CPD Requirements for Teachers: Complete 2026 Guide

CPD Requirements for Teachers: Complete 2026 Guide

Introduction

Teacher CPD requirements in the UK are complex and vary significantly depending on where you teach. Unlike many professions with clear, mandated CPD hours, teachers face a patchwork of expectations that differ between England, Scotland, Wales, and Northern Ireland—and even between individual schools and academy trusts.

If you're a teacher wondering "How much CPD do I actually need?" or "What counts towards my professional development?", you're not alone. The lack of uniform requirements creates confusion, with some teachers receiving comprehensive CPD programmes whilst others struggle to access meaningful development opportunities.

Understanding your CPD requirements and entitlements is crucial for several reasons: meeting performance management expectations, demonstrating professional commitment, accessing quality development opportunities, planning career progression, and ensuring your practice remains current and effective.

This comprehensive guide clarifies teacher CPD requirements across the UK in 2026. Whether you're teaching in a maintained school in England, registered with GTCS in Scotland, or working in an academy trust with specific CPD policies, you'll find clear answers about what's expected, what's available, and how to plan professional development that genuinely enhances your teaching.

Teacher CPD Requirements by UK Nation

England: No Registration Requirement, School-Led CPD

Regulatory Status: Teachers in England do not require registration with a professional body to teach in state schools. There is no statutory CPD requirement.

What This Means:

• No mandatory minimum CPD hours
• No professional body monitoring CPD compliance
• CPD expectations set by individual schools and academy trusts
• Teachers' Standards reference professional development but don't mandate specific hours

However:

Despite no statutory requirement, CPD is embedded in England's teaching system through:

1. Teachers' Standards (2011) The Teachers' Standards state teachers must:

• "Take responsibility for improving teaching through appropriate professional development"
• Demonstrate "an understanding of how to keep up to date"

2. School Accountability

• Ofsted inspections consider CPD provision and impact
• School performance management includes development
• Career progression often requires evidence of CPD

3. Employment Expectations

• Schools include CPD in performance management
• Typically 5-6 INSET days per year
• Additional ongoing development expected
• Maintained schools follow LA guidance
• Academy trusts set own policies

Typical Provision:

• INSET Days: 5-6 days per academic year (closure days for whole-school training)
• Regular CPD: Weekly or fortnightly sessions, departmental meetings, coaching
• Subject Networks: Participation in subject associations or teaching school alliances
• Online Learning: Access to platforms like National College, TES, Oak Academy

Quality Variation: CPD quality varies enormously:

• Some schools provide excellent, well-planned programmes
• Others offer limited, low-quality "tick-box" sessions
• Academy trusts vary from comprehensive to minimal provision
• Teachers' ability to access external CPD varies by school resources and leadership

Your Rights in England:

• No legal entitlement to specific CPD hours (unless in contract)
• Performance management should include development discussion
• Schools should provide relevant CPD to meet Standards
• Can raise concerns through unions if CPD provision inadequate

Scotland: Mandatory Registration and CPD

Regulatory Status: Teachers in Scotland must be registered with the General Teaching Council for Scotland (GTCS) to teach in maintained schools. CPD is mandatory.

GTCS Requirements:

1. Professional Update (Every 5 Years)

• Demonstrate ongoing professional learning
• Evidence of reflection on practice
• Show impact on teaching and learning
• Submit to GTCS for review
• Required to maintain registration

2. Annual CPD Expectation

• Minimum 35 hours per year of professional learning
• Mix of formal and informal activities
• Must relate to professional standards
• Evidence maintained in Professional Learning Record

3. Professional Standards Professional Update aligned with:

• Standard for Full Registration
• Standard for Career-Long Professional Learning

What Counts:

• Formal courses and conferences
• Collaborative professional learning
• Self-directed reading and research
• Classroom observation and feedback
• Action research projects
• Engaging with professional literature
• Reflective practice

Verification:

• Self-certification of hours
• Evidence maintained by teacher
• GTCS may audit records
• Professional Update reviewed by GTCS

Enforcement:

• Failure to complete Professional Update affects registration
• Cannot teach in maintained schools without registration
• GTCS can impose conditions or remove registration

Support:

• MyGTCS online platform for recording CPD
• Professional Learning resources provided
• Clear guidance on requirements

Wales: School-Led with Increasing Structure

Regulatory Status: Teachers in Wales are not required to register with a professional body, though the Education Workforce Council (EWC) registers teachers and maintains standards.

Current Requirements (2026):

1. Professional Standards

• Teachers must meet Professional Standards for Teaching and Leadership
• Standards reference ongoing professional learning
• No specific hour requirement mandated

2. School-Based CPD

• Schools provide CPD as part of professional development programme
• Typically follows similar pattern to England (INSET days + ongoing CPD)
• Quality varies by school and local authority

3. Reform Context Wales is implementing education reforms including:

• New curriculum implementation requiring significant CPD
• Schools as Learning Organisations (SLO) framework
• National Approach to Professional Learning
• Potential future registration requirements

Typical Provision:

• INSET days for whole-school training
• Subject-specific development through regional consortia
• National programmes for curriculum reform
• Online platforms and resources

Future Direction: Wales is moving toward more structured professional learning expectations, though specific hour requirements haven't been mandated as of 2026.

Northern Ireland: School-Led CPD

Regulatory Status: Teachers in Northern Ireland register with the General Teaching Council for Northern Ireland (GTCNI), though this is for registration rather than ongoing CPD monitoring.

CPD Expectations:

1. Performance Review and Development (PRD)

• Annual appraisal process
• Professional development needs identified
• CPD planned collaboratively with appraiser

2. School-Based Provision

• Typically 3 development days per year
• Additional ongoing professional learning
• Subject networks and collaboration

3. Professional Standards

• Teaching: The Reflective Profession (competences framework)
• References ongoing professional development
• No specific hour requirement

Typical Provision:

• Development days for training
• Subject department CPD
• Regional Education and Library Board support
• Access to online platforms

What Counts as Teacher CPD?

Types of CPD for Teachers

Teacher CPD can take many forms. Professional learning happens through diverse activities:

1. Formal Courses and Training

• Subject knowledge development courses
• Pedagogy training (e.g., teaching strategies, differentiation)
• SEND training
• Behaviour management courses
• Leadership and management programmes
• National Professional Qualifications (NPQs)

2. School-Based Activities

• INSET days and training days
• Department meetings with development focus
• Whole-school training sessions
• In-house coaching or mentoring
• Learning walks and observations
• Moderation activities

3. Collaborative Learning

• Lesson study with colleagues
• Co-planning and team teaching
• Peer observation and feedback
• Subject networks and teaching alliances
• Cross-school collaboration
• Research groups or communities of practice

4. Self-Directed Learning

• Professional reading (books, journals, research)
• Educational blogs and podcasts
• Online courses (e.g., FutureLearn, TES, National College)
• Webinars and virtual conferences
• Twitter professional learning networks (#edutwitter)
• Engaging with education research

5. Conferences and Events

• Subject association conferences (e.g., MA, ASE, HA)
• ResearchED conferences
• Teaching and Learning conferences
• Educational technology events
• Ofsted and curriculum updates

6. Research and Innovation

• Action research in your classroom
• Participating in school research projects
• Trialling new approaches and evaluating impact
• Contributing to education research
• Developing resources or schemes of work

7. Leadership Development

• Middle leadership programmes
• Senior leadership training
• Coaching and mentoring qualifications
• Governance training
• Project management

National Professional Qualifications (NPQs)

What are NPQs? Government-funded programmes for teachers and leaders in England, developed by DfE-approved providers.

Available NPQs (2026):

Teaching:

• NPQ Leading Teaching (NPQLT)
• NPQ Leading Behaviour and Culture (NPQLBC)
• NPQ Leading Teacher Development (NPQLTD)

Leadership:

• NPQ Senior Leadership (NPQSL)
• NPQ Headship (NPQH)
• NPQ Executive Leadership (NPQEL)

Specialist:

• NPQ Early Years Leadership (NPQEYL)
• NPQ Leading Literacy (NPQLL)
• NPQ Leading Primary Mathematics (NPQLPM)
• NPQ Special Educational Needs Co-ordination (NPQSENCO)

Benefits:

• Nationally recognised qualifications
• DfE-funded (scholarship funding available)
• Evidence-based content
• Delivered by approved providers
• Career progression value
• Count significantly toward CPD requirements

Eligibility:

• Teachers and leaders in England
• Specific eligibility criteria per NPQ
• School/trust support usually needed

Find NPQ providers and apply

How Much CPD Should Teachers Complete?

By Nation

Scotland: Minimum 35 hours per year (mandated)

England: No mandated minimum. Typical provision:

• 5-6 INSET days (35-42 hours)
• Plus ongoing school-based CPD (varies widely)
• Total varies: 40-100+ hours depending on school

Wales: No mandated minimum. Similar to England:

• INSET days plus ongoing development
• Varies by school and LA

Northern Ireland: No mandated minimum. Typical:

• 3 development days (18-21 hours)
• Plus ongoing school CPD
• Varies by school

Quality vs Quantity

Important Principle: Hours completed matter less than impact on practice.

Effective CPD Characteristics:

• Sustained over time (not one-off sessions)
• Subject-specific or pedagogy-focused
• Involves active learning and practice
• Collaborative with colleagues
• Includes feedback and reflection
• Connected to your context and students

Research Evidence: Educational research (e.g., OECD, EEF) consistently shows:

• Short, one-off training has minimal impact
• Sustained, collaborative learning changes practice
• 20-50+ hours on a topic required for significant improvement
• Follow-up support and coaching multiply effectiveness

Implication: Prioritise depth over breadth. 20 hours deeply engaging with evidence-based teaching strategies beats 20 one-hour sessions on random topics.

Planning Your Teacher CPD

Step 1: Understand Your Requirements

If Teaching in England:

• Check your school/trust CPD policy
• Review performance management guidance
• Note mandatory training (e.g., safeguarding)
• Clarify any contractual CPD expectations

If Teaching in Scotland:

• Ensure MyGTCS account set up
• Plan for 35 hours minimum
• Track toward Professional Update
• Mix formal and informal learning

If Teaching in Wales:

• Understand school CPD programme
• Note new curriculum requirements
• Access regional consortium resources

If Teaching in Northern Ireland:

• Review PRD process
• Note development days
• Plan development needs with appraiser

Step 2: Identify Development Needs

Consider:

Subject Knowledge:

• Are there gaps in subject expertise?
• Curriculum changes requiring new knowledge?
• Areas where student outcomes are weaker?

Pedagogy:

• Teaching strategies needing development?
• Evidence-based approaches to explore?
• Differentiation and inclusion skills?

Pastoral and SEND:

• Behaviour management strategies?
• Supporting students with specific needs?
• Pastoral care and wellbeing?

Leadership:

• Leadership skills for career progression?
• Mentoring or coaching capabilities?
• Strategic or operational management?

Assessment:

• Formative assessment techniques?
• Effective feedback strategies?
• Understanding progression and standards?

Sources of Insight:

• Performance management feedback
• Lesson observations
• Student outcomes data
• Personal reflection
• Feedback from students or parents
• Career aspirations

Step 3: Create Your CPD Plan

Annual Plan Template:

Priority 1: [Development Area]

• Goal: What will you be able to do?
• Why: Impact on teaching and learning?
• How: Specific CPD activities
• When: Timeline
• Evidence: How will you know you've succeeded?

Example:

• Goal: Improve questioning techniques to increase student thinking
• Why: Want students to engage in deeper analysis, not just recall facts
• How:
• Read "Questioning for Classroom Discussion" (Doug Lemov)
• Try 3 new questioning strategies per half term
• Peer observe teacher known for excellent questioning
• Record and analyse my own questioning patterns
• Join online questioning strategy course
• When: Throughout Autumn and Spring terms
• Evidence: Student responses show deeper thinking, lesson observations note improved questioning, students report feeling challenged

Balance Your Plan:

• Mix formal and informal learning
• Combine short-term (immediate application) and long-term development
• Include individual and collaborative activities
• Ensure relevance to your context and students

Step 4: Access CPD Opportunities

Within School:

• Utilise INSET days and school CPD programme
• Request specific training through performance management
• Seek mentoring or coaching from colleagues
• Participate in department development
• Volunteer for responsibilities providing learning opportunities

External Sources:

Free or Low-Cost:

• National College for Teaching and Leadership (subscription often provided by school)
• TES CPD resources and courses
• Subject association webinars and resources
• Twitter professional learning (#edutwitter, #pedagoo)
• Educational podcasts (e.g., Mr Barton Maths, Science Sparks)
• ResearchED conferences (low cost)
• Free online courses (FutureLearn, Coursera education courses)

Funded Opportunities:

• NPQs (DfE-funded)
• Subject association courses (some free for members)
• Teaching school alliance programmes
• Local authority CPD (if available)
• University partnerships

Investment:

• Subject association membership (£20-60/year)
• Professional books and resources
• External courses (if self-funding)
• Conferences (subject associations typically £50-150/day)

Funding:

• Ask school about CPD budget or bursaries
• Check if union membership includes CPD resources
• Explore charitable grants for specific development
• Consider whether personal investment justified for career goals

Step 5: Record and Reflect

Why Recording Matters:

• Performance management evidence
• GTCS Professional Update (Scotland)
• Career progression applications
• Understanding your own development journey
• Identifying patterns and preferences

What to Record:

• Date and CPD activity description
• Hours/time invested
• Key learning points
• How you applied learning in practice
• Impact on students or teaching
• Further learning needs identified

Recording Tools:

• MyGTCS (Scotland)
• CPD Passport (digital CPD portfolio)
• School CPD tracking systems
• Personal log or spreadsheet
• Professional portfolio

Learn more about recording CPD effectively

Step 6: Evaluate Impact

Key Questions:

On Your Teaching:

• What have you changed in your practice?
• What new strategies or approaches are you using?
• How has your subject knowledge or pedagogical understanding developed?

On Student Learning:

• What difference has this made to students?
• Any changes in engagement, progress, or outcomes?
• Which students have benefited most?

On Your Development:

• What are your next learning priorities?
• What's been most valuable?
• What would you do differently?

Sources of Evidence:

• Student work and outcomes
• Observation feedback
• Student voice
• Self-reflection
• Peer feedback

Your CPD Entitlements and Rights

What You're Entitled To

All Teachers in England:

• Reasonable access to CPD for performance management
• INSET days participation
• Support to meet Teachers' Standards
• Professional development discussion in appraisal

Teachers in Scotland:

• 35 hours CPD per year (built into working time)
• Support for Professional Update requirements
• Access to CLPL resources

General Expectations:

• Safeguarding training (mandatory, typically annual)
• Health and safety training
• Relevant updates (e.g., curriculum, exam specifications)

When CPD Provision is Inadequate

Signs of Poor CPD:

• No structured programme or planning
• Only generic, whole-school sessions
• No subject-specific development
• INSET days wasted on administrative tasks
• No links to appraisal or development needs
• External CPD requests always refused

What You Can Do:

1. Raise Concerns Internally

• Discuss with line manager or appraisal lead
• Note CPD needs in performance management
• Request specific development opportunities
• Suggest collaborative solutions (e.g., peer learning)

2. Involve Union

• Discuss with union representative
• Union can raise collective concerns
• Support available for individual issues
• Guidance on contractual rights

3. Use School Processes

• Feedback through staff voice mechanisms
• Raise in meetings (if appropriate)
• Contribute to school improvement planning

4. Self-Directed Development

• Access free online resources
• Join subject associations
• Develop professional learning networks
• Seek opportunities outside school (if feasible)

Remember:

• You have professional obligation to develop
• School has reasonable responsibility to support this
• Quality matters more than quantity
• Advocate for yourself and colleagues

Teacher CPD: Best Practices

1. Be Strategic and Selective

Rather than: Attending any CPD offered Instead: Choose development aligned with your goals and context

Questions to Ask:

• Will this genuinely improve my teaching?
• Is this relevant to my students and curriculum?
• Does this align with my development priorities?
• Is this evidence-based?

2. Go Deep, Not Broad

Rather than: Many one-off sessions on different topics Instead: Sustained engagement with fewer priorities

Research shows: 20+ hours on a topic required for practice change. One-hour sessions rarely impact teaching.

3. Connect CPD to Practice

During CPD:

• Consider how this applies to your context
• Plan specific strategies to try
• Anticipate challenges

After CPD:

• Implement promptly (within days, not weeks)
• Refine based on experience
• Seek feedback
• Persist beyond initial attempts

4. Collaborate with Colleagues

Powerful Approaches:

• Lesson study (plan-teach-review cycles)
• Peer observation with specific focus
• Co-planning and team teaching
• Book groups reading education research
• Departmental development projects

Why Collaboration Works:

• Shared accountability
• Different perspectives
• Embedded in your context
• Sustained over time
• Mutual support

5. Engage with Research

Make Research Accessible:

• EEF guidance reports (free, practical summaries)
• ResearchED events and blogs
• Evidence-based education podcasts
• Twitter academic-practitioner connections
• "What Works" research summaries

Apply Critically:

• No single approach works for all contexts
• Adapt to your students and curriculum
• Trial and evaluate impact
• Share findings with colleagues

6. Reflect Systematically

After CPD or Trying New Approaches:

• What worked well? Why?
• What was challenging? Why?
• What would you change next time?
• What did students say or do differently?
• What will you do next?

Regular Reflection:

• Weekly: Brief notes on teaching experiments
• Half-termly: Review progress on priorities
• Annually: Evaluate development and plan ahead

7. Share Your Learning

Ways to Share:

• Staff meeting presentations
• Department CPD sessions
• Writing for staffroom newsletters
• Mentoring early career teachers
• Twitter threads or blogs
• Conference presentations

Benefits:

• Consolidates your own understanding
• Contributes to school improvement
• Builds your professional profile
• Helps colleagues develop

Finding Quality Teacher CPD

Recommended Sources

Subject Associations:

• Mathematical Association (MA)
• Association for Science Education (ASE)
• Historical Association (HA)
• National Association for the Teaching of English (NATE)
• [Find your subject association]

Benefits:

• Subject-specialist expertise
• Curriculum-relevant content
• Peer networking
• Publications and journals
• Conferences and events

General Teaching Development:

Free/Low-Cost:

• National College for Teaching (often school subscription)
• TES CPD platform
• FutureLearn education courses
• Oak National Academy
• ResearchED conferences and blogs

Evidence-Based Resources:

• Education Endowment Foundation (EEF)
• Research Schools Network
• Evidence Based Education
• Chartered College of Teaching

NPQ Providers (England):

• Various DfE-approved providers
• Government-funded
• Quality-assured

Quality Indicators:

• Evidence-based content
• Specialist expertise
• Practical application focus
• Sustained programmes (not one-offs)
• Positive teacher reviews

Search for quality-assured CPD

Common Questions

Do I legally need CPD as a teacher?

Scotland: Yes - 35 hours per year minimum plus Professional Update every 5 years to maintain GTCS registration.

England, Wales, Northern Ireland: No legal minimum, but professional expectations through Teachers' Standards, school policies, and performance management.

Can I be made to complete CPD in my own time?

It depends on your contract and nation:

Scotland: 35 hours should be within working time (collegiate time, INSET days).

England/Wales/NI: Varies by school and contract. INSET days are within directed time. Additional CPD expectations depend on your specific contract and school policies.

Check: Your contract, school policy, and union guidance for your specific situation.

What if my school provides poor quality CPD?

Options:

1. Raise concerns through performance management and staff voice
2. Involve your union representative
3. Self-direct your development using free resources
4. Collaborate with colleagues for peer learning
5. Access external CPD where possible

Does CPD have to be accredited?

No. Accreditation isn't required for teacher CPD. Valid learning includes:

• Accredited courses
• Non-accredited training
• Self-directed learning
• Collaborative activities
• Reflective practice

Focus on quality and relevance, not whether it's accredited.

How do I find time for CPD?

Strategies:

• Utilise INSET days and allocated CPD time fully
• Integrate into regular practice (e.g., trying new strategies counts)
• Use "dead time" (commute podcasts, lunchtime reading)
• Collaborate with colleagues (shared efficiency)
• Be selective (depth over breadth)
• Request protected time for priority development

Can I claim CPD costs back?

Depends on your school:

• Some schools have CPD budgets for teachers to access
• Others fund specific approved courses
• Some provide nothing beyond INSET days

Ask about: School CPD funding policies, bursaries, or support available.

Key Takeaways

CPD Requirements Vary:

• Scotland: 35 hours minimum per year (mandatory)
• England: No mandated hours, school-led provision
• Wales: School-led, increasing structure with reforms
• Northern Ireland: School-led, PRD-integrated

What Counts:

• Formal courses and NPQs
• School-based training and collaboration
• Self-directed learning and reading
• Research and innovation in practice
• Reflective practice

Quality Over Quantity:

• Impact on practice matters most
• Sustained engagement beats one-off sessions
• Evidence-based approaches most effective
• Context-specific application crucial

Your Responsibility:

• Identify your development needs
• Plan strategic CPD programme
• Engage actively with learning
• Apply in practice and evaluate impact
• Record and reflect systematically

Finding Quality CPD:

• Subject associations
• Evidence-based providers
• NPQs (England)
• Free online platforms
• Collaborative peer learning
• Quality-assured CPD directory

Resources for Teacher CPD

Official Guidance:

• Teachers' Standards (England)
• GTCS Professional Update (Scotland)
• NPQ Information and Providers

Evidence-Based Resources:

• Education Endowment Foundation
• Chartered College of Teaching
• ResearchED

CPD Tools:

• Record your CPD with CPD Passport
• Search quality-assured CPD
• Types of CPD explained

Questions about teacher CPD?

Contact The CPD Register:

• Email: [email protected]
• Phone: 0333 1889 783

About The Author:

The CPD Register Ltd, a UK independent certification body for CPD accreditation organisations. The CPD Register helps professionals including teachers find quality-assured CPD and understand their professional development requirements.

Related Resources

• Is CPD Mandatory in the UK?
• Types of CPD Explained
• How to Record CPD
• Finding Quality CPD Courses
• What is CPD?