A college shaped by service to its community
supports people in the West Midlands to build skills, confidence and momentum, whether they are starting out, changing direction, or stepping up into a new role. Each year, more than 11,000 people study with the college through vocational and technical programmes, apprenticeships and higher education, alongside training designed with employers.
As an ETF Partner, with 100 ETF Members committed this year, Walsall has made staff development a top priority across the organisation, backed by a clear structure and shared professional expectations.
Watch the case study here:
When pressure makes improvement even harder
Leading and teaching in Further Education means navigating policy shifts听and budget cuts, understanding evolving learner needs, and fulfilling the day-to-day demands of delivery. This reality makes it hard to protect time for development, even when everyone agrees it matters.听
Jatinder is clear about the reality facing leaders. 鈥淚鈥檝e听realised听how difficult the role is and how complex leadership is,鈥� he says.听
And that complexity听诲辞别蝉苍鈥檛听only sit at the top. Much of it lands with the leaders who translate strategy into practice, keep teams aligned, and solve problems in real time.听听
鈥淲e鈥檝e all been the jam in the sandwich at some point,鈥� Jatinder says, 鈥渁nd I think the jam in the sandwich is the toughest role in a college.鈥�听
Walsall鈥檚 response has been to protect time听for听leaders and educators听keep听developing together.
Values that guide growth and everyday decisions听
As the college听has听evolved,听commitment to their听values听has听provided听a consistent thread. This has听helped听leaders and teams make clear choices, even as priorities听have听shifted听and new colleagues听have听joined. For Walsall, a central principle has been listening carefully to what the community needs and shaping provision around that.听
Jatinder links this听values-led approach to how the college听has听navigated difficult moments and听continued to听move听forward.听听
鈥淭his is the time of austerity,鈥� he reflects. 鈥淲e stood up for the premise of giving the community what they听want. And that听has听allowed us to be听really successful听and grow our student body.鈥�听
Creating time to learn across the workforce听
One of Walsall鈥檚 clearest decisions has been to make professional learning part of the working week. Instead of relying on goodwill or听rushed听moments between classes听and meetings, the college has protected time for staff to develop, share practice, and build capability听together.听
That matters because听when time is built in, learning stops being an extra and becomes part of the rhythm of the听organisation. Jatinder describes what this has looked like in practice: 鈥淲e鈥檝e听allowed a couple of afternoons every week, set aside for training of all staff. People are enjoying the space and time that听迟丑别测鈥檝别听got to do that.鈥�
ETF Partnership as part of 鈥渉ow we do development here鈥�听
ETF Partnership gives听Walsall听College a cohesive structure for development: a shared framework, practical tools and resources, recognition routes, and connection to a wider professional community.听That combination helps leaders back professional learning consistently, with clear pathways and a shared language for improvement.
Backing middle leaders with time and structure听
Walsall鈥檚 approach includes听recognising听that middle-tier leaders are mission-critical. They turn strategy into听reality, keep standards consistent, and support teams through the daily decisions that shape learner experience.听
Jatinder鈥檚 鈥渏am in the sandwich鈥�听metaphor听captures why听this matters.听滨迟鈥檚听a role that carries pressure from every direction, and听颈迟鈥檚听where leadership support has the biggest ripple effect.听
罢丑补迟鈥檚听why Walsall鈥檚 approach includes clear structure and protected time for leaders as well as teachers. The aim is simple: equip middle leaders with听the confidence,听tools听and space to lead well, so staff feel听supported听and learners experience high-quality practice wherever they are learning.听
鈥淐reating the space and structure for our middle leaders has already had, and continues to have, a positive impact听鈥�听not just on their own teams, but across the wider听organisation,鈥� says听Sarah Cattell, Workforce听Development听and Innovation Manager. 鈥�滨迟鈥檚听helping us build a genuine one鈥�team approach. By investing in middle leadership, we strengthen the听whole system听and ensure excellence wherever learning takes place.鈥�听
Senior leadership development that reinforces 鈥渟pace to learn鈥�听
Walsall has also invested in senior leadership development through ETF鈥檚 CEO and Prep CEO听programmes. For Jatinder, as a participant, he valued the protected time to step back, think clearly, and learn with peers in a trusted space. It strengthened his leadership and reinforced a principle he now听prioritises听in the college: leaders need space to learn, not just space to deliver.听
鈥淚t gave me an enormous reflective space, an opportunity to talk to my peers in a safe environment,鈥� Jatinder says. 鈥淚 took away the need to create space to learn and that stayed with me.鈥�听
Professionalism in practice: inclusion,听voice听and confidence听
Walsall听College听has developed a learning culture that shows up where learners听feel it听most, in the classroom and the workshops. Staff describe professional practice as reflective, inclusive, and focused on helping learners move forward from wherever they start.听
Recognition and reflection that build confidence and听inclusivity听
Alongside everyday development, Walsall has used structured professional recognition to deepen reflection and strengthen teaching practice. Through routes like Advanced Teacher Status (ATS), the college encourages staff to look closely at impact, gather feedback, and use that insight to keep improving.听
Vicki Banks, Quality Development Coach,听achieved her ATS听observes听the link between听creating the space for听professional growth and听better听learner outcomes.听
鈥淚nclusive teaching grows from supported, reflective educators. By strengthening my own practice and empowering colleagues to develop theirs, we raise expectations and open doors. Creating inclusive classrooms that shape better futures is what drives me.鈥澨�听
Learners shine听when听professional听development becomes听everyday听
When听professional learning becomes part of the听routine,听learners experience the difference. They听encounter听staff who are confident to adapt, reflect, and听keep improving.听Over time, that consistency builds trust and aspiration.听
Walsall College discovered something powerful: creating听space to learn, creates听space to lead. Every moment staff spend reflecting on their practice, developing pedagogy, embracing new ed鈥�tech, or learning from peer coaching is an investment that echoes far beyond the classroom.听
鈥淲hen we grow, our students grow,鈥� shares Kelly Bunce, Quality Development Coach. 鈥淏y giving ourselves permission to pause, reflect, and improve, we build stronger leaders, stronger听teams, and most importantly stronger outcomes for our students. The more we learn, the brighter our students to shine.鈥�听听
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