This week’s Teaching Matters, with Dr Shauna McGill and Shaniqua Edwards-Hayde, explores the rise in parental allegations against teachers, current debates in Religious Education (RE) and how schools can design CPD that genuinely improves practice.

Parent allegations against teachers rise by a third

Research reported by TES shows parental allegations against teachers have increased by a third in a year. Alistair Wood, CEO of Edapt, calls the rise “deeply worrying”. Shaniqua notes unclear complaint processes mean some parents bypass dialogue, sometimes sending AI-generated messages that escalate tone unnecessarily. Schools now receive formal complaints over minor issues, from safeguarding misunderstandings to missing jumpers.

Shauna stresses that while complaints are part of accountability, schools must be proactive:

• Clear communication

• Clear boundaries

• Transparent expectations

• Staff confidence in conflict resolution

• A welcoming culture for parents

They discuss how unrealistic expectations and constant low-level criticism lead to burnout, and the need for leaders to provide consistency, protection and emotional support for staff.

What next after RE’s ‘historic’ moment?

Sarah Lane Cawte writes in Schools Week that while RE is compulsory, it is not currently part of the National Curriculum. That will change in 2028, a move widely supported by the RE community. A recent Supreme Court ruling found RE in Northern Ireland schools unlawful, highlighting the gap between objective, pluralistic teaching and faith-based immersion.

Shauna notes that the judgment exposes outdated curricula that fail to reflect a diverse, secular society. Opt-outs no longer work: withdrawing pupils can isolate them. Schools must rethink RE content and ethos.

Shaniqua argues RE must not be folded into history. History covers belief development; RE explores ethics, worldview and lived experience. She describes trips to synagogues and mosques that build cultural literacy, empathy and respect—qualities vital in a polarised society. Both highlight the need for subject specialists and strong teacher knowledge.

How to design a CPD curriculum

Mark Enser reminds us that without a coherent CPD curriculum, learning is forgotten and habits don’t change. CPD/TPL should shape professional growth, not be a series of disconnected events.

Shauna explains why Northern Ireland now uses “Teacher Professional Learning”: teachers must be lifelong learners. Effective CPD should be:

• Mandatory, funded and high-quality

• Network-building

• Collaborative, not isolating

• Aligned with school development

• Accredited and revisited

• Focused on long-term impact

Shaniqua critiques outdated models and “initiative churn”. She advocates coaching, internal expertise, hubs and federations, and a clear thread linking intent and impact.

The panel agrees that without meaningful CPD, schools cannot stay responsive to societal change and teachers end up working in isolation.

Bananas of the Week

• Shaniqua celebrates a joyful trip to Kensuke’s Kingdom that reignited her love of reading.

• Paul reminds teachers to set boundaries before Christmas: “You cannot pour from an empty cup.”

• Shauna shares a St Andrew’s Day reflection on humility, learning and professional growth.