The National Professional Qualification for Senior Leadership (NPQSL) is a new qualification providing recognition for your achievement as a senior leader
The National Professional Qualification for Senior Leadership is a qualification providing recognition for achievement as a senior leader
Up to 1 year consisting of six compulsory face to face days.
Fareham and Ringwood. Also Solent Teaching School Alliance in Havant and North Dorset Teaching School Alliance. See below for dates and venues.
We are now accepting applications for our next course (start date TBC), closing date for applications is 31st July 2020.
As middle leaders move into senior leadership positions, they are required to take a broader and more strategic perspective on the work of the school. Your previous experience may have been quite narrow in its focus (for example leading a particular subject or a specific key stage) and whilst there may have been a broad range of responsibilities these may have been restricted to that narrow focus.
As senior leaders you will now invariably have cross school and whole school responsibilities. The scope, scale and depth of these may require more focussed professional development, tailored to meet quite specific and contextually based job descriptions. As a senior leader you will, however, need to see such responsibilities in the context of the whole school and clearly understand the strategic priorities and direction of the school in order to lead and manage the area(s) you are responsible for. As a senior leader you are generally expected to contribute to all strategic discussions and play your part in implementing all strategic and operational decisions. As a key role model in the school, senior leaders must demonstrate collective responsibility for all decisions made within the leadership team and support these through to implementation.
Senior leaders also have significant operational and management tasks to oversee – tasks that enable a school or academy to run smoothly on a day-to-day basis, for example, leading duty teams, overseeing cover arrangements. They can also be at the operational sharp edge of change and have line management responsibility of a number of middle leaders and/or teams of teachers. Your leadership of other staff is a critical part of the role – and you will often be line managing and performance managing colleagues who have expertise in areas that you do not.
In many schools and academies senior leaders are expected to engage in all strategic discussions with a school’s leadership team and make a contribution to Governing Body meetings. You will need to understand the policy agenda, to scan the further horizons for future initiatives and contribute, in evidenced based way, to decision making. This may be a significant change to both the responsibility and accountability you are used to.
The range of responsibilities for senior leaders in schools and academies varies hugely. As an increasing number of headteachers, for example, take on system leader roles, an increasing number of senior leaders will be required to take responsibility for the day-to-day running of the school. Leadership teams are also becoming more diverse – particularly in the secondary phase. School business managers are often members of this team and in larger secondary schools the team may also contain personnel who manage the site and human resources specialists. Whilst becoming more diverse, over recent months senior teams are becoming smaller in size which may require individuals to take on a broader range of responsibilities. Through distributing leadership, experienced middle leaders in a school may also take on whole school responsibilities – the level two programme would be ideal for such individuals.
Senior leaders also find their role, responsibilities and accountabilities changing if the school or academy is part of a federation, chain or academy group. In these cases senior leaders can have responsibilities beyond the single school.
The course structure involves six face to face days with time between the days for reflection, online learning, peer-peer interaction, and home-school work-based learning. Attendance at all days is required to pass the programme.
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 12 months of starting the programme.
NPQSL Assessment Task Description
Working across the school to a) reduce variation in pupil progress and attainment b) improve the efficiency and effectiveness of teaching (5,000 words)
Content Areas Assessed:
|Part A||Part B|
|Strategy and Improvement||Managing Resources and Risks|
|Teaching and Curriculum Excellence||Increasing Capability|
|Leading with Impact|
|Working in Partnership|
*where the candidate is unable to identify one project that meets the needs of both parts a and b, they may complete two separate projects, however the total overall word count of 5,000 still applies.
|Content Area||NPQSL Assessment Criteria||Supporting Documents Required|
|Strategy and Improvement||1.2.1 Deploys statistical and/or data analysis concepts to identify variation in pupil performance and contributing factors, applying the findings to design of own plans||Raw Data Analysis|
|1.2.2 Evaluates research into, and examples of, implementing change successfully and applies findings to the design and implementation of own plans|
|Teaching & Curriculum Excellence||2.2.1 Evaluates teaching quality across a school accurately, exploiting appropriate techniques to gather evidence|
|2.2.2 Analyses different leadership/management strategies aimed at improving pupil progress, attainment and behaviour and applies findings to own plans.|
|2.2.3 Designs, implements and evaluates an improvement project that reduces variation in pupil progress and/or attainment across the school||Pupil performance data|
|2.2.4 Exploits opportunities to develop and grow the school curriculum|
|Leading with Impact||3.2.1 Evaluates research into, and examples of, leadership and motivation and/or influence and applies findings to motivate or influence others across the school||Sponsor Comments|
|3.2.2 Designs and implements a communications plan to promote and/or defend plans, drawing on campaigns and techniques used by other schools||Communications Plan|
|Working in Partnership||4.2.1 Establishes and sustains partnerships that build capability and/or improve performance in priority areas for the school||Sponsor Comments|
|4.2.2 Evaluates the effectiveness of partnerships in terms of pupil progress and/or attainment|
|Managing Resources and Risks||5.2.1 Analyses the value for money/cost effectiveness of different options and designs a business case for recommended approach||Business Case|
|5.2.2 Implements a risk management plan that systematically assesses, monitors, mitigates and contingency plans for risks||Risk Management Plan|
|Increasing Capability||6.2.1 Analyses key research into and examples of effective professional development and talent management in schools and applies findings to own plans|
|6.2.2 Analyses how professional development provision may need to change over time and applies findings to own plans|
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 email@example.com
“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”