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We can all do surface-level things to show we care - wellbeing days, a free lunch, jam doughnuts in the staffroom - but in a world where staff wellbeing is paramount, gestures alone aren’t enough.

What really matters is creating a culture where staff genuinely want to come to work, feel a sense of belonging and know that they matter.

At our trust, we know this was not always the case. Four years ago, morale was low, experienced staff were leaving and trust in leadership was fragile. Things had to change

Today, retention has risen from 81 to 92 per cent. Internal promotions are more common, and staff report higher satisfaction, including a 12 per cent increase in those saying their role allows them to balance work and their personal life.

This turnaround did not happen by chance. It came from a series of deliberate strategies to develop staff, support professional practice and create a culture where people feel valued.

1. Rethinking professional growth

One of the first steps was to remove traditional performance management targets.

These often became a compliance exercise rather than a meaningful driver of improvement, and rarely reflected the collaborative reality of school success.

Instead, staff now take part in professional growth (PG) conversations focused on a “PG project” - an area they are already working to improve, such as pupils’ learning, classroom routines, curriculum design or leadership development.

Conversations happen regularly throughout the year and are grounded in coaching rather than evaluation. Staff discuss what they are trying, what is working and where support is needed.

Projects have included refining feedback approaches, improving outcomes for particular groups, trialling strategies to support attendance and developing more inclusive classroom practices.

Because the focus is developmental rather than judgemental, staff feel able to be open about challenges and experiment with new approaches. Leaders support colleagues through coaching, shared problem solving and connecting those working on similar projects.

Over time, this has created a culture where professional learning feels owned rather than imposed.

2. Improving internal pathways

Many teachers want to feel that their expertise is recognised and that there are opportunities to progress. To support this, we have invested in internal career pathways.

Through the apprenticeship levy, we have expanded routes into teaching and specialist roles, increasing fully funded training places from seven to 16 in three years. These opportunities have largely been taken up by teaching assistants, support staff and graduates already within the trust.

Internal recruitment for leadership roles has also become more common. Last year, a headteacher, a deputy head and two assistant heads were appointed internally, demonstrating that progression is encouraged and achievable.

Middle leaders play a vital role. Subject leaders now collaborate across schools to design, review and refine a shared curriculum, reducing duplication and workload while strengthening professional dialogue and shared expertise.

3. Strengthening classroom practice

Instructional coaching through Steplab has been key in improving classroom practice.

Weekly low-stakes drop-ins followed by coaching conversations focus on small, manageable improvements such as routines, clarity of instruction and engagement strategies.

Teachers practise these techniques and revisit them in subsequent sessions, embedding improvements incrementally.

Pupils are now clearer about expectations, too: routines are more consistent, and classrooms feel calmer and more purposeful. For staff, having shared approaches has built confidence in managing increasingly complex behaviour.

4. Supporting work-life balance

We also put in place deliberate strategies to reduce workload, including the shared curriculum, as well as clearer classroom systems, collaborative planning through subject networks and flexible working arrangements where possible.

Most importantly, staff know their leaders have their backs - providing practical support, guidance and understanding whenever challenges arise.

The proof can be seen by staff survey results showing a 12 per cent increase in colleagues reporting better work-life balance.

5. Supporting new teachers

For early career teachers (ECTs), structured support has been transformative.

They have access to a fully planned curriculum with high-quality resources, reducing planning time. We have also ring-fenced non-teaching time for ECTs, giving them space to observe, reflect and engage with their development programme.

ECTs are paired with experienced coaches, take part in peer networks and are included in staff and leadership discussions, contributing ideas or leading small curriculum projects when ready.

Nationally, around 20 per cent of ECTs leave within two years; at our trust, we have retained every ECT for the past three years, many citing support and sense of belonging as key reasons.

In short, investing in staff development and wellbeing is not a luxury; it is the foundation of everything we do.

By providing structured support, meaningful professional growth opportunities and clear pathways, we create an environment where staff feel valued, confident and empowered. And when the adults in our schools flourish, the children they serve flourish, too.

Gulcin Sesli is co-CEO of the Spring Partnership Trust