, observations and support with completing assignments and other work. ​

Coaching and Mentoring


  • ​Our college offers a coaching service for all staff, providing short-term, intense development to support various aspects of professional growth. This includes leadership skills, work-life balance, and idea exploration. The confidential and progressive meetings with trained coaches challenge and provide constructive feedback. In this safe environment, coachees focus on solutions and actions for future development, helping them fulfil their potential or achieve goals. ​

  • We have experienced mentors in the college that support and guide staff through any challenges they may encounter throughout their career, gain experience, and achieve their goals. They also support the mentee by motivating, encouraging them and building confidence. We have many PGCE, NQT’S and ECT’s students at the college and they are all assigned a mentor to help them throughout their studying and gain experience and offer support. Our mentors also help their mentees expand their network by introducing them to new contacts. ​

Staff Testimonials

Zan Samia"I was led to career coaching as I knew what role I was interested in and wanted the coaching to get me ‘ready’ for the application process as well as working through some of the new challenges I would face in the role, if successful. I especially benefitted from the regular focus on my values as a person and educator and the importance of marrying this with the tasks the role would entail. I’ve recommended coaching to so many others who I feel would benefit from being more in tune with their own goals and pursue them in a way that drowns out the noise that you can experience when others give well-intentioned advice."




Mohammed Rashid


"Enrolling in coaching sessions was a very good decision for me. The clarity I gained about the interview process and the strategic insights on interview preparation were invaluable.​

The guidance provided not only made the entire process easier but also equipped me with the confidence and knowledge to excel in my interviews. A huge shout out to the coaching team for their expertise and support."