The part of on 鈥楶rofessional learning and expertise鈥� may be tucked away on page 75, but it piqued our interest as a genuine reason for optimism. The most significant feature of this section (part of 鈥楲eadership and governance鈥�) is the sharpened focus on supporting staff to build their expertise, and to use it to 鈥榤ake highly effective choices鈥� and adapt policies to their own context. Adaptation is the lifeblood of great teaching. It鈥檚 encouraging to see that the toolkit is clear that 鈥榣eaders establish a strong culture of staff professionalism, which includes a commitment from all staff to continuous improvement in their expertise and effectiveness鈥�, that leaders 鈥榓ct as role models for all staff鈥�, that professional learning should be 鈥榟igh-quality, evidence-informed, sustained and coherent鈥�, and, crucially, that 鈥榣eaders allocate appropriate time and other resources to a coherent programme of evidence-informed professional learning for all staff鈥�. This framing is a crucial starting point for a new, more evidence-informed conversation about supporting teachers鈥� growth. Ofsted鈥檚 move away from the term 鈥楥PD鈥� is also significant, and more than just semantic. It offers an opportunity to reframe how we 鈥榙o鈥� professional learning from the ground up, and what we鈥檙e aiming for when we do it. This shift is somewhat reminiscent of the changes in Ofsted鈥檚 approach to assessment data. Freed from compiling huge spreadsheets, leaders were instead asked to articulate their approach to assessment and its impact. The new toolkit has the potential to do the same for professional learning, helping leaders to build a more meaningful, intentional narrative about how their school develops the knowledge, skill and judgement of their staff in the areas that make most difference to their learners. This signals a move towards a considered approach to nurturing teacher growth In short, this signals a move away from fragmented CPD courses and one-off events, towards a considered, sustained and more motivating approach to nurturing teacher growth. Professional learning that builds genuine expertise cannot be a bolt-on. To learn and grow, staff need time to reflect on their practice – time that is often scarce and committed elsewhere. Leaders will need to be proactive and supported in cutting away lower-value tasks like ineffective marking or unnecessary data entry to create the space for high-impact professional learning and engineer opportunities for focused, purposeful collaboration among colleagues. Collaboration encourages teachers to share their collective expertise for the benefit of their colleagues. Ofsted鈥檚 emphasis on 鈥減urposeful collaboration鈥�, therefore, is particularly encouraging. It helps validate a simple idea: teachers鈥� learning is very similar to anyone else鈥檚 learning, and benefits from the same supports: a well-designed curriculum (Ofsted use this word in relation to professional learning) that builds knowledge and skill in the areas of greatest importance: high-quality instruction, credible feedback, deliberate practice, purposeful collaboration. Teacher expertise isn鈥檛 built effectively in a one-off CPD course that is 鈥榗ascaded鈥� to colleagues. It requires a sustained, structured and supportive environment where colleagues can reflect on and help each other to refine the elements of their practice that make the biggest difference for their pupils. Of course, this is what many schools do already. Building teacher expertise has always been part of their core business, new Ofsted framework or not. But for others, Ofsted鈥檚 renewed focus on professional learning and expertise provides a useful steer to start a better conversation about how we help teachers to grow, and keep on growing. All of this has the potential to focus school leaders鈥� attention more intently on their professional learning offer and to give it higher priority than most do at the moment 鈥� but also to help them shape it in ways that are most likely to deliver the impact for learners that it should.