Jul
Advice For Schools, NPQs
NPQs: A Guide to Choosing the Right School Leadership Programme for You
Leadership-led education helps develop schools and sustain standards. Education Adviser, Jo Perrin, explores what NPQs are available to help progress teachers’ careers, establish a leadership culture and improve entire learning environments…
What is a school without strong leadership? Beyond budgeting, people management and community engagement, school leadership relies on deep levels of guidance with the power to unite and motivate all members of your learning organisation.
But with school leadership numbers in decline, whether in senior leadership positions or across early career frameworks, teachers require the appropriate, DfE-approved training, education and resources to cope with the demands and maintain standards.
In this blog, we discuss definitions for school leadership, how it differs from management and what NPQs your teachers can gain to ensure the ideal leadership culture exists within your learning environment.
What is Leadership in Schools?
Before comprehending the significance of NPQs to school leadership, we should first establish how to define leadership within an educational context.
School leadership goes beyond administrative tasks more associated with management and involves the ability to inspire, innovate and drive positive changes within your learning environment.
We often hear the phrase “a culture of leadership”, and school leadership applies directly to your school culture. After all, how can we expect to separate any culture from the authority that governs it? Therefore, positive and impactful school leadership influences its people and pupils.
As an extensive concept, school leadership involves the following features:
Vision
Leadership-led education is first formed in an image of a vision and a future for your school. And not all school leadership visions are the same. As a philosophy, you should always try to develop a vision for your school based on clear core values.
NPQs can provide school leaders with the tools to form their ideal goals and values alongside the ability to imagine, develop and communicate a clear vision for the school that inspires its teachers and students.
Values
There is no vision without values and vice-versa. Communicating your leadership with clear and consistent messaging that unifies everyone relies on building your school on solid values.
See these values as integral as the foundations that keep your school standing. Some of these values can include respect, aspiration, and excellence. So, whatever principles you find most integral for your school culture, ensure you incorporate them as the soul of your school leadership.
Culture
In establishing your school leadership through visions and values, naturally, you will develop a culture based on these principles through the shared belief and participation of teachers and pupils.
Fostering a healthy, positive and inclusive school culture relies on leadership. All school cultures should always celebrate diversity and give a platform to every voice.
What is Strategic Leadership in Schools?
Now we have the foundations for school leadership built on core visions and values that contribute to the overall culture, establishing a strategic leadership plan will help bring these things to the surface.
So, rather than ideas hovering in the air, your school leadership becomes a reality with a well-built strategy and system that puts these practices in motion on the ground.
Strategic leadership in schools helps drive the school in a continuous development direction, sustaining the values and visions while pursuing the goals and overcoming the challenges.
It is one thing planning the goals and another establishing how you will achieve them with a fool-proof strategy.
What is the Difference Between Leadership and Management in Schools?
“Leadership” and “Management” are often used interchangeably. But in the realm of education, both represent separate and distinct concepts.
Firstly, leadership focuses on guiding and inspiring people towards the collective vision and values of the school. It relies on setting goals and motivating others to achieve them while developing a culture of innovation and continuous development.
On the other hand, management deals more with daily tasks, responsibilities, and logistics. From resources to implementing policies and ensuring the general process operates as effectively as possible.
Combining leadership and management in your school is essential to maintaining the correct standards supporting your learning and growth.
From setting the vision and inspiring others to follow to ensuring the structure and system are in place so that vision can be realised shows how both aspects of school leadership and management work together in unison.
6 Essential NPQs for School Leaders
By identifying your goals, assessing current skills, and evaluating your capabilities and resources, your school can consider the following NPQs that can progress your school leaders.
Aspiring senior school leaders can benefit from a DfE-accredited qualification that supports the school’s leadership culture and the individual’s continual professional development within school leadership.
As senior leaders in the highest positions of influence at a school, the NPQSL will appeal to school leaders who are, or are aspiring to be, a senior leader with cross-school responsibilities.
In this specific course, you can expect support and insights from former outstanding school leaders, purpose-built virtual learning environments and skills to implement sustainable changes.
Over 18 months, you’ll take part in the following learning activities before completing your summative assessment.
What to expect from an NPQSL:
|
LEARNING ACTIVITY |
TOTAL HOURS |
|---|---|
|
Introduction module |
1 |
|
Introduction call |
0.5 |
|
Online learning modules |
40 |
|
Seminars |
11.5 |
|
Implementation planning (level-appropriate focus) |
5 |
|
Conference 1 |
6 |
|
Trust/school or setting visits |
7 |
|
Conference 2 |
5.5 |
|
|
77 |
|
Summative assessment: |
Fixed 8-day window at |
KEY Asynchronous | Synchronous
find out moreThis course combines performance coaching with enrichment activities to make this the ideal learning opportunity for school leaders to develop and improve behaviour management across school culture.
Participants can become skilled in ensuring the ideal behaviour and culture are achievable with high standards across learning.
The schools gain regular progress updates for mentors and headteachers, developing leaders to become informed and make evidence-based decisions to increase further behaviour management processes.
Over 12 months, you’ll take part in the following learning activities before completing your summative assessment.
What to expect from an NPQLBC:
|
LEARNING ACTIVITY |
TOTAL HOURS |
|---|---|
|
Introduction module |
1 |
|
Introduction call |
0.5 |
|
Online learning modules |
28 |
|
Seminars |
9 |
|
Implementation planning |
5 |
|
Conference 1 |
6 |
|
Conference 2 |
5.5 |
|
|
55 |
|
Summative assessment: |
Fixed 8-day window at |
KEY Asynchronous | Synchronous
find out moreSupport initial teacher training, early career teachers and wider colleague development across your school with this course. NPQLTD aims to develop leaders to deliver in-house professional development activities targeted at schools.
With regular updates and progress sessions on mentors and headteachers, this course provides the skills for school leaders to review and evaluate practices that meet the best outcomes for students and staff within the organisation.
Over 12 months, you’ll take part in the following learning activities before completing your summative assessment.
What to expect from an NPQLTD:
|
LEARNING ACTIVITY |
TOTAL HOURS |
|---|---|
|
Introduction module |
1 |
|
Introduction call |
0.5 |
|
Online learning modules |
28 |
|
Seminars |
9 |
|
Implementation planning |
5 |
|
Conference 1 |
6 |
|
Conference 2 |
5.5 |
|
|
55 |
|
Summative assessment: |
Fixed 8-day window at |
KEY Asynchronous | Synchronous
find out moreThis course enables participants to develop expertise across several specialist areas, such as curriculum or assessment.
NPQLT is ideal for teachers aspiring to lead teaching in a specific subject, year group, key stage or phase. Participants will be professional teachers who can apply numerous knowledge and skills, including aspects prevalent in the Early Career Framework.
Over 12 months, you’ll take part in the following learning activities before completing your summative assessment.
What to expect from an NPQLT:
|
LEARNING ACTIVITY |
TOTAL HOURS |
|---|---|
|
Introduction module |
1 |
|
Introduction call |
0.5 |
|
Online learning modules |
28 |
|
Seminars |
9 |
|
Implementation planning |
5 |
|
Conference 1 |
6 |
|
Conference 2 |
5.5 |
|
|
55 |
|
Summative assessment: |
Fixed 8-day window at |
KEY Asynchronous | Synchronous
find out moreThis course is for teachers and school leaders who have, or are aspiring to have, responsibilities for leading literacy across a school, year group, key stage or phase.
Gain an understanding of the core principles behind developing language, reading and writing. Get practical tools and guidance to lead your school’s approach to literacy, and collaborate with other leaders in similar roles.
Over 12 months, you’ll take part in the following learning activities before completing your summative assessment.
What to expect from an NPQLL:
|
LEARNING ACTIVITY |
TOTAL HOURS |
|---|---|
|
Introduction module |
1 |
|
Introduction call |
0.5 |
|
Online learning modules |
28 |
|
Seminars |
9 |
|
Implementation planning |
5 |
|
Conference 1 |
6 |
|
Conference 2 |
5.5 |
|
|
55 |
|
Summative assessment: |
Fixed 8-day window at |
KEY Asynchronous | Synchronous
find out moreFor teachers who have, or are aspiring to have, responsibilities for leading mathematics across a primary key stage or school, or those who want to build leadership skills in this area.
You will benefit from an understanding of the core principles behind supporting pupils to understand concepts, gain a secure number sense and build positive attitudes towards mathematics.
Over 12 months, you’ll take part in the following learning activities before completing your summative assessment.
What to expect from an NPQLPM:
|
LEARNING ACTIVITY |
TOTAL HOURS |
|---|---|
|
Introduction module |
1 |
|
Introduction call |
0.5 |
|
Online learning modules |
28 |
|
Seminars |
9 |
|
Implementation planning |
5 |
|
Conference 1 |
6 |
|
Conference 2 |
5.5 |
|
|
55 |
|
Summative assessment: |
Fixed 8-day window at |
KEY Asynchronous | Synchronous
find out more
Improve the Culture of Leadership at Your School
Improve the Culture of Leadership at Your SchoolAt Teach First and SFE we believe that good leadership matters. It’s good for young people, who benefit from brilliant leaders. It’s good for teachers who want to progress. And it’s good for schools who get to develop and keep talented staff.
For more details on how we can enhance your school leadership, visit our Leadership Development Programmes page or get in touch with us today.
find out more About the Author
Jo Perrin - Interim School Support Lead, Adviser, Services For Education
Jo Perrin is a seasoned Education Adviser with a strong background in safeguarding. She has held key roles as a Designated Safeguarding Lead, secondary school teacher and pastoral lead in the education sector. Facilitating training to enhance the knowledge and skills of professionals working directly with children and young people is her passion.
With a wealth of experience in teaching PSHE and expertise in childhood trauma from her time as a foster carer, Jo is dedicated to supporting organisations that work with children and vulnerable adults on safeguarding issues.
She is actively involved in professional safeguarding groups in the West Midlands and is currently collaborating on a research project with colleagues from the University of Birmingham focusing on FGM awareness within communities. Jo has worked as a West Midlands' Adviser for national PSHE resources, presented at the Sex Education Forum National Members' Event and authored an advertorial for PSM magazine, and articles for both SEND magazine and SecEd.
Jo's expertise extends to training on topics such as Safer Recruitment and Mental Health at Work. She is also a facilitator for the nationally recognised NPQSL and NPQ SENCO qualifications, supporting senior leaders in education. Her contributions to publications and development of resources for RSE provision have been well-received by schools nationally and internationally.
With her extensive experience and dedication to professional development, Jo Perrin is a highly respected figure in the field of education. Her guidance on safeguarding, mental health awareness, personal development, and relationships education is highly valued within the industry.
