NPQH Handbook 2019-20

CONTENTS INTRODUCTION CONTENT AREAS BEHAVIOURS AND DIAGNOSTIC 360 DIAGNOSTIC TOOL PROGRAMME OVERVIEW ASSESSED PROJECT SCHOOL PLACEMENT LEADERSHIP TASK SUPPORT FOR LEARNING FINAL ASSESSMENT GUIDANCE DFE MARK SCHEME

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INTRODUCTION

INTRODUCTION The NPQH is part of a coherent suite of professional development opportunities for aspirant and serving leaders at all levels of the school system:  NPQML Leading a team  NPQSL Leading across a school  NPQH Leading a school  NPQEL Leading across several schools The NPQH is aimed at:  Those who are, or are aspiring to become, a headteacher or head of school with responsibility for leading a school  This includes those who are, or are aspiring to be, a head or head of school with cross-school responsibilities e.g. a National Leader of Education (NLE)

CONTENT AREAS There are six content areas for each NPQ level, which set out what a leader should know or be able to do. The six 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:  Strategy and Improvement  Teaching and Curriculum Excellence  Leading with Impact  Working in Partnership  Managing Resources and Risks  Increasing Capability For each content area, there are corresponding assessment criteria setting out the standards against which you will be assessed. These are listed by content area and by assessment task.

For each NPQ level, there are defined tasks setting out how you will be assessed. These describe the project(s) you will need to complete, and the supporting evidence you will need to submit as part of the assessment stage. For NPQH this consists of two projects, one in your own school and one as part of a nine-day placement at another school.

The content areas and the assessment requirements are set out in the following pages.

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CONTENT AREAS

STRATEGY AND IMPROVEMENT LEARN HOW TO:

LEARN ABOUT:

Anticipate changes in the external and strategic environment

Horizon-scanning and drivers of political, social, economic, technological, legal and environmental change

Critical thinking, statistical and data analysis tools, techniques and concepts that support decision making and strategy development

Develop a robust and reliable evidence-based organisational strategy, in collaboration with the governance board

Lead a successful wholeschool change programme

Data collection best practice, including the principles and recommendations identified by the 'Making Data Work' report (2018), and clarification of Ofsted inspection requirements

ASSESSMENT CRITERIA: TESTED 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

The role of the governance board in strategy development, as set out in the Governance handbook and competency framework, and the benefits of working with a visionary and robust governance board

1.3.3 Collaborates with the governance board during the design and implementation of plans, describing the benefits of doing so

Research into, and examples of, the effective leadership of change, drawn from a range of schools and non-school contexts

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

Task 1

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CONTENT AREAS

TEACHING AND CURRICULUM EXCELLENCE LEARN HOW TO:

LEARN ABOUT:

ASSESSMENT CRITERIA

TESTED

Research into, and examples of, the leadership of excellent teaching, domestically and internationally, including The National standards of excellence for headteachers and the Early Career Framework The benefits of involvement in Initial Teacher Training in terms of teaching quality (for example, through extended mentoring opportunities) Lead and grow excellent teaching in a school, and reflecting curriculum requirements, and the Ofsted education inspection handbook

The benefits of early career teacher support underpinned by the Early Career Framework Statutory curriculum requirements to ensure ambition, breadth, and balance; the subject requirements to achieve this; and the Ofsted school inspection handbook

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

Task 1

The benefits, characteristics and examples of high quality curriculum programmes (for example, a mastery-based mathematics, or knowledge-rich history curriculum) Tools and techniques to improve teaching quality across several schools (for example, through coaching and mentoring, designation as a Teaching School Alliance or the effective use of textbooks to support consistently high quality teaching) Research into, and examples of, whole-school improvement strategies in relation to curriculum design, pupil progress, attainment and behaviour, drawn from a range of schools, including interventions targeted at disadvantaged pupils or Support pupils of all those with particular needs (for example, the EEF’s backgrounds, abilities and toolkit on teaching and learning, and EEF’s Putting particular needs in the Evidence to Work - A School's Guide to school to achieve high Implementation) standards, including Pupil Premium, SEND, EAL or the The implications of the Equality Act 2010 for all most able pupils pupils The requirements on schools to publish a SEN Information Report Best practice in planning, commissioning and monitoring Alternative Provision Systematically review the cumulative impact of initiatives on teacher workload and make proportionate and pragmatic demands on staff

Tools to assess and manage the impact of new policies or initiatives (for example, impact assessments and prioritisation techniques from the workload reduction toolkit)

2.3.2 Designs, leads, implements and evaluates an evidence-based change programme that improves pupil progress and/or attainment at whole school level

Task 1 Supporting document required: Pupil performance data

2.3.3 Evaluates, monitors Task 1 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 Task 1 options to minimise or mitigate this where necessary

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CONTENT AREAS

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LEADING WITH IMPACT LEARN HOW TO:

LEARN ABOUT:

Distribute responsibility and accountability throughout the school to improve performance

3.3.1 Analyses the Research into the effectiveness effectiveness of different of different leadership models or models of leadership, drawn styles, including the distribution from schools and non-school of responsibility and contexts, including the accountability distribution of accountability and responsibility

Be an inspiring leader in a range of different situations

Examples of how different leadership models or styles have been deployed to achieve different objectives (for example, in response to different stakeholders, time pressures or priorities), drawn from a range of schools and non-school contexts Tools and techniques for gathering and analysing the perspectives, priorities and motivations of stakeholders

Communicate and negotiate with different people effectively to make progress on objectives

Research into negotiation and persuasion techniques/ strategies Examples of communications/ stakeholder engagement strategies, including the use of media, drawn from a range of schools and non-school contexts

ASSESSMENT CRITERIA TESTED

Task 1

3.3.2 Adapts or tailors their leadership style to lead effectively in different situations

Task 1 Supporting document required: Sponsor comments

3.3.3 Analyses stakeholder views systematically and applies this understanding to communicate, negotiate or persuade

Task 1 Supporting document required: 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

Task 1 Supporting document required: Comms/ Stakeholder engagement strategy

CONTENT AREAS

WORKING IN PARTNERSHIP LEARN HOW TO:

Use different models of partnership working to improve educational provision, sustain a culture of mutual challenge and learn from others (including the school/ trust governance board, parents/carers, the wider community and other organisation)

Lead an effective partnership which brings benefits to the school and wider education system, particularly in their school’s area(s) of expertise or specialism

LEARN ABOUT: Different models of partnership working/ collaboration and why these have been adopted in different circumstances (for example, to develop or share best practice) drawn from a range of schools and nonschool contexts, including working in partnership with governance boards

ASSESSMENT CRITERIA TESTED

4.3.1 Analyses the school’s strengths and weaknesses and initiates relevant partnerships/collaborations to improve school capability

Guidance and examples of best practice in the joint commissioning of services (for example, the SEND Code of Practice on commissioning across education, health and social care)

4.3.2 Analyses different models of partnership working/opportunities for collaboration and their relevance to own plans

Opportunities to support other schools (for example, through sponsorship, working with/becoming a teaching school, NLE status and the identification and development of potential SLEs)

4.3.3 Exploits opportunities to support other schools, through collaboration and partnership in own school’s area(s) of expertise

Task 1

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CONTENT AREAS

MANAGING RESOURCES AND RISKS LEARN HOW TO:

LEARN ABOUT:

Strategic financial planning techniques, integrated curriculum and financial planning (ICFP) based on a 3-5 year Ensure the school’s resources are strategy, and the role that being used effectively to support governance boards play in this process school improvement, working effectively with the relevant Examples of how a range of governance board, and giving schools and other organisations due consideration to staff use the techniques of ICFP to workload ensure excellent resource

ASSESSMENT CRITERIA TESTED IN 5.3.1 Analyses school’s Task 2 resourcing challenges in terms of finances, staffing, teacher workload and educational resources, and designs plans to address these 5.3.2 Formulates a curriculumled budget aligned to plans

management How to make sure the school estate supports your education needs and goals

Task 2 Supporting document required: Curriculum-led budget

The importance of strong accountability, including nonexecutive oversight Examples of resource and risk management arrangements drawn from a range of schools, including internal controls (for example, schemes of delegation, tolerances and risk appetite, internal and external reporting and scrutiny) Implement accountability arrangements to manage resources and risks effectively and in line with statutory requirements and guidance (such as the Governance Handbook , and the Academies Financial Handbook (where applicable)

The requirements of the financial accountability framework, as set out in the Academies Financial Handbook , and the principles of effective governance, as set out in the Governance handbook and competency framework A school’s statutory requirements in relation to risk assessment, employment, buildings and premises, procurement and safeguarding (including the Prevent Duty), and underpinning processes (for example, risk audits and assessment, collective bargaining, recruitment, redundancy and contract management)

5.3.3 Evaluates the effectiveness of school’s accountability arrangements for managing resources and risks, recommending improvements where necessary to deliver plans successfully

Task 2

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CONTENT AREAS

INCREASING CAPABILITY LEARN HOW TO:

LEARN ABOUT:

ASSESSMENT CRITERIA TESTED

Employment law, practice and processes for managing misconduct, grievances and redundancy (including the Teacher Appraisal Regulations) Hold all staff to account (including senior leaders by the governance board) for performance using performance management, appraisal, misconduct and grievance systems

Statutory requirements, flexibilities and supporting guidance on setting teachers’ pay and conditions The recommendations in the 'Making Data Work' report (2018) regarding the use of data in the performance management process and in pay progression

6.3.1 Designs systems to evaluate, manage and reward staff performance effectively

The role of the governance board in holding senior leaders to account

Create and sustain an environment where all staff are encouraged to develop their own knowledge and skills, and support each other

Sources of high-quality professional development within and outside of the school, beyond formal professional development programmes Supporting early career teachers through the Early Career Framework The main barriers to effective professional development in a school (for example, time, quality and resources) and how these have been overcome

Workforce and capability planning tools and techniques, drawn from a range of schools (for example, in relation to the knowledge and skills of Work with the governance board teaching and non-teaching staff, educational resources or school to anticipate capability requirements or gaps in the school infrastructure) and design strategies to fill them Research into, and examples of, effective succession planning, drawn from a range of schools and non-school contexts, and the role the governance board plays in overseeing this process

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

Task 2

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BEHAVIOURS AND DIAGNOSTIC

BEHAVIOURS AND DIAGNOSTIC There are seven leadership behaviours, common to each NPQ level, which set out how the best leaders operate. Whilst these behaviours are not assessed, a focus on developing these behaviours is an important component in your leadership journey. To support this, you will be expected to complete a diagnostic tool which will help you gain insight into how you are seen by others and how this compares to how you see yourself.

You will answer questions about yourself and ask others in your own team, line managers and peers to answer the same set of questions from their perspective. All the scores from the questions are compiled into a report. You will work with your Sponsor to reflect on the report and use the insights to inform your professional development on the programme. You will also complete the diagnostic at the end of the programme so you can track your development.

BEHAVIOUR Commitment

WHY IT IS IMPORTANT

INDICATORS

The best leaders are committed to their pupils and understand the power of world- class teaching to improve social mobility, wellbeing and productivity

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Believes all children can learn and should succeed and that all have the potential Makes it clear that the focus of the school is the students’ best interests Is a strong advocate and spokesperson across schools they are working with and all of their stakeholders Demands ambitious standards for all pupils, overcoming disadvantage and advancing equality Maintains excellent practice both privately and publically Maintains high visibility and has regular quality contact and interaction with staff and students Models excellent leadership of teaching Creates an ethos and culture of high expectation for all pupils’ aspirations and achievements

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BEHAVIOURS AND DIAGNOSTIC

BEHAVIOUR

WHY IT IS IMPORTANT

INDICATORS

Collaboration

The best leaders readily engage with,  Translates local and national policy and invest responsibility in, those who into the school context the context of are best placed to improve outcomes the schools they are working with  Sustains a wide current knowledge and understanding of the education and school systems both locally, nationally and globally  Builds relationships with pupils, parents/carers, between the schools they are working with and the wider community to engage them in supporting pupils’ learning  Values and seeks input and expertise from a range of people  Empowers others to network both internally and externally  Maintains links with a range of practitioners to ensure high standards  Is mindful of different perspectives, builds consensus and creates purpose, clarity and focus on shared goals and way of working

Personal Drive

The best leaders are self-motivated and take a creative, problem-solving approach to new challenge

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Provides a model for effective leadership Sets challenging personal goals Establishes clear goals across the schools they are working with and keeps them in the forefront of everyone’s mind Takes a strategic and creative approach to problem solving When appropriate, is willing to actively challenge the status quo Takes on challenging initiatives to improve pupil outcomes Encourages others to explore new approaches Manages time effectively and is able to prioritise at school, team and individual level

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BEHAVIOURS AND DIAGNOSTIC

BEHAVIOUR Resilience

WHY IT IS IMPORTANT The best leaders remain courageous and positive in challenging, adverse or uncertain circumstances

INDICATORS        

 Awareness

The best leaders will know themselves and their teams, continually reflect on their own and others’ practices, and understand how best to approach difficult or sensitive issues

      

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Is resilient and optimistic Remains calm and makes sound decisions Responds positively and maintains a sense of perspective when faced with personal criticisms or setbacks Resolves conflict in a responsive way, seeking support appropriately Protects the schools they are working with from issues and influences that would detract from their focus Encourages risk taking and reevaluation of assumptions Is open and frank, whilst remaining courteous Models organisational values at all times Always reflects on own performance and skills, taking action to improve Regularly seeks feedback from peers, team and senior staff Take responsibility for and is committed to own personal and professional development Demonstrates a strong understanding of individuals’ strengths and development needs Gives feedback that acknowledges, validates and takes people forward Creates opportunities for others to develop Distributes leadership throughout the schools fostering individuals with distinct roles and responsibilities Encourages the sharing of best practice between and within schools

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BEHAVIOURS AND DIAGNOSTIC

BEHAVIOUR Integrity

WHY IT IS IMPORTANT The best leaders act with honesty, transparency and always in the interests of the school and its pupils

INDICATORS       

 Respect

The best leaders respect the rights, views, beliefs and faiths of pupils, colleagues and stakeholders

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Knows what they stand for and what is to be achieved Works with a clear set of principles which are relevant to the vision of the schools they are working with Recognises mistakes or missteps and takes responsibility for their actions Maintains a professional distance with colleagues and other stakeholders Influences others by logical argument and factual evidence Addresses issues when they arise in a well thought-out way Intervenes swiftly to challenge underperformance Recognises and praises success Builds a collaborative culture; fostering shared beliefs, goals, trust and a sense of community Builds positive relationships with others across diverse backgrounds Shows a deep understanding of the issues pupils and parents/carers face both in and outside school Fosters equality of access and takes account of diversity within the schools they are working with and the wider community Demonstrates understanding of others and acts accordingly Values input and expertise from a range of people Leads schools with rigorous, fair and transparent systems

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360 DIAGNOSTIC TOOL

360 DIAGNOSTIC TOOL COMPLETING YOUR SELF-ASSESSMENT When completing your self-assessment, give yourself some time and space to consider each of the questions. You are not required to share your own evaluation with anyone unless you choose to, so you should take the opportunity to be honest with yourself. Consider when you have displayed the behaviour and what evidence you have to support your score for each indicator. It can be tempting to be overly negative or to want to protect your self-esteem by rating yourself more highly. An honest score will be more useful to you in determining your strengths and development areas and helping you to plan next steps.

COMPLETING YOUR 360-REVIEW After you complete the review of your leadership behaviours you will send it to four to six of your colleagues who will complete the diagnostic based on their perception of your strengths and development areas. We advise that you send it to at least one direct report, one peer and your line manager or other senior colleague. Think carefully about who you want to send it to, this is a great opportunity to get a rounded view from those you work with.

INTERPRETING YOUR FEEDBACK When you have received your completed report we suggest you spend some time reflecting on the results. You might do this alone or with your sponsor/coach. Below are some questions you could use to guide your thinking and help you delve deeper in to your reaction to the results.  Were you already aware of some of the feedback?  Are you surprised by any of the feedback?  What strengths are suggested by the feedback, and what development areas?  Does any of the feedback concern you, what are you most pleased with?  What next steps will you take and who will help you to identify and work on the focus areas you choose?

It’s important to remember some of the features of 360 feedback:  The feedback you receive isn’t “the truth”; it is merely a collection of opinions from your colleagues.

Rather than truth, their feedback captures their perception of your leadership behaviours.  It is your decision whether you will accept and act on those perceptions. Do not discount your own perceptions of yourself and your understanding of the context in which the feedback has been given.  Low scores may be for a number of reasons. Some raters may be less familiar with your performance than others. Different raters may interact with you in different situations and see different aspects of your behaviour. You may wish to take time to consider the likely cause of any inconsistency and adjust your evaluation of the feedback appropriately.  Rather than receiving your 360 results and putting them away, spend some time reflecting. We encourage you to use what you learn from this process to support your action planning.

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PROGRAMME OVERVIEW

PROGRAMME OVERVIEW The NPQEL programme is made up of a range of blended learning opportunities. Each content area is designed to equate to circa 30 hours of study which is broadly made up of:

TYPE OF STUDY

NPQH (NUMBER OF HOURS)

Face to face session

6

Workplace learning

18

Online learning/conferences

4

Reflective activity

2

TOTAL

30

The programme comprises eight full day face to face sessions:

TYPE OF STUDY

NPQH (NUMBER OF DAYS)

Leading with Impact

1 (includes 1.5 hours induction)

Strategy and Improvement

2

Teaching and Curriculum Excellence

1

Working in Partnership

2

Managing Resources and Risks

1

Increasing Capability

1

TOTAL

8

You are expected to attend all the sessions unless there are exceptional circumstances for nonattendance.

MICROSOFT TEAMS Microsoft Teams offers a collaborative learning space to support you throughout the programme.

There are three main ways you will use Teams: > Accessing programme materials for face-to-face sessions. > Communicating with your cohort, Star and your delivery partner. > Taking part in online discussion groups following the face-to-face sessions.

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ASSESSED PROJECT

ASSESSED PROJECT PROJECT TITLES  Leading a whole-school change programme (4,000 words)  Designing an action plan to meet my placement school’s resourcing and capability needs (2,500 words)

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 – CANDIDATES MUST > Lead change programme at whole-school level, lasting at least 2 terms, to improve pupil progress and attainment. > Present the plan to the Governing board prior to implementation, and gather their feedback. > Submit a written account of the project to the provider for assessment, which aims to evidence the criteria indicated. This should cover the design, implementation and evaluation of the programme. > Submit supporting documents/material as evidence where indicated below. Supporting evidence must be concise and directly related to the candidate’s project and corresponding assessment criterion. > Not exceed a total word count of 4,000, excluding supporting documents or annexes

TASK 2 – CANDIDATES MUST > Undertake a placement in a contrasting school (for example, by performance, pupil profile, geography etc.), lasting at least 9 working days. > Research the placement school’s current and/or projected resource and capability challenges, and design an action plan to address these. > Present the plan to the placement school’s governing board and gather their feedback. > Submit a written account of the project to the provider for assessment, which aims to evidence the criteria indicated > Submit supporting documents/material as evidence where indicated below. Supporting evidence must be concise and directly related to the candidate’s project and corresponding assessment criterion. > Not exceed a total word count of 2,500, excluding supporting documents or annexes You will be provided with a date, at the end of your programme, by which time you must submit your Final Assessment documentation. Support on the improvement projects will be woven through the programme.

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ASSESSED PROJECT

CONTENT AREA

NPQH ASSESSMENT CRITERIA

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SUPPORTING DOCUMENTS

TASK 1

Strategy and Improvement

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

Working in Partnership

Leading with Impact

1.3.2 Deploys critical thinking and statistical and/or data analysis tools, techniques and concepts during the design of own plans

Teaching & Curriculum Excellence

1.3.1 Analyses the implications of changes in the external and strategic environment and applies findings to 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

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 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/Stake holder engagement strategy

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

ASSESSED PROJECT

CONTENT NPQH ASSESSMENT CRITERIA AREA

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SUPPORTING DOCUMENTS

Managing Resources & Risks

TASK 2 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 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

Curriculum-led Budget

SCHOOL LEADERSHIP PLACEMENT TASK

SCHOOL PLACEMENT LEADERSHIP TASK As part of your NPQH programme you will undertake a placement than must last at least nine days in total. This placement will allow you to undertake a strategic leadership task and visits to the school to observe and participate in key strategic activities completed by the placement school headteacher.

This gives you the opportunity to demonstrate that you can deliver successful and sustainable school improvement in other school settings and can use the experience to reflect upon and improve your own leadership competencies. The placement also provides other opportunities for your leadership development, for example, the opportunity to collaborate with a school in a different context.

You will agree a suitable strategic leadership task with the placement school headteacher and plan how you will spend your time in the placement school implementing and evaluating the task and gaining further experience to support your leadership development. As part of this you should submit your evaluation of your task to the placement headteacher/SLT or governors or equivalent as agreed with the placement headteacher.

In addition, part of your final assessment will be to complete a 2,500-word written report of your placement school leadership task. Your evidence will be verified by your placement school headteacher.

PLANNING YOUR PLACEMENT TASK When you are planning your leadership task with your placement school consider the following:  How you will ensure you gain experience while undertaking a task that relates to a school improvement priorities and will allow you to demonstrate sustainable improvement  How you will ensure your task is sufficiently self-contained and achievable in a short period of time  How you can make use of research and school evidence, learning from the programme and your own knowledge and expertise to inform your decision making

WORKING WITH THE PLACEMENT SCHOOL Consider how you will:  Negotiate an effective task with the placement school headteacher  Agree expected outcomes, timescales, support required and evaluation approach  Lead and involve others to ensure buy in on the aims and actual delivery of the task  Engage effectively and work in partnership with pupils/students, staff, school leaders, governors or equivalent and other relevant stakeholders in delivering the placement leadership task  Report on the task outcomes and gain support for the arrangements and accountabilities you create for ensuring sustainable improvement to headteacher/SLT or governors or equivalent; using the reporting experiences as opportunities to develop leadership competencies in the placement school context  Consider how, over the whole period of the placement, you will:

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SCHOOL LEADERSHIP PLACEMENT TASK

o Evaluate your leadership of the placement school leadership task (including taking account of feedback from the placement school headteacher) o Extend your knowledge of school leadership in a different context through developing an on-going relationship with the placement school o Improve your leadership in your own school or context. o Evaluate your development as a school leader in relation to the three leadership competencies described below

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SUPPORTING YOUR LEARNING

SUPPORT FOR LEARNING SPONSOR You will have identified a sponsor to support you during your programme. You will work with your sponsor to:  Review your diagnostic and plan your development using the Professional Development Record,  Develop your business strategy and your cross-schools improvement task,  Review the progress of your tasks,  Apply your learning in the workplace.

Your sponsor will play a valuable role during the programme and the design and implementation of your tasks. These are some key points to help you get the most out of that process.

AGREEING ARRANGEMENTS Early on in the programme, either prior to induction or soon after the initial face to face session you should meet with your sponsor. At this initial meeting you should;  Set expectations between yourself and your sponsor in terms of how often you meet  It is important that you spend time contracting around your sponsor relationship. You may wish to consider the following;  How confidential will your sessions be?  How will you both prepare for your sessions?  How much support will you need and in what areas?  How you would like them to observe your leadership work in school?  When and how do you want to report progress on your improvement project?  How much input on your project do you need/want from your sponsor?

DEVELOPING YOUR IMPROVEMENT PROJECT Your sponsor will help you develop your improvement project. To make the most of this you should:  Share the project proposal and project guidelines documents with your sponsor.  Agree a suitable improvement project; ideally something that is part of your current responsibilities and/or aligns with your school development plan.  Arrange further meetings to work on, refine and agree your project proposal by the agreed deadlines set within your NPQ cohort.  Review the curriculum content and assessment criteria with your sponsor so they can more readily support you with your improvement project.

You may wish your sponsor to formally review your school improvement project action plan to check your progress and discuss with you any barriers you are facing.

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SUPPORTING YOUR LEARNING

FINAL ASSESSMENT You will need to agree on what support you need when you are preparing for final assessment and writing up your improvement project to maximise your opportunity for success and to demonstrate that you can deliver successful and sustainable school improvement. You sponsor will need to verify your school improvement project submission for final assessment.

COACH As part of the programme you will be allocated an experienced school leader as a coach. They will provide you with five one-hour remote coaching sessions during the programme. Coaching will support you in applying your learning from the programme and help you to design your own solutions to challenges. It will also provide you with space to maximise your performance thorough reflection on and deployment of your strengths. The coaching model is solution focused and concentrates on solving professional challenges through focused dialogue, active listening and open questions. The dialogue can be structured around a scaffold such as the GROW model developed by John Whitmore.

G = Goals; what you need to achieve?

R = Reality; what’s happening now O = Options; what could you do?

W = Will; what you do? when?

You may wish to discuss your 360 diagnostic and Professional Development Record with your sponsor. Discuss with them how you would like them to support you in the development of both areas of strength and areas for development. You may wish to review progress after you complete each content module or discuss how you might get the best out of content modules prior to the session.

ASSESSMENT PROPOSAL, REVIEW AND SUPPORT Star Institute will provide materials to support you in developing your improvement project. These will include:  Developing project ideas to meet assessment criteria  Planning improvement projects to include project lifecycle of initiation, implementation and evaluation  Evidencing project impact  Reviewing project progress; quantitative and qualitative methods  Preparation for Assessment submission You will also receive ongoing support through opportunities for dialogue as part of face to face sessions.

STAR INSTITUTE ALUMNI NETWORK Once you have successfully completed your programme, you will be eligible to join the Star Institute Leadership Community with newsletters and events to support your continuing professional development.

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FINAL ASSESSMENT GUIDANCE

FINAL ASSESSMENT GUIDANCE INTRODUCTION Our programmes are delivered using consistent materials designed to support you to develop your leadership ability, have measurable impact in school and successfully complete your NPQH final assessment.

The Star Institute NPQH programme is designed around the six areas in the Content and Assessment Framework. As such, each session you attend on the programme directly supports you to prepare for and successfully complete your final assessment.

Throughout the programme you are encouraged to consider the final assessment and regularly reflect on what you have learnt, how you have planned and implemented your improvement project, ensuring you are well-prepared for completing the write up for the final assessment.

At the start of the programme you will complete a Project Proposal which you share with your sponsor to ensure the project will enable you to demonstrate each of the assessment criteria. We encourage you to use the support from your sponsor when completing your final assessment and to send them a final draft of the template for their feedback.

Star Institute are also the assessment body for your NPQH, we have designed the process to be easily understandable and to support you to be successful in the qualification.

DEADLINES The DfE allow participants 18 months from commencement of their NPQ programme to complete their final assessment. However, as extensions beyond this 18-month period are only granted in extenuating circumstances we strongly encourage you to submit your final assessment 12 months from when you start.

There is a final assessment deadline every half term and you will have been offered a choice of two dates. You will be asked to confirm which date you have chosen at your final face to face session.

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FINAL ASSESSMENT GUIDANCE

FINAL ASSESSMENT PROCESS Star Institute NPQH Participant Sponsor

The participant completes their final assessment write up with support and input from their sponsor.

Final Assessment drafted

Final assessment feedback and evidence

Final assessment completed

Final Assessment deadline

Final assessment submitted

Sponsor sign off

The participant submits their final assessment and Star Institute anonymise, mark and internally moderate all final assessments and then complete external moderation with Tribal, the DfE appointed Quality Assurance Agent. The process from submission to outcome notification takes 12 weeks. If a participant doesn’t pass they can resubmit in a future final assessment deadline (a maximum of two additional submissions).

Final Assessment deadline

Final Assessment anonymised

Final Assessment marked

Final Assessment moderation

If unsuccessful: can appeal or resubmit

Informed of outcome

Confirms outcome with DfE

If successful: certificate received from DfE

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FINAL ASSESSMENT GUIDANCE

NPQH FINAL ASSESSMENT TEMPLATE TASK 1 1. Briefly describe your improvement project (400 words) >

2.3.2 Designs, leads, implements and evaluates an evidence-based change programme that improves pupil progress and/or attainment at whole-school level

2. What research and evidence did you use to understand the context and determine your approach to your project and how did you apply what you’d learnt and implement your project?

(1500 words) > > > > >

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 1.3.4 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 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 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. How did you monitor, review and evaluate your project?

(600 words) > 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 4.3.1 Analyses the school’s strengths and weaknesses and initiates relevant partnerships/collaborations to improve school capability >

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FINAL ASSESSMENT GUIDANCE

4. How did you work with and through others to achieve the goals of your project?

(1500 words) > > > > > >

1.3.3 Collaborates with the governing board during the design and implementation of plans, describing the benefits of doing so 3.3.2 Adapts or tailors their leadership style to lead effectively in different situations 3.3.3 Analyses stakeholder views systematically and applies this understanding to communicate, negotiate or persuade 3.3.4 Evaluates different communications/stakeholder engagement strategies and applies findings to the design and implementation of own communications/ stakeholder engagement strategy 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

5. Sponsor comments – Please provide your summary of the impact of the participant’s improvement project. In particular, please make reference to how they adapted their leadership style to different situations. (500 words) > 3.3.2 Adapts or tailors their leadership style to lead effectively in different situations

Pupil performance data required for 2.3.2 Presentation recording and feedback required for 3.3.3 Comms/Stake holder engagement strategy required for 3.3.4

Signed (headteacher):

Date:

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FINAL ASSESSMENT GUIDANCE

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NPQH FINAL ASSESSMENT TEMPLATE TASK 2 1. Briefly describe your placement improvement project (500 words)

2. Resourcing and accountability (1000 words) > How did you analyse the school’s needs? > How did you research possible approaches to addressing these needs? > How did you design an action plan to address these needs? >

> >

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 5.3.3 Evaluates the effectiveness of school’s accountability arrangements for managing resources and risks, recommending improvements where necessary to deliver plans successfully

3. Staff performance and organisational capability (1000 words) > How did you analyse the school’s needs? > How did you research possible approaches to addressing these needs?  How did you design an action plan to address these needs?   

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

4. Supporting statement from placement headteacher (300 words)

Curriculum-led Budget required for 5.3.2

Signed (placement headteacher):

Date:

FINAL ASSESSMENT GUIDANCE

COMPLETING YOUR FINAL ASSESSMENT The final assessment template has been designed to support you to complete your write up of your improvement project while ensuring you address every assessment criterion. When responding to each question in the template, ensure your answer provides evidence against each of the assessment criteria for that question.

We advise you to think carefully through each assessment criteria and consider what evidence you can provide in your write up of how you demonstrated this requirement. To pass your final assessment, you must demonstrate every assessment criterion.

The word count for each specific question is for guidance; the total write up (not including supporting evidence) for task 1 must not exceed 4000 words and 2,500 words for task 2.

For example, the recommended word count for questions 8 and 9 is 1000 words each, if you wanted to write 1200 words for question 8 and 800 for question 9, this would be fine as long as you’re confident you’ve fully addressed the assessment criteria and you keep the overall word count to no more than 2500 words.

Any additional words over 4000 for task 1 and 2,500 words for task 2 will not be assessed.

ROLE OF YOUR SPONSOR AGREEING YOUR PROJECT PROPOSAL Your sponsor should support you to design your improvement project and will sign it off before you start. It is crucial that your project is in line with your school improvement priorities and will enable you to demonstrate all the criteria in the content and assessment framework.

ONGOING PROGRAMME SUPPORT Throughout the programme, we encourage you to use the support your sponsor offers to reflect on and embed your learning from the programme to your own context and improvement project. After each session consider what you have learnt, how this applies to your role and improvement project and how you will evidence this learning.

FEEDBACK We encourage you to write your first draft of your final assessment at least a month before the deadline you have selected. At this point, share it with your sponsor for feedback. This will give you time to incorporate their feedback and ask your headteacher to sign your final write up to validate your evidence.

PROVIDING EVIDENCE Your sponsor is also required to provide supporting evidence against assessment criteria 3.3.2 as specified in the template. Please ensure your sponsor is kept up to date with your progress and has the opportunity to witness how you have established relationships and deployed appropriate structures to mitigate against barriers. Your final assessment will not be accepted without evidence from your sponsor, so please allow them plenty of time to complete this section.

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FINAL ASSESSMENT GUIDANCE

SUPPORTING EVIDENCE To support your write up of your improvement project for the NPQH you are required to submit four pieces of evidence as follows:

PUPIL PERFORMANCE DATA (TASK 1) 2.3.2 Designs, leads, implements and evaluates an evidence-based change programme that improves pupil progress and/or attainment at whole-school level For this assessment criteria, you will need to provide data to demonstrate the impact your improvement project has had on pupil progress and/or attainment. This might show baseline data for your cohort or historical data comparing outcomes to previous cohorts. This could be an excerpt from your school data management system but you will need to highlight, and refer in your write up, to the specific changes your improvement project has brought about. It is important that the data is anonymised and no individual pupil can be identified. 

PRESENTATION RECORDING AND FEEDBACK (TASK 1) 3.3.3 Analyses stakeholder views systematically and applies this understanding to communicate, negotiate or persuade You must provide either an audio or video recording of your presentation of your project plan to either the governing body or (in extenuating circumstances) another sufficiently senior group of stakeholders. This recording should be no more than 20 minutes in length and must show both the presentation in advance of the implementation of your project and the feedback given by the governors. 

COMMUNICATION/STAKEHOLDER ENGAGEMENT STRATEGY (TASK 1) 3.3.4 Evaluates different communications/stakeholder engagement strategies and applies findings to the design and implementation of own communications/ stakeholder engagement strategy Your communication and stakeholder engagement strategy should include the purpose and audience for your messaging, detail on frequency and timing and the mode of communication used.

It should also include information on the level of engagement of various stakeholders, methods taken for raising engagement and the approach taken to monitoring success of engagement activity. 

CURRICULUM-LED BUDGET (TASK 2) 5.3.2 Formulates a curriculum-led budget aligned to plans You must include a curriculum-led budget for your placement project that includes any allocated funds or resources (including staff time) and outlining in detail how you plan for these resources to be used as part of the action plan your produce on resourcing and capability. 

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FINAL ASSESSMENT GUIDANCE

CHECKLIST OVERVIEW      

Have you kept within the total word count for your write up for each task?

Have you ensured your write up is anonymised and doesn’t identify a particular pupil or member of staff?

Have you included all pieces of supporting evidence?

Has your sponsor completed their evidence?

Has your headteacher signed to validate your submission and your placement headteacher signed to validate your task 2 write up?

Is your write up a full an accurate account of your projects?

WRITE UP 

     

Have you addressed the task 1 and task 2 project titles:  Leading a whole-school change programme  Designing an action plan to meet my placement school’s resourcing and capability needs If you were the assessor, would you be able to highlight specific sentences in your write up to evidence every assessment criterion?

Is the objective of your project, the context for why it was an improvement priority and the approach you took to designing the project clear and evidenced?

Have you referred to your learning from the programme, your additional reading and research and your experience of ‘what works’ when outlining your design approach?

Have you demonstrated how you lead your team, what approach you took to leadership and communication and how you decided on this approach?

Have you explained how you monitored and evaluated your project and the impact you had?

Have you demonstrated how you took stakeholder views in to account and how you kept them informed, engaged and on board?

SUPPORTING EVIDENCE Pupil Performance Data  Is all your data anonymised so no individual pupil can be identified?  If you were the assessor would you be able to identify the target cohort, their starting point and the evidenced impact of your project on their progress and/or attainment?

Presentation recording and feedback  Is your recording ‘trimmed’ to only show the relevant section (your presentation and any feedback from governors)  Have you ensured the recording is accessible; is it audible, can it be viewed/listened to without specialist software?

Communication/Stakeholder Engagement Strategy  Have you included information about the level of engagement your stakeholders have in the project and the approaches you took to communicate with all relevant audiences?

Curriculum-led Budget  Is it clear how the curriculum has informed the budget?  Have you quantified all resources associated with your project including staff time?

In addition to these mandatory evidence, you have the option to include two further pieces of evidence, please refer to the guidance on this to ensure you include relevant materials

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FINAL ASSESSMENT GUIDANCE

SUBMITTING YOUR FINAL ASSESSMENT You will submit your final assessment via the Virtual Learning Environment (the VLE). You will have used this system throughout your programme to access materials from the sessions and engage in discussion groups with your peers.

You will be asked to register for one of the two deadline options you were offered and will receive guidance for how to upload your final assessment template and all required supporting evidence to the VLE where it will be anonymised and assessed.

THE NATIONAL PROFESSIONAL QUALIFICATION FOR HEADSHIP Following the submission deadline your final assessment will be marked anonymously by a trained assessor. Our assessment process is moderated to ensure consistency and accuracy.

Once the moderation has been completed, participants will be notified of the outcome which will include feedback from the assessor.

If you have been unsuccessful in your final assessment you will be able to resubmit for the subsequent assessment deadline. Participants will be charged ÂŁ130 for subsequent submissions and are limited to submitting a maximum of three times.

Star Institute registers all participants with the NCTL and will inform participants if any issue arises with their registration. If a participant is not registered they cannot be awarded the NPQH. The DfE have also made it a requirement that participants complete and return the 6 monthly programme evaluation, without which they will not release the NPQH certificate.

DFE MARK SCHEME At the end of this guide you will find the standard mark scheme, provided by the DfE and used by all NPQ providers. You may find this helpful when checking your final assessment write up but we would encourage you to primarily focus on writing to meet the assessment criteria.

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FINAL ASSESSMENT GUIDANCE

GLOSSARY FOR SCORE DESCRIPTORS Term

Definition

Analyse

Break down data, information, or research and identify issues, common themes / concepts; identify advantages and disadvantages of approach; show how main ideas are related and why, and why important.

Apply

Make use of newly acquired knowledge and skills in the task / project

Assess

Use available information to make a judgement / take a decision.

Demonstrably

Providing evidence of understanding / use of knowledge and skills in the task / project to positive effect

Deploy

Make use of resources or strategies to address an issue.

Effectiveness

Producing desired result, impact or outcome.

Efficiency

Getting best use of resource with minimum wasted effort or expense.

Establish

Secure acceptance for; set up on a permanent basis.

Evaluate Exploit

Examine strengths and weaknesses, similarities and differences; make points for and against; review evidence from different perspectives and come to a valid conclusion or reasoned judgement.

Make full use of, and derive benefit from, a resource, knowledge or skill; use to good advantage.

Implement

Put into practical effect; carry out.

Successfully

Evidence of outcome or impact of approaches / decisions taken.

Sustain

Maintain for a period of time relevant to the task / project.

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DfE MARK SCHEME

DFE MARK SCHEME Task 1 Assessment Criteria: 15

Marks available: 30

Pass mark: 21

Strategy & Improvement

In addition to the pass mark above, participants must also score at least 1 mark in each assessment criterion in order to be successful in the task, e.g. a ‘0’ will result in the participant failing the task. Participants must pass both assessment tasks for NPQH to be awarded the qualification.

Supporting Content Assessment Score descriptor Score descriptor Score descriptor documents area criteria 0 Marks 1 Mark 2 Marks required Task 1 1.3.1 Analyses the implications of changes in the external and strategic environment and applies findings to own plans

No relevant evidence submitted by participant

Identifies drivers of change in the external/strategic environment and analyses the impact of these own school; though does not always identify the most important/relevant/appropriate impacts (for specified purpose/context) Own plans not always consistent with, or unclear how they relate to, their analysis in some areas

Identifies the drivers of change in the external/strategic environment and analyses the impact of these on own school, accurately identifying the most important/relevant/appropriate impacts (for specified purpose/context) and designing plans that are wholly consistent with this analysis

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DfE MARK SCHEME

Content area

Assessment criteria

Score descriptor 0 Marks

Score descriptor 1 Mark

Score descriptor 2 Marks

Strategy & Improvement

Task 1 1.3.2 Deploys critical thinking and statistical and/or data analysis tools, techniques and concepts during the design of own plans

No relevant evidence submitted by participant

Uses critical thinking and statistical and/or data analysis tools to identify trends impacting schools and define strategic priorities; though does not always identify the most important/relevant/appropriate trends or strategic priorities Does not always deploy the most important/relevant/appropriate tools, techniques or concepts for specified purpose/context Own plans, decisions and organisational strategy are not always consistent with the most important/relevant/appropriate trends or strategic priorities identified

Deploys the most important/relevant/appropriate critical thinking and statistical and/or data analysis tools, techniques and concepts (for specified purpose/context) to accurately identify the most important trends impacting on the school’s performance and define its strategic priorities Own plans, decisions and organisational strategy are wholly consistent with the most important/relevant/appropriate trends impacting the school and strategic priorities identified

Supporting documents required

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DfE MARK SCHEME

Content area

Assessment criteria

Strategy & Improvement

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

Score descriptor 0 Marks No relevant evidence submitted by participant

No relevant evidence submitted by participant

Score descriptor 1 Mark Collaborates with the governing board during the design and implementation of plans; though own plans not always consistent with, or unclear how they relate to, governing board’s feedback, vision and/or strategy

Score descriptor 2 Marks Collaborates with the governance board during the most important/relevant/appropriate stages of the design and implementation of own plans

Does not always clearly articulate and/or reflect upon the benefits of governing board’s oversight and input

Designs and implement plans that are wholly consistent with governing board’s vision and/or strategy and fully reflect its feedback

Does not always seek the governing board’s input at the most important/ relevant/appropriate stages in project

Explicitly describes and reflects upon the benefits of the governing board’s input

Analyses research into, and examples of, the leadership of change to identify effective practice; though does not always identify the most important/ relevant/appropriate practice, research or examples for specified purpose/context

Analyses research into, and examples of, the leadership of change to identify a range of effective practice in schools and non-school contexts

Analysis only considers school or nonschool contexts, not both Own design and/or leadership of change programme is not always consistent with most important/ relevant/ appropriate practice identified

Design and leadership of change programme is wholly consistent with most important/relevant/ appropriate findings of their analysis

Supporting documents required

33

DfE MARK SCHEME

Content Assessment criteria area

Score descriptor 0 Marks

Score descriptor 1 Mark

Score descriptor 2 Marks

Analyses a range of domestic and international research into, and examples of, the leadership of teaching to identify options for growing excellent teaching within own school; though not always the most important /relevant/ appropriate research/ examples for specified purpose/ context

Analyses a range of domestic and international research into, and examples of, the leadership of teaching to identify a range of appropriate and relevant options for growing excellent teaching within own school

Supporting documents required

Teaching and Curriculum Excellence

Task 1 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

No relevant evidence submitted by participant

Analysis only considers domestic or international research & examples, not both

Own plans to grow excellent teaching are wholly consistent with the most important/relevant/appropriate findings (for specified purpose/context) of their analysis in all areas

Own plans to grow excellent teaching are not always evidence-based or consistent with the most important/ relevant/appropriate findings of their analysis 2.3.2 Designs, leads, implements and evaluates an evidencebased change programme that improves pupil progress and/or attainment at whole-school level

No relevant evidence submitted by participant

Designs, leads, implements and evaluates an evidence-based change programme at whole school level; though positive impact on pupil progress and/or attainment not always clear or in line with specified priorities or purpose.

Designs, leads, implements and evaluates an evidence-based change programme at whole school level that demonstrably improves pupil progress and/or attainment at in line with stated priorities or purpose.

Pupil performance data

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DfE MARK SCHEME

Content Assessment criteria area

Score descriptor 0 Marks

Score descriptor 1 Mark

Score descriptor 2 Marks

Teaching and Curriculum Excellence

Task 1 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

No relevant evidence submitted by participant

No relevant evidence submitted by participant

Monitors the impact of change programme on pupil progress and attainment, identifying groups of pupils with particular needs and implementing interventions; though interventions made do not always have a demonstrably positive impact and/or are not always the most important/ relevant/appropriate Evaluation of impact does not always identify the most important/relevant/appropriate groups for additional provision/intervention Assesses the impact of new initiatives on teacher workload; though does not always identify the most important/relevant/appropriate (for specified purpose/context) impacts Options to minimise or mitigate workload impacts are implemented, though do not always focus on the most important/ relevant/appropriate priorities identified and/or do not have a demonstrably positive impact on workload

Monitors the impact of change programme on pupil progress and attainment, identifying the most important/ relevant/ appropriate groups for intervention and implementing interventions with a demonstrably positive impact on progress and/or attainment

Assessment of impact of new initiatives on teacher workload accurately, identifying the most important/relevant/appropriate issues to address (for specified purpose/context) and implementing mitigations that have a demonstrably positive impact on workload

Supporting documents required

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DfE MARK SCHEME

Content area

Assessment criteria

Score descriptor 0 Marks

Score descriptor 1 Mark

Score descriptor 2 Marks

Supporting documents required

Leading with Impact

Task 1 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

No relevant evidence submitted by participant

3.3.2 Adapts or tailors their leadership style to lead effectively in different situations

No relevant evidence submitted by participant

Compares different models of leadership, drawn from school and non-school contexts, including the distribution of accountability and responsibility; though does not always assess the effectiveness, risks and benefits of different models Analysis considers only school or nonschool contexts, not both

Analyses important/relevant/appropriate models of leadership (for specified purpose/context), from both school and non-school contexts, to accurately assess the effectiveness, risks and benefits of different models, including the distribution of accountability and responsibility.

Deploys different leadership styles in different situations; though benefits of doing so and positive impact on others/school objectives not always clearly demonstrated

Deploys relevant/appropriate leadership models in different situations to have a demonstrably positive impact on others and the achievement of school objectives

Does not always adopt the most relevant/appropriate leadership models for specified purpose/context.

Sponsor comments

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DfE MARK SCHEME

Content area

Assessment criteria

Score descriptor 0 Marks

Supporting documents required

Score descriptor 1 Mark

Score descriptor 2 Marks

Deploys tools or techniques to analyse the views of stakeholders; though unclear how own approach to communicating/negotiating/ persuading accounts for or anticipates stakeholder views

Deploys tools or techniques to systematically analyse the views of stakeholders and deploys this when defining own approach to communicating, negotiating or persuading others, to have a demonstrably positive impact on others/achievement of school objectives

Presentation recording and feedback

Evaluates different communications/stakeholder engagement strategies to identify effective communications practice, designing and implementing a strategy that is grounded in the most important/ relevant/ appropriate practice (for specified purpose/context) and enables participant to make progress on objectives.

Communications / stakeholder engagement strategy

Task 1

Leading with Impact

3.3.3 Analyses stakeholder views systematically and applies this understanding to communicate, negotiate or persuade

No relevant evidence submitted by participant

Ability to have a positive impact on stakeholders when communicating/ negotiating/ persuading not always clearly demonstrated 3.3.4 Evaluates different communications/stakeholder engagement strategies and applies findings to the design and implementation of own communications/stakeholder engagement strategy

No relevant evidence submitted by participant

Evaluates different communications/stakeholder engagement strategies to identify effective communications practice; though unclear how these relate to design and implementation of own communications strategy.

Communications/stakeholder engagement strategy successfully implemented; though does not consider the most important/ relevant/ appropriate stakeholders or communications/engagement activities (for specified purpose/context)

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DfE MARK SCHEME

Content area

Assessment criteria

Score descriptor 0 Marks

Score descriptor 1 Mark

Score descriptor 2 Marks

Task 1

Working in Partnership

4.3.1 Analyses the school’s strengths and weaknesses and initiates relevant partnerships/collaborations to improve school capability

No relevant evidence submitted by participant

4.3.2 Analyses different models of partnership working/opportunities for collaboration and their relevance to own plans

No relevant evidence submitted by participant

4.3.3 Exploits opportunities to support other schools, through collaboration and partnership in own school’s area(s) of expertise

No relevant evidence submitted by participant

Analyses the school’s strengths and weaknesses, identifying improvements required to school capability; though does not always identify the most important/relevant/appropriate partnerships or collaborations (for specified purpose/context) to improve school capability Partnerships/collaborations initiated; though positive impact on school capability not always clearly demonstrated Analyses different models of partnership working/opportunities for collaboration; though potential application to own plans/school not always clearly articulated

Exploits opportunities to support other schools, through collaboration and partnership in own school’s area(s) of expertise; though positive impact not always demonstrated or clearly articulated.

Analyses school’s strengths and weaknesses, identifying improvements required to school capability and initiating important/relevant/appropriate partnership or collaborations (for specified purpose/context) that have a demonstrably positive impact on school capability

Analyses different models of partnership working/ opportunities for collaboration, assessing the potential application of the most important/ relevant/ appropriate models or opportunities (for specified purpose/context) to own plans Successfully exploits opportunities to support others schools through collaboration and partnership in own school’s area(s) of expertise, with a demonstrably positive impact.

Supporting documents required

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DfE MARK SCHEME

DFE MARK SCHEME Task 2 Assessment Criteria: 6

Marks available: 12

Pass mark: 8

Managing Resources and Risks

In addition to the pass mark above, participants must also score at least 1 mark in each assessment criterion in order to be successful in the task, e.g. a ‘0’ will result in the participant failing the task. Participants must pass both assessment tasks for NPQH to be awarded the qualification.

Score Supporting Content Score descriptor Score descriptor Assessment criteria descriptor documents area 1 Mark 2 Marks 0 Marks required Task 2 5.3.1 Analyses school’s resourcing challenges in terms of finances, staffing, teacher workload and educational resources, and designs plans to address these

No relevant evidence submitted by participant

Analyses school’s resourcing challenges in terms of finances, staffing, teacher workload and educational resources; though does not always identify/define priorities for improvement Plans to address the resource challenges are not always consistent with most important/relevant/appropriate findings of analysis

Analyses of school’s resourcing challenges in terms of finances, staffing, teacher workload and educational resources, accurately identifying the most important/relevant/appropriate priorities for the school Plans to address the resource challenges, are wholly consistent with most important/relevant/appropriate findings (for specified purpose/context) of analysis

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DfE MARK SCHEME

Content area

Assessment criteria

Score descriptor 0 Marks

Score descriptor 1 Mark

Score descriptor 2 Marks

Supporting documents required

Managing Resources and Risks

Task 2 5.3.2 Formulates a curriculum-led budget aligned to plans

No relevant evidence submitted by participant

Formulates a budget, which is aligned to the curricular and strategic priorities of the school; though gives limited consideration of efficiency or budget does not address the most important/ relevant/ appropriate school priorities

Formulates a financially efficient budget which is demonstrably aligned to the most important/relevant/appropriate priorities curricular and strategic priorities of the school

5.3.3 Evaluates the effectiveness of school’s accountability arrangements for managing resources and risks, recommending improvements where necessary to deliver plans successfully

No relevant evidence submitted by participant

Evaluates the effectiveness of school’s accountability arrangements for managing resources and risks; though does not always identify improvements required to deliver plans successfully

Evaluates effectiveness school’s accountability arrangements for managing resources and risks, identifying strengths and weaknesses and recommended improvements that are wholly consistent with their evaluation

Recommends improvements to resource/risk management arrangements; though these are not always consistent with the most important/relevant/appropriate findings (for specified purpose/context) of their evaluation

Curriculum-led budget

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DfE MARK SCHEME

Content area

Assessment criteria

Score descriptor 0 Marks

Score descriptor 1 Mark

Score descriptor 2 Marks

Task 2

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

No relevant evidence submitted by participant

No relevant evidence submitted by participant

Designs performance management, appraisal, misconduct and grievance systems; though these do not always align with important/relevant/appropriate best practice and guidance

Designs performance management, appraisal, misconduct and grievance systems, that fully align with important/relevant/appropriate best practice and guidance

Systems designed do not always use robust evidence of quality of teaching and outcomes to hold others to account Evaluates research into, and examples of, high-quality professional development within and outside of the school; though does not always identify effective practice

Systems designed embed robust evidence of quality of teaching and outcomes when holding others to account.

Evaluates research into, and examples of, high-quality professional development within and outside of the school to identify effective practice

Own plans are not always consistent with participant’s evaluation of effective practice or the most important/relevant/appropriate priorities for the school (as identified by participant)

Own plans wholly consistent with effective practice identified and address the most important/relevant/appropriate priorities for the school (as identified by participant)

Own evaluation considers professional development opportunities either within or outside of the school, not both.

Supporting documents required

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DfE MARK SCHEME

Content area

Assessment criteria

Score descriptor 0 Marks

Score descriptor 1 Mark

Score descriptor 2 Marks

Increasing Capability

Task 2 6.3.3 Analyses current and future organisational capability challenges and designs plans to address these

No relevant evidence submitted by participant

Analyses current and/or future organisational capability challenges; though does not always identify priorities to be addressed.

Own plans do not always address or are not always consistent with the school’s most important/relevant/appropriate organisational capability challenges (as identified by participant)

Analyses current and future organisational capability challenges, identifying priorities for the school and designing plans that are wholly consistent with the most important/ relevant/ appropriate priorities (as identified by participant)

Supporting documents required

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