At Trafford and Stockport College Group, we are unwavering in our commitment to delivering excellence in Teaching, Learning, and Assessment (TLA). Our approach is rooted in a clear ambition: to raise standards, inspire learners, and cultivate a culture of continuous improvement across all aspects of our provision. We place students at the heart of everything we do, tailoring our teaching to support diverse learning journeys and aspirations. Through innovative and evidence-informed pedagogical practices, we empower our teachers and trainers to challenge, engage, and motivate learners to achieve their full potential.
Central to our strategy is a sustained investment in high-quality professional development. We believe that excellent teaching is underpinned by reflective practice and ongoing learning, and we actively support our staff to grow their expertise through structured CPD, peer collaboration, and research-informed approaches.
Our Teaching, Learning and Assessment (TLA) strategy is a cornerstone of our mission to deliver an exceptional student experience and raise standards across all areas of provision. It is built around a set of principles and strategic objectives that guide our educational practice and reflect our commitment to inclusive, evidence-informed, and future-focused learning.
We recognise that every learner brings unique experiences, aspirations, and challenges. Our strategy places students at the heart of the learning process, ensuring that teaching is responsive, inclusive, and empowering. We aim to develop our students as expert and independent learners by embedding metacognitive strategies, promoting self-assessment, and fostering a culture of high expectations and personal growth. Through scaffolded and adaptive teaching, we equip learners with the skills, confidence, and resilience to thrive both in and beyond the classroom.
Our educators are supported to deliver challenging and inspiring lessons every day. This is achieved through the use of knowledge-rich, logically sequenced planning, active learning strategies, and the integration of vocational and academic contexts. We encourage experimentation and innovation, underpinned by research and reflective practice.
We harness the transformative potential of digital technology to enrich the learning experience. We want both staff and students to be equipped with the digital skills and tools needed to succeed in a modern learning environment.
Assessment is embedded as a continuous and integral part of the learning process. We use a blend of formative and summative approaches to guide instruction, identify misconceptions, and support progression. Regular low-stakes assessments, timely feedback, and transparent criteria empower students to take ownership of their learning and understand how to improve. Our approach ensures that assessment is not just a measure of attainment, but a tool for growth and motivation
At the heart of our strategy is a deep investment in the professional growth of our staff. We foster a culture of practitioner-led research and knowledge sharing, ensuring that our practice remains current, reflective, and impactful.
Our approach to professional development is firmly grounded in the principles of evidence-informed practice. We believe that the most effective teaching is underpinned by robust research, reflective inquiry, and a culture of continuous learning.
Our strategy aligns closely with the Education Endowment Foundation’s (EEF) guidance for the post-16 sector, which emphasises the importance of credibility, relevance, and impact in shaping professional learning.
We are proud to be part of the EEF’s Evidence Exchange network, contributing to national conversations on what works in further education.
Through this partnership, we engage in collaborative dialogue with other colleges, helping to shape the development of sector-wide guidance and ensuring our CPD offer remains at the forefront of best practice.
Our model for raising standards of teaching is designed around two core principles:
Research-informed and contextualised
Collaborative and reflective
One of the most impactful ways we embed evidence into practice is through our “One Practice Change” initiative.
This programme empowers teachers to identify a single, research-informed adjustment to their teaching practice and implement it over time, supported by coaching, peer dialogue, and reflective evaluation.
Whether it’s trialling retrieval practice strategies, refining questioning techniques, or enhancing feedback loops, each change is grounded in evidence and tailored to the teacher’s context.
The initiative not only encourages professional curiosity and experimentation but also builds a shared culture of improvement, where small, deliberate changes lead to meaningful gains in student learning.
