Specialist NPQ Suite
Specialist NPQ overview
Our specialist NPQ programmes ensure that participants focus their attention on the things that matter the most and have the greatest impact on behaviour, culture and student outcomes - ensuring there is an excellent teacher in every classroom.
The research on effective school leadership is compelling and our programmes draw upon the best available evidence to ensure leaders develop the essential knowledge and practice to raise outcomes, empower their staff and reduce workload.
All our NPQs begin with an introduction to our approach to capacity development and managing improvement through implementation. This approach is then embedded throughout the duration of the programme. From this starting point our specialist NPQs guide participants through modules that will focus on developing mastery of relevant expertise, gaining the knowledge and tools to develop others, and extending your influence across a school, phase or department.
NPQ programmes are underpinned by design principles that fulfil all the recommendations of the EEF Effective Professional Development guidance report.
DfE Targeted Support Funding:
The DfE has updated the Targeted Support and Delivery Fund offer from the next academic year to encourage and support leaders and teachers working in small state-funded settings to participate in NPQs.
For each teacher or leader a state-funded school or state-funded 16-19 organisation employs, who takes an NPQ in 2023/24 academic year, will receive a grant payment of:
- £200 for state-funded primary schools regardless of size
- £800 for state-funded primary schools with one to 150 pupils (£600 in addition to the £200 grant payment)
- £200 for state-funded secondary schools and state-funded 16-19 educational settings with one to 600 pupils.
Summative Assessment: At the end of the programme, participants are required to complete a 1500-word, open book, non-invigilated response to a school improvement case study. Participants need to have achieved 90% of activity credits to be eligible for assessment. Those that do not achieve this automatically defer to the next assessment window. We provide full support and preparation to participants including pre-assessment tutoring, optional webinars to model a response and suggested writing frames to structure your summative assessment. Participants are given 10 calendar days to formulate and submit their response and are able to liaise with other programme members during this time. Pass or fail judgement sure shared with participants by the lead provider within 3 months following marking, lead provider moderation and external moderation by DfE associates.
NPQ Leading Behaviour and Culture
For teachers who have, or aspire to have, responsibilities for leading behaviour and supporting pupil wellbeing in their school.
Duration: 12 months (plus 3 months for summative assessment process)
Hours of study: 55 hours
Cost: Free to those who meet the scholarship eligibility criteria. The cost for school or self-funded participants outside of the criteria is £901
Scholarship eligibility criteria:
-
have, or are aspiring to have, responsibilities for leading behaviour and/or supporting pupil wellbeing in their school
-
work in a state-funded school or a state-funded organisation that offers 16-19 places in England
Blended learning overview:
All our NPQs begin with an introduction to our approach to capacity development and managing improvement through implementation. This approach is then embedded throughout the duration of the programme. You will focus on developing mastery of relevant expertise, gaining the knowledge and tools to develop others, and extending your influence across a school, phase or department.
Delivery of synchronous live training:
Synchronous Training | Frequency | Duration |
---|---|---|
Face-to-face conferences | 2 | 1 day |
Live webinar* | 3 | 2 hours |
Pre-Block Diagnostic Self-Assessment – to identify existing knowledge and areas for development, ensuring time-poor teachers can efficiently focus on what they need to know and be able to do
Introduction Video - to understand ‘why this and why now’
Self-directed study – using the intuitive learning platform, participants engage in study when it suits their schedule for pre-learning prior to live training or to deepen their knowledge following an event
Recorded webinars – short recorded webinars that can be viewed when you choose
Optional Micro-implementation tasks - to apply theory to low-stakes, high-impact deliberate leadership practice
Block overview:
Block 1 – Leading improvement
Participants will learn about leading improvement which will include self-study units detailed below:
Unit | Content overview |
---|---|
A | The Importance of Teacher Quality in Raising Pupil Outcomes |
B | The Characteristics of Effective Teaching |
C | Good Practice in Teacher Professional Development |
D | Understanding and Applying Best Evidence in Teacher Professional Development |
E | Theories of Change |
F | Coaching and Mentoring Teaching Colleagues |
G | Understanding and Making Use of Existing Frameworks |
Block 2 – Underpinning Principles
Participants will learn about effective behaviour management which will include self-study units detailed below:
Unit | Content overview |
---|---|
A | The Importance of High Expectations |
B | Developing A Positive Predictable and Safe Environment for Pupils |
C | Developing a Supportive Environment - Rules and Routines |
D | Understanding Pupils by Engaging with Families and Colleagues |
E | Motivating Pupils and Setting Them Up for Success |
Block 3 – Developing others
Participants will learn how to scale effective practice from classrooms to the whole school in order to enable others which will include self-study units detailed below:
Unit | Content overview |
---|---|
A | Whole-school policy and practice |
B | Developing positive relationships with pupils |
C | Setting up for success |
D | Working in partnership with parents and carers |
Block 4 – Furthering your specialism
Participants will learn how to support pupils with complex behaviour needs in the classroom which will include self-study units detailed below:
Unit | Content overview |
---|---|
A | Understanding What Influences Pupil Behaviour |
B | Intensive Support |
C | Preventing and Dealing with Bullying |
Block 5 – Furthering your specialism
Participants will learn how to work effectively in partnership to deliver change using effective implementation which will include self-study units detailed below:
Unit | Content overview |
---|---|
A | Overview of effective implementation |
B | Developing a culture that supports implementation |
C | Exploring priorities and choosing approaches |
D | Preparing for implementation |
E | Delivering implementation |
F | Sustaining and scaling implementation |
NPQ Leading Literacy
Teachers who have, or aspire to have, responsibilities for leading literacy across a school, year group, key stage or phase.
Duration: 12 months (plus 3 months for summative assessment process)
Hours of study: 55 hours
Cost: Free to those who meet the scholarship eligibility criteria. The cost for school or self-funded participants outside of the criteria is £901
Scholarship eligibility criteria:
-
have, or aspire to have, responsibilities for leading literacy across a school, year group, key stage or phase
-
work in a state-funded school or a state-funded organisation that offers 16-19 places in England
Blended learning overview:
All our NPQs begin with an introduction to our approach to capacity development and managing improvement through implementation. This approach is then embedded throughout the duration of the programme. You will focus on developing mastery of relevant expertise, gaining the knowledge and tools to develop others, and extending your influence across a school, phase or department.
Delivery of synchronous live training:
Synchronous Training | Frequency | Duration |
---|---|---|
Face-to-face conferences | 2 | 1 day |
Live webinar* | 3 | 2 hours |
Pre-Block Diagnostic Self-Assessment – to identify existing knowledge and areas for development, ensuring time-poor teachers can efficiently focus on what they need to know and be able to do
Introduction Video - to understand ‘why this and why now’
Self-directed study – using the intuitive learning platform, participants engage in study when it suits their schedule for pre-learning prior to live training or to deepen their knowledge following an event
Recorded webinars – short recorded webinars that can be viewed when you choose
Optional Micro-implementation tasks - to apply theory to low-stakes, high-impact deliberate leadership practice
Block overview:
Block 1 – Leading improvement
Participants will learn about leading improvement which will include self-study units detailed below:
Unit | Content overview |
---|---|
A | The Importance of Teacher Quality in Raising Pupil Outcomes |
B | Supportive Environments |
C | Developing a Culture that Supports Effective Implementation |
D | Theories of Change |
E | Coaching and Mentoring Colleagues |
F | Understanding and Making Use of Existing Frameworks |
Block 2 – Underpinning Principles
Participants will learn about effective teaching of literacy across the school, including the self-study units details below:
Unit | Content overview |
---|---|
A | The Importance of High Expectations |
B | How Pupils Learn |
C | Subject and Curriculum |
D | Classroom Practice |
E | Adaptive Teaching |
F | Using Assessment Effectively |
G | Managing Behaviour |
H | Professional Standards |
I | Developing Language Essential Knowledge for all Teachers |
Block 3 – Developing others
Participants will learn about how to contribute to the development of CPD for teaching, curriculum and assessment across a school which will include self-study units detailed below:
Unit | Content overview |
---|---|
A | Good Practice in Teacher Professional Development |
B | Developing Reading Essential Knowledge on Word Reading |
C | Essential Knowledge on Reading Comprehension |
D | Championing Reading Across the School |
Block 4 – Furthering your specialism
Participants will learn about how to support colleagues to develop language, reading and writing including the self-study units detailed below:
Unit | Content overview |
---|---|
A | Developing writing: essential knowledge on written transcription |
B | Developing writing: essential knowledge on teaching spelling |
C | Developing writing: essential knowledge on planning and practising |
Block 5 – Furthering your specialism
Participants will learn about how to work effectively with colleagues to deliver change using effective implementation which will include self-study units detailed below:
Unit | Content overview |
---|---|
A | Overview of effective implementation |
B | The explore phase |
C | Preparing for implementation |
D | Delivering implementation |
E | Sustaining and scaling implementation |
NPQ Leading Teacher Development
Teachers who have, or aspire to have, responsibilities for leading teaching in a subject, year group, key stage or phase.
Duration: 12 months (plus 3 months for summative assessment process)
Hours of study: 55 hours
Cost: Free to those who meet the scholarship eligibility criteria. The cost for school or self-funded participants outside of the criteria is £901
Scholarship eligibility criteria:
-
have, or aspire to have, responsibilities for leading teaching in a subject, year group, key stage or phase.
-
work in a state-funded school or a state-funded organisation that offers 16-19 places in England
Blended learning overview:
All our NPQs begin with an introduction to our approach to capacity development and managing improvement through implementation. This approach is then embedded throughout the duration of the programme. You will focus on developing mastery of relevant expertise, gaining the knowledge and tools to develop others, and extending your influence across a school, phase or department.
Delivery of synchronous live training:
Synchronous Training | Frequency | Duration |
---|---|---|
Face-to-face conferences | 2 | 1 day |
Live webinar* | 3 | 2 hours |
Pre-Block Diagnostic Self-Assessment – to identify existing knowledge and areas for development, ensuring time-poor teachers can efficiently focus on what they need to know and be able to do
Introduction Video - to understand ‘why this and why now’
Self-directed study – using the intuitive learning platform, participants engage in study when it suits their schedule for pre-learning prior to live training or to deepen their knowledge following an event
Recorded webinars – short recorded webinars that can be viewed when you choose
Optional Micro-implementation tasks - to apply theory to low-stakes, high-impact deliberate leadership practice
Block overview:
Block 1 – Leading improvement
Participants will learn about leading improvement which will include self-study units detailed below:
Unit | Content overview |
---|---|
A | The Importance of Teacher Quality in Raising Pupil Outcomes |
B | Supporting Case Studies - theory in practice |
C | Understanding and Applying Best Evidence on Teacher Professional Development |
D | Developing a Supportive Environment |
E | Developing a Theory of Change |
F | Using Assessment Information and Data |
G | Understanding and Making Use of Existing Frameworks |
Block 2 – Underpinning Principles
Participants will learn about the principles of effective teaching which will include self-study units detailed below:
Unit | Content overview |
---|---|
A | The Importance of High Expectations |
B | How Pupils Learn |
C | Subject and Curriculum |
D | Classroom Practice |
E | Adaptive Teaching |
F | Using Assessment Effectively |
G | Managing Behaviour |
H | Professional Standards |
Block 3 – Developing others
Participants will learn how to design effective professional development which will include self-study units detailed below:
Unit | Content overview |
---|---|
A | Drawing on the right expertise |
B | Expert-led conversations |
C | Effective delivery of professional development |
Block 4 – Furthering your specialism
Participants will learn about effective adaptive teaching and how to implement this effectively which will include self-study units detailed below:
Unit | Content overview |
---|---|
A | Introduction to implementation |
B | Choosing the right initiatives |
C | Preparing for change |
Block 5 – Furthering your specialism
Participants will learn how to effectively evaluate for continuous improvement which will include self-study units detailed below:
Unit | Content overview |
---|---|
A | Implementation in motion: the ‘deliver’ phase |
B | The importance of monitoring and adaptation of implementation |
C | Involving the staff body in implementation |
D | Sustaining and scaling change |
NPQ Leading Teaching
Teachers and school leaders who have, or aspire to have, responsibilities for leading the development of other teachers.
Duration: 12 months (plus 3 months for summative assessment process)
Hours of study: 55 hours
Cost: Free to those who meet the scholarship eligibility criteria. The cost for school or self-funded participants outside of the criteria is £901
Scholarship eligibility criteria:
-
have, or aspire to have, responsibilities for leading the development of other teachers.
-
work in a state-funded school or a state-funded organisation that offers 16-19 places in England
Blended learning overview:
All our NPQs begin with an introduction to our approach to capacity development and managing improvement through implementation. This approach is then embedded throughout the duration of the programme. You will focus on developing mastery of relevant expertise, gaining the knowledge and tools to develop others, and extending your influence across a school, phase or department.
Delivery of synchronous live training:
Synchronous Training | Frequency | Duration |
---|---|---|
Face-to-face conferences | 2 | 1 day |
Live webinar* | 3 | 2 hours |
Pre-Block Diagnostic Self-Assessment – to identify existing knowledge and areas for development, ensuring time-poor teachers can efficiently focus on what they need to know and be able to do
Introduction Video - to understand ‘why this and why now’
Self-directed study – using the intuitive learning platform, participants engage in study when it suits their schedule for pre-learning prior to live training or to deepen their knowledge following an event
Recorded webinars – short recorded webinars that can be viewed when you choose
Optional Micro-implementation tasks - to apply theory to low-stakes, high-impact deliberate leadership practice
Block overview:
Block 1 – Leading improvement
Participants will learn about leading improvement which will include self-study units detailed below:
Unit | Content overview |
---|---|
A | The Importance of Teacher Quality in Raising Pupil Outcomes |
B | Improving Pupil Outcomes in Practice |
C | Best Evidence in Teacher Professional Development |
D | Developing a Theory of Change |
E | Using Assessment Information and Data |
F | Understanding and Making Use of Existing Frameworks |
Block 2 – Underpinning Principles
Participants will learn how to ensure every teacher knows how pupils learn which will include self-study units detailed below:
Unit | Content overview |
---|---|
A | The Role of Memory in Learning |
B | The Role of Prior Knowledge and Misconceptions in Learning |
C | Making Learning ‘Stick’ |
D | Improving Learning Through Sequencing and Scaffolding |
E | Ensuring Every Child Succeeds |
F | Effectively Grouping Pupils |
G | Working Effectively With Other Colleagues |
H | Professional Standards |
Block 3 – Developing others
Participants will learn how to develop curriculum within their subject which will include self-study units detailed below:
Unit | Content overview |
---|---|
A | Understanding your subject |
B | Sequencing the curriculum to support learning |
C | All teachers are teachers of literacy |
Block 4 – Furthering your specialism
Participants will learn how to develop effective professional development across their team which will include self-study units detailed below:
Unit | Content overview |
---|---|
A | The importance of effective teaching and encouraging pupils to think hard |
B | Introducing material in small steps, modelling and scaffolding learning |
C | Questioning and high-quality classroom discussion |
Block 5 – Furthering your specialism
Participants will learn how to improve assessment and feedback through effective implementation of an evidence informed approach which will include self-study units detailed below:
Unit | Content overview |
---|---|
A | An overview of effective implementation |
B | Developing a culture that supports implementation |
C | Exploring priorities and choosing approaches |
D | Preparing for change |
E | Delivering change |
F | Sustaining change |
NPQ Mathematics (Primary)
We are awaiting further announcements from the DfE regarding the release date of the NPQ Mathematics content framework and timeline for implementation.