The National Professional Qualification for Headship (NPQH) is the first choice qualification for anyone aspiring to be a headteacher or principal. Designed in collaboration with some of the country’s leading headteachers and academics,
NPQH will develop talented leaders from all backgrounds who can deliver educational excellence in a self-improving system, and high quality outcomes for pupils and students.
12 months consisting of eight compulsory face to face days.
Our next NPQH gateway assessment window opens on 11th May 2020 and closes at midday on Friday 12th June 2020. September 2020 start. Please contact QTL to register your interest.
The objective of the NPQH programme is to develop aspirant headteachers / principals to ensure that they can:
NPQH has been designed to provide leadership development opportunities, challenges and support that will both inspire and motivate individuals to become headteachers or principals and, when appointed enable them to become good and outstanding leaders whatever their context.
There are 6 content areas for each NPQ level, which set out what a leader should know or be able to do. The 6 content areas are common to each NPQ level, but the knowledge and skills within them increases in sophistication, depth and breadth progressively through the NPQ levels. They are:
Your knowledge and skills will then be assessed through corresponding assessment criteria and assessment tasks, covered below.
There are 7 leadership behaviours, common to each NPQ level, which set out how the best leaders operate. They are:
Final Assessment should be submitted within a maximum of 18 months of starting the programme.
NPQH Assessment Tasks Description
Content Areas Assessed:
|Project 1 (Own school)||Project 2 (Placement school)|
|Strategy and Improvement||Managing Resources and Risks|
|Teaching and Curriculum Excellence||Increasing Capability|
|Leading with Impact|
|Working in Partnership|
Task 1 – Participants must:
Task 2 – Participants must:
|Content Area||NPQH Assessment Criteria||Supporting Documents Required|
|Strategy and Improvement||1.3.1 Analyses the implications of changes in the external and strategic environment and applies findings to own plans|
|1.3.2 Deploys critical thinking and statistical and/or data analysis tools, techniques and concepts during the design of own plans|
|1.3.3 Collaborates with the governing board during the design and implementation of plans, describing the benefits of doing so|
|1.3.4 Analyses research into, and examples of, the leadership of change, drawn from a range of schools and non-school contexts, and applies findings to the design and own leadership of plans|
|Teaching & Curriculum Excellence||2.3.1 Analyses a range of domestic and international research into, and examples of, the leadership of teaching and applies findings to own plans|
|2.3.2 Designs, leads, implements and evaluates an evidence-based change programme that improves pupil progress and/or attainment at whole-school level||Pupil Performance Data|
|2.3.3 Evaluates, monitors and responds to the needs and performance of all pupils in a school, including through provision for groups of pupils with particular needs|
|2.3.4 Assesses the impact of new initiatives on teacher workload, implementing options to minimise or mitigate this where necessary|
|Leading with Impact||3.3.1 Analyses the effectiveness of different models of leadership, drawn from schools and non-school contexts, including the distribution of accountability and responsibility|
|3.3.2 Adapts or tailors their leadership style to lead effectively in different situations||Sponsor Comments|
|3.3.3 Analyses stakeholder views systematically and applies this understanding to communicate, negotiate or persuade||Presentation recording and feedback|
|3.3.4 Evaluates different communications/stakeholder engagement strategies and applies findings to the design and implementation of own communications/ stakeholder engagement strategy||Comms/Stakeholder engagement strategy|
|Working in Partnership||4.3.1 Analyses the school’s strengths and weaknesses and initiates relevant partnerships/collaborations to improve school capability|
|4.3.2 Analyses different models of partnership working/opportunities for collaboration and their relevance to own plans|
|4.3.3 Exploits opportunities to support other schools, through collaboration and partnership in own school’s area(s) of expertise|
|Managing Resources and Risks||5.3.1 Analyses school’s resourcing challenges in terms of finances, staffing, teacher workload and educational resources, and designs plans to address these|
|5.3.2 Formulates a curriculum-led budget aligned to plans||Curriculum-led Budget|
|5.3.3 Evaluates the effectiveness of school’s accountability arrangements for managing resources and risks, recommending improvements where necessary to deliver plans successfully|
|Increasing Capability||6.3.1 Designs systems to evaluate, manage and reward staff performance effectively|
|6.3.2 Evaluates research into, and examples of, high-quality professional development within and outside of the school, and applies findings to own plans|
|6.3.3 Analyses current and future organisational capability challenges and designs plans to address these|
QTL is offering a limited number of bursaries on a first come first served basis to NPQSL applicants who are from small schools (as defined by the DfE) or from a BME background, if your application is successful this could cover up to half of the full course fee.
If you have any queries about NPQSL costs and bursaries please email firstname.lastname@example.org
“Current research and evidence underpin all elements of the programmes, content related reading, inter-sessional activities and face to face days. QTL leaders engage in a continuous process of review to ensure research and evidence are current.”
“96% of respondents said they would recommend their chosen programme to a colleague. 98% said they would recommend the provider QTL - August 2018 review”
“I cannot think of anything that would improve the quality, content or method of delivery. QTL's NPQH programme hit every button and I would recommend it to all who aspire to headship.”
“The biggest benefit of the course was the days in session. We discussed a wide variety of topics and had the opportunity to share best practice. I learned a range of different leadership strategies and was able to use these within my school work.”
“This programme has enabled me to develop as a leader and understand the roles that involves. It has helped me to identify my own leadership styles and how to use this to hold others to account. I am now confident in leading others in a coaching role. ”
“I have learnt an incredible amount on the face to face sessions. Learning different styles of leadership has made me re-evaluate my current model. I no longer ‘assume’ what we do is the best way of doing things”
“This is the best CPD I have ever received, a completely cohesive programme that really tackled the key issues of leadership - Feb 2018”
“I am gaining so much from this course especially my ability to reflect on different practices. Everything we have read and discussed has been very relevant to the Headteacher role and our projects - Jan 2018”
“There were some excellent discussions, lots of helpful advice, and a clear picture of how we move forward. I left all the sessions feeling more confident about both my course, and my role within my school - Jan 2018”
“My home school went from RI to Outstanding. In my new position as Headteacher the programme provided me with the confidence to create a vision and start to move my school out of RI.”
“The course enabled me to use my learning in everyday leadership tasks. I managed to test theories and learn from peers in an open and trustful environment. With each face to face I grew in belief and transferred that to my workplace.”
“The NPQEL has equipped me with the confidence to lead and successfully impact beyond my own school. Harnessing a broad network of partnerships for meaningful collaboration and entrepreneurial strategic development”