This is the fifth in a series of articles exploring how the Great Teaching Toolkit can support professional development in busy primary schools. Across the series, we’ll speak to schools already using the platform and the advisors who support them, exploring the approaches they’ve taken and the lessons they’ve learned along the way.

We’re finishing with Faye Morris, one of our Teaching and Learning Advisors. As a former primary school deputy headteacher, we asked her:

if she were back in school and starting out with the Toolkit, how would she build momentum and celebrate success along the way?

‘One of the most important things I’ve learned working with primary schools is that if we want initiatives to gain traction, we have to notice what’s working. Celebrating success, whether in professional development or across wider school priorities, isn’t something to save for the end. When we build it in from the beginning, it helps sustain momentum, strengthen confidence, and reinforce the impact of your team’s efforts.

Recognising success from the start

At the beginning of a development cycle, success isn’t about impact yet; it’s about clarity. When teachers set a focused, manageable goal based on their reflections, that’s already a step forward. As a leader, I’d celebrate this by creating space for staff to share their goals with one another. This might be articulating their goals to colleagues in a team meeting, or a shared display in the staff room. The key is to acknowledge that identifying a meaningful area for development is a success in itself.

By sharing goals at this stage, colleagues can support each other, recognise small wins, and build a shared sense of purpose from the outset.

Making learning visible

In the exploration phase, success often looks like engagement; teachers taking time to understand the research, discuss ideas, and reflect on their own practice. One simple but effective strategy is to invite willing teachers to share a short, five-minute “bite-size” input at the start of a staff meeting. This could be a key idea from the research that has stood out to them, or something they are beginning to think differently about in their practice. Not only does this reinforce the learning, it also helps to build confidence and gives the team a sense of ownership over the process.

It highlights to the team that professional learning isn’t just about what happens in the classroom; it’s also about the thinking behind it. 

Celebrating progress in practice

As teachers begin to trial new approaches in the classroom, this is where celebrating success becomes particularly powerful. Small changes in practice, such as trying a new questioning strategy, refining routines, or adapting explanations, can have a big impact, and it’s important that this is recognised.

Short drop-ins or even ‘corridor conversations’ can be powerful opportunities to recognise what’s working and provide immediate, positive feedback. For this to feel meaningful, it helps when leaders know what colleagues are working on. Simply asking, “How’s Cold Calling going?” or “How are you doing with your classroom routines now?” shows genuine interest and creates space for supportive, informal conversations. These small check-ins can go a long way in helping staff feel seen, supported, and encouraged.

Bringing it all together

At the end of a development cycle, a more formal celebration event can be a powerful way to bring everything together. This doesn’t need to be elaborate. It might include short teacher presentations, posters, examples of classroom practice, or opportunities for colleagues to share key takeaways.

The focus should be on recognising progress, not perfection. It’s about giving teachers the chance to reflect on their journey, celebrate what they’ve achieved, and see how their work connects to the wider school.

Ultimately, celebrating success is about maintaining momentum. When we recognise small wins along the way, we create the conditions for sustained, meaningful improvement, and that’s where the real impact lies.’

Got questions on how the Great Teaching Toolkit can be implemented in your context? Book a call with us to see the platform and what it can do for you.