NPQML Handbook 2020-21

CONTENTS INTRODUCTION CONTENT AREAS PROGRAMME OVERVIEW BEHAVIOURS 360 DIAGNOSTIC TOOL SUPPORT FOR LEARNING ASSESSED PROJECT FINAL ASSESSMENT GUIDANCE SUPPORTING EVIDENCE DFE MARK SCHEME APPENDICES

1 1 2 4 8 9 11 12 16 18 26

INTRODUCTION

INTRODUCTION The NPQML 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 NPQML is aimed at:  Those who are, or are aspiring to become, a middle leader with responsibility for leading a team, e.g., a key stage leader, a curriculum area leader, a pastoral services leader, a subject leader, a Special Educational Needs Coordinator (SENCO), or a Head of Department  This includes those who are, or are aspiring to be, a middle leader with cross-school responsibilities, e.g., a Specialist Leader of Education (SLE)

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 NPQML this consists of one project, split into two parts.

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

You can see an excerpt below and find the full version from page 26 in the appendices:

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PROGRAMME OVERVIEW

PROGRAMME OVERVIEW The NPQML programme is made up of a range of blended learning opportunities. Each content area is designed to equate to circa 160 hours of study which is broadly made up of:

TYPE OF STUDY

NPQML (NUMBER OF HOURS)

Live facilitated session

20

Workplace learning

82

Online learning

24

Reflective activity

12

Mentoring/coaching support from sponsor

22

TOTAL

160

PROGRAMME MODEL The programme will comprise: -

A supportive, interactive, and practical Induction day, delivered via Zoom Four modules, all live-facilitated each made up of two twilight Zoom sessions with expert delivery and one small group seminar.

Online units on our Virtual Learning Environment – Moodle – to guide self-directed learning and complement the live sessions with theory and research that underpins the module as well as time to reflect on own development.

PROGRAMME

PROGRAMME TITLES

Induction

Module 1

   

The importance of curriculum Curriculum planning What is great teaching?

Pupil assessment and analysing data

Module 2

   

Achievement for all Leading effective change Understanding performance and planning for development Evaluating the effectiveness of professional development

Moodle unit - Implementation and Resource Management

Module 3

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Leadership Styles Building a team Presenting and communicating Partnership working

Moodle unit - Project and Risk Management

Module 4

   

Monitoring the success of interventions How to deal with things not going to plan Partnership scenario task Presentation of progress on projects to peers and sponsors for feedback

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PROGRAMME OVERVIEW

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

One module

Zoom A 2 hours

Zoom B 2 hours

Seminar 1 hour

Moodle Unit

ONLINE LEARNING The Star Institute NPQML is a blended learning programme. The Content and Assessment Framework is covered through a mix of live facilitated sessions, guided online learning and selfreflection. The live facilitated sessions will be delivered via Zoom and the self-directed online learning is delivered through the Star Institute Moodle.

Remotely accessed teaching and learning is an integral part of NPQML delivery and Star Institute expects the following from participants:  We ask that participants prepare fully by managing their time in order to access the online session and by completing the required pre-tasks  Prepare for an effective online session by ensuring your environment is free from distraction where possible and that your technology is functioning  Professional expectations apply to online session in terms of punctuality and attendance, dress and communication  Online learning demands that you are actively involved. Our expectation is that your camera will be on for a number of key reasons; so that:  we can engage with you fully,  the social and emotional aspects of learning are nurtured and as a cohort we can build support networks.

Some of the live facilitated sessions will be with large groups which will provide opportunities for peer learning from a diverse cohort

VIRTUAL LEARNING ENVIRONMENT (VLE) - MOODLE The self-guided learning units hosted on the Moodle form a mandatory part of the NPQML programme.

These units are available to you throughout the programme, but they are included in the programme journey at the point where they will support your learning and the development of your submission. The Moodle units are linked to each module and should be completed inbetween Zoom part A and part B as they contain underpinning theory.

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PROGRAMME OVERVIEW

SEMINARS Seminars are a key part of the online NPQ programme model and are scheduled as the final element of each module. These sessions will enable you to work in small groups with your fellow participants to focus on the application of your learning to your own school context and your school improvement project.

Leadership development is a personal process - The Star NPQ seeks to share useful theories, models and case studies on leadership and to support you through guided activities which will enable you to investigate, practice and adapt this knowledge to your own leadership practice. The true impact of the programme comes from each leader personalising and adapting what they learn and considering carefully how to apply this learning to their context.

The value of peer networks - Another key aspect of the best leadership development programmes is the opportunity to develop and learn from a network of peers. Seminars are an opportunity to form these networks and learn through challenging one another.

Preparation and what to expect At the end of each Moodle unit, you will select from a choice of ‘challenges’ that you may be facing on your leadership journey. The challenge selected by the majority of participants in your group will be explored in more detail. You will follow a supportive group coaching approach supported by a facilitator to explore the scope of the challenge and potential solutions.

In these sessions, the facilitator will also raise key aspects of the final assessment requirements relating to the module which previously participants have found harder to evidence. You will be able to ask questions about the final assessment and build your understanding of how to write a successful submission and gain your qualification.

To prepare for seminars we encourage you to review the mark scheme for the relevant areas of the assessment framework and consider carefully the specifics of the challenges you are facing, as well as ensuring you have completed all other elements of the module i.e. Zoom A, Moodle unit and Zoom B. Often resources shared within the content in Zoom sessions or Moodle units will be referred to or reflected on within seminars.

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BEHAVIOURS

BEHAVIOURS 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

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

 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

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

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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SUPPORT FOR 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 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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SUPPORT FOR LEARNING

FINAL ASSESSMENT You will need to agree on what support you need from your sponsor 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.

You can find more information about the role of the sponsor in your final assessment within the section called ‘final assessment guidance’.

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.

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ASSESSED PROJECT

ASSESSED PROJECT PROJECT TITLE  Working with my team to a) improve pupil progress and attainment and b) team capability (4,500 words)

CONTENT AREAS ASSESSED: PART A

PART B

Strategy and Improvement

Managing Resources and Risks

Teaching and Curriculum Excellence

Increasing Capability

Leading with Impact Working in Partnership

YOU MUST 

Lead an improvement project in your team, lasting at least 2 terms, aimed at improving pupil progress and attainment (part A) and the capability of your team (part B)*  Submit a written account of the project to the provider for assessment, demonstrating how you have met the criteria set out below. This should cover the initiation, implementation and evaluation of the project  Submit supporting documents/material as evidence where indicated below. Supporting evidence must be concise and directly related to your project and corresponding assessment criterion  Not exceed a total word count (across both parts of the project) of 4,500, excluding supporting documents or annexes *where a candidate is unable to identify one project that meets the needs of both part a and b, they may complete two separate projects, however the total overall word count of 4,500 still applies.

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 project will be woven through the programme

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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 NPQML final assessment.

The Star Institute NPQML 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 NPQML, 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. *The DfE have offered special consideration in the form of an extension to current NPQ participants whose programmes have been disrupted by COVID-19. Star Institute will inform participants where this is relevant.

There is a final assessment deadline every half term and you will be offered a choice of two dates.

YOUR NPQ IMPROVEMENT PROJECT Your final assessment task requires you to write up your improvement project. The task has two parts; the first focused on raising pupil progress and attainment and the second on improving the capability of your team. Where possible these should be two parts of the same project, but if this isn’t possible you can undertake one project on pupil progress and attainment and one on team capability. However, your overall word count must remain within the set limit of 4,500 words across the two projects if done separately. Please refer to the recommended template in the appendices if you are writing up separate projects.

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FINAL ASSESSMENT GUIDANCE

FINAL ASSESSMENT PROCESS Star Institute NPQML 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

Sponsor sign off

Final assessment anonymised and submitted

Final Assessment deadline

The participant submits their anonymised final assessment and Star Institute, 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 allocated to assessor using candidate ID

Final Assessment marked

Final Assessment moderation

Confirms outcome with DfE

Informed of outcome

If unsuccessful: can appeal or resubmit

If successful: certificate received from DfE

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FINAL ASSESSMENT GUIDANCE

COMPLETING YOUR FINAL ASSESSMENT The final assessment template has been designed to support you to complete your write up of your projects 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; a single zero mark will result in a fail. You must use the score descriptors and the glossary in the DfE mark scheme to ensure you are addressing all aspects of the criteria.

You can see an excerpt of the DfE mark scheme below and find the full version from page 18 in the appendices.

Strategy & Improvement

Score Content Assessment descriptor area criteria 0 Marks Part a 1.1.1 Deploys tools and techniques to manage and analyse data on pupil progress and attainment, at group and individual level

No relevant evidence submitted by participant

Score descriptor 1 Mark Deploys tools and techniques to manage and analyse data on pupil progress and attainment at group and individual level; though tools and techniques deployed and/or conclusions drawn or trends identified during analysis are not always the most important/relevant/appropriate (for specified purpose/context)

Score descriptor 2 Marks Deploys appropriate tools and techniques to manage data on pupil progress and attainment at group and individual level effectively; analysis of progress and attainment accurately identifies the most important and relevant trends

Supporting documents required Raw data analysis

The word count for each specific question is for guidance; however, the total write up (not including supporting evidence) must not exceed 4500 words.

For example, the recommended word count for questions 1 and 2 is 900 words each, if you wanted to write 1200 words for question 1 and 600 for question 2, 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 4500 words.

Any additional words over 4500 will not be assessed.

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FINAL ASSESSMENT GUIDANCE

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 sponsor to sign your final write up to validate your evidence.

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 online units and materials from the sessions.

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

THE NATIONAL PROFESSIONAL QUALIFICATION FOR MIDDLE LEADERSHIP 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 process, which includes internal and external 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 ÂŁ70 for subsequent submissions and are limited to submitting a maximum of three times.

Star Institute registers all participants with DfE and will inform participants if any issue arises with their registration. If a participant is not registered they cannot be awarded the NPQML. 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 NPQML certificate.

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FINAL ASSESSMENT GUIDANCE

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

RAW DATA ANALYSIS  1.1.1 Deploys tools and techniques to manage and analyse data on pupil progress and attainment For this assessment criteria, it is vital that you demonstrate your ability to analyse pupil progress and attainment data. The raw data analysis you submit should show how you have analysed the data to support your chosen focus for your improvement project, and potentially also to indicate at a more specific level, what intervention is required.

It is important that the data is anonymised and no individual pupil can be identified.

PUPIL PERFORMANCE DATA  2.1.3 Implements and evaluates an evidence-based project that improves pupil progress and/or attainment 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.

BUDGET  5.1.1 Analyses the financial and staffing implications of own plans, during whole lifetime of plans, using a budget You must include a budget for your improvement project that includes any allocated funds or resources (including staff time) and outlining in detail how you planned for these resources to be used in the implementation of your project.

PROJECT PLAN  5.1.2 Defines the steps required to successfully implement plans, using a project plan Your project plan should show to a sufficient level of detail the specific actions involved in your improvement project, including the timelines and people involved in or leading each activity.

Important milestones should be indicated as well as any dependencies (substantial activity happening outside of your improvement project that your project depends on).

RISK REGISTER  5.1.3 Identifies and mitigates risks in plans, using a risk register Your risk register should outline 5-10 risks associated with your project, including rating the likelihood and impact of the risk, how you will mitigate against the risk and what your contingency plan will be, should the risk occur.

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FINAL ASSESSMENT GUIDANCE

CHECKLIST OVERVIEW  Have you kept within the total word count for your write up?  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?  Is your write up a full an accurate account of your improvement project?

WRITE UP  Have you addressed the project title: ‘Working with my team to a) improve pupil progress and attainment and b) team capability’?  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 Raw Data Analysis  Is all your data anonymised so no individual pupil can be identified?  Have you clearly labelled any analysis and included a brief explanation of your analysis?

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?

Budget  Have you quantified all resources associated with your project including staff time?  Have you checked any excel formula to ensure it is accurate?

Project Plan  Does your project plan cover the full length of your improvement project from conception through to evaluation?  Does your project plan show where you have led tasks and where you’ve delegated responsibility to those in your team?

Risk Register  Have you included 5-10 risks associated with your project and clearly outlined mitigation and contingency planning 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

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.

TWO SEPARATE PROJECTS If you need to implement two separate projects in order to meet the two parts of the project title your write up will not follow the standard template. Instead, please use the template within the appendices.

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 Assessment Criteria: 16

Marks available: 32

Pass mark: 22

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.

Supporting Content Score descriptor Score descriptor Score descriptor Assessment criteria documents area 0 Marks 1 Mark 2 Marks required Part a 1.1.1 Deploys tools and techniques to manage and analyse data on pupil progress and attainment, at group and individual level

No relevant evidence submitted by participant

1.1.2 Designs, evaluates and improves plans in light of data on pupil progress and attainment

No relevant evidence submitted by participant

Deploys tools and techniques to manage and analyse data on pupil progress and attainment at group and individual level; though tools and techniques deployed and/or conclusions drawn or trends identified during analysis are not always the most important/relevant/appropriate (for specified purpose/context) Designs improvement project, evaluates impact and modifies plans; though priorities identified or conclusions drawn are not always consistent with data supplied on pupil progress and attainment

Deploys appropriate tools and techniques to manage data on pupil progress and attainment at group and individual level effectively; analysis of progress and attainment accurately identifies the most important and relevant trends

Designs an improvement project that identifies priorities that are wholly consistent with data supplied on pupil progress and attainment; evaluates impacts of plans robustly and makes improvements where necessary in important/ relevant/appropriate respects.

Raw data analysis

20

DfE MARK SCHEME

Content area

Assessment criteria

Score descriptor 0 Marks

Score descriptor 1 Mark

Score descriptor 2 Marks

Deploys change management tools and/or techniques during the design and implementation of plans; though not always the most important/relevant/ appropriate (for specified purpose/context).

Deploys the most important/relevant/appropriate/ change managements tools and/or techniques (for specified purpose/context) during the design and implementation of plans, to successfully implement sustainable change at team level

Teaching and Curriculum Excellence

Strategy & Improvement

Part a 1.1.3 Deploys change management tools and/or techniques during the design and implementation of plans

2.1.1 Analyses research into, and examples of, domestic and international teaching strategies/pedagogical approaches and applies findings to own plans

No relevant evidence submitted by participant

No relevant evidence submitted by participant

Change not sustained or implemented successfully Analyses evidence-based domestic and international teaching strategies/pedagogical approaches but not always the most important/ relevant/ appropriate research and examples (for specified purpose/context) Participant’s plans to grow excellent teaching in a team are not always consistent with the most important/ relevant/ appropriate findings of their analysis or not grounded in evidence of effectiveness

Analyses the most important /relevant/appropriate domestic and international teaching strategies/pedagogical approaches for their specified purpose or context Participant’s plans to grow excellent teaching in a team are wholly consistent with the most important/ relevant/ appropriate findings of their analysis and grounded in clear evidence of effectiveness

Supporting documents required

21

DfE MARK SCHEME

Content area

Assessment criteria

Score descriptor 0 Marks

Score descriptor 1 Mark

Score descriptor 2 Marks

Supporting documents required

Teaching and Curriculum Excellence

Part a 2.1.2 Evaluates the strengths and weaknesses of curriculum taught by team, implementing improvements where necessary

No relevant evidence submitted by participant

Evaluates curriculum taught by team, identifying strengths and weaknesses; though improvements implemented are not always consistent with the most important/ relevant/appropriate findings of their evaluation

Comprehensively evaluates curriculum taught by team, implementing improvements that are wholly consistent with most important/ relevant/appropriate findings of their evaluation.

2.1.3 Implements and evaluates an evidencebased project that improves pupil progress and/or attainment

No relevant evidence submitted by participant

Implements and evaluates evidence-based project within a team; though impact of project on pupil progress and/or attainment unclear or inconsistent with specified purpose or priorities

Implements and evaluates evidencebased project within a team that demonstrably improves pupil progress and/or attainment in line with specified purpose and priorities

Pupil performance data

22

DfE MARK SCHEME

Content area

Assessment criteria

Score descriptor 0 Marks

Score descriptor 1 Mark

Score descriptor 2 Marks

Part a

Leading with Impact

3.1.1 Exploits different leadership styles and justifies why these have been adopted

No relevant evidence submitted by participant

Adopts different leadership styles, though not always most important/relevant/appropriate (for specified purpose/context) Benefits and risks of approaches adopted not fully explained or justified appropriately

3.1.2 Exploits different communication styles and justifies why these have been adopted

No relevant evidence submitted by participant

Adopts different communication styles, though not always most important/relevant/appropriate for specified audience, purpose or context

Benefits and risks of approaches adopted not fully explained or justified appropriately

Adopts different leadership styles successfully to ensure that team meets objectives

Benefits and risks of different approaches fully explained and approaches adopted justified appropriately Adopts different communications styles successfully, including in challenging circumstances, to communicate confidently and effectively with a range of stakeholders.

Benefits and risks of approaches adopted fully explained and justified appropriately

Supporting documents required

23

DfE MARK SCHEME

Content area

Assessment criteria

Score descriptor 0 Marks

Score descriptor 1 Mark

Score descriptor 2 Marks

Deploys structures and/or processes to establish relationships within and outside of own team; though not always the most important/relevant/appropriate (for specified purpose/context)

Deploys appropriate/ relevant structures and/or processes to overcome barriers to effective collaboration

Barriers to collaboration with important/relevant/appropriate stakeholders collaboration not always overcome

A wide range of important/relevant/appropriate relationships successfully established within and outside of own team, including with more challenging partners/stakeholders

Designs and/or delivers plans in collaboration with others inside and outside of team, though not always the most important/relevant/appropriate stakeholders

Designs and/or delivers plans successfully through sustained collaboration with important/relevant/appropriate stakeholders inside and outside of team

Supporting documents required

Working in Partnership

Part a 4.1.1 Establishes relationships with others within and outside of own team, deploying appropriate structures and/or processes to mitigate against any barriers

No relevant evidence submitted by participant

4.1.2 Designs and/or delivers plans in collaboration with others within and outside of own team

No relevant evidence submitted by participant

Sponsor comments

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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

Part b

Managing Resources and Risks

5.1.1 Analyses the financial and staffing implications of own plans, during whole lifetime of plans, using a budget

No relevant evidence submitted by participant

5.1.2 Defines the steps required to successfully implement plans, using a project plan

No relevant evidence submitted by participant

5.1.3 Identifies and mitigates risks in plans, using a risk register

No relevant evidence submitted by participant

Budget provides a basic analysis of the financial and staffing implications of plans, through whole lifetime of plans; though does not always include the most important/relevant/appropriate costs (for specified purpose/context).

Budget provides a detailed analysis of all relevant financial and staffing implications, during whole lifetime of plans.

Budget

Some consideration as to how to deliver efficiencies through the lifetime of plans, though not always in the most important/relevant/ appropriate areas (for specified purpose/context) or in the context of achievement of team objectives Project plan defines some of the steps required to successfully implement plans, though important activities (for specified purpose/context) poorly defined or absent

Consideration given to how efficiencies can be achieved in respect of important/ relevant/ appropriate costs and how these impact on team objectives Project plan defines all of the steps required to successfully implement plans

Project plan

Risk register demonstrates that some risks in plans are identified and mitigations are in place, though risks and/or mitigations are not always the most important/ relevant/appropriate (for specified purpose/context)

Risk register demonstrates that all important/relevant risks in plans are identified and relevant/ appropriate mitigations are in place (for specified purpose/context)

Risk register

25

DfE MARK SCHEME

Content area

Score descriptor 0 Marks

Score descriptor 1 Mark

Score descriptor 2 Marks

6.1.1 Assesses individuals’ performance and capability methodically and identifies appropriate, targeted professional development opportunities within and beyond the school to support them

No relevant evidence submitted by participant

Assesses individuals’ performance and capability identifies professional development opportunities; though these are not always the most important/relevant/appropriate opportunities (for specified purpose/context)

Assesses individuals’ performance and capability methodically, consistent with relevant guidance

6.1.2 Assesses their own performance and capability methodically, identifying appropriate, targeted professional development opportunities for self

No relevant evidence submitted by participant

Assessment criteria

Increasing Capability

Part b

Assessment of individuals’ performance unstructured or inconsistent with relevant guidance Assesses own performance and capability; though these are not always the most important/relevant/ appropriate professional development opportunities (for specified purpose/ context) Assessment of performance and capability unstructured and does not draw on relevant tools and techniques

6.1.3 Designs and implements plans to evaluate the impact and cost-effectiveness of professional development in terms of pupil outcomes

No relevant evidence submitted by participant

Evaluates the impact and cost-effectiveness of professional development; though does not always relate these to important/relevant/ appropriate impacts on pupils outcomes

Accurately identifies most important/relevant/appropriate opportunities targeted professional development opportunities within and beyond the school (for specified purpose/context) Assesses own performance and capability methodically, drawing on relevant tools and techniques and accurately identifying important/relevant/appropriate professional development opportunities for self

Evaluates the impact and costeffectiveness of professional development in terms of pupil outcomes, explicitly identifying the most important/relevant impacts on pupil outcomes

Supporting documents required

26

APPENDICES

27

APPENDICES CONTENT AND ASSESSMENT FRAMEWORK

STRATEGY AND IMPROVEMENT LEARN HOW TO:

Develop proportionate and sustainable approaches to managing data to ensure an effective balance between data collection and teacher workload, especially when analysing performance data to evaluate progress, identify trends, defining team priorities and developing improvement strategies (for example, in relation to disadvantaged pupils or those with particular needs)

LEARN ABOUT: Data collection best practice, including the principles and recommendations in the 'Making Data Work' report (2018), Independent Teacher Workload Review Group report on data management, and the clarification statements of Ofsted inspection requirements Tools and techniques to manage and analyse performance data on progress and attainment at group and individual level (for example, databases, spreadsheets, formulae and graphs), which is purposeful and proportionate, and understand when to deploy these and not

ASSESSMENT CRITERIA: TESTED

1.1.1 Deploys tools and techniques to manage and analyse data on pupil progress and attainment 1.1.2 Designs, evaluates and improves plans in light of data on pupil progress and attainment

Part A Supporting Document required: Raw data analysis

Statistical and data analysis concepts (for example, confidence intervals, statistical significance, sampling, correlation and causation)

Implement successful change at team level

Tools and techniques that support change management, including the effective and efficient use of technology, such as resources to support workload reduction including the workload reduction toolkit Examples of successful change management drawn from a range of schools, such as workload reduction approaches

1.1.3 Deploys change management tools and/or techniques during the design and implementation of plans

Part A

APPENDICES

TEACHING AND CURRICULUM EXCELLENCE LEARN HOW TO:

LEARN ABOUT:

ASSESSMENT CRITERIA TESTED

Research into, and examples of, domestic and international teaching strategies, curriculum design, and pedagogical approaches with a proven impact (for example, the EEF evidence base on the effective use of Phonics or mastery teaching and the Early Career Framework) Grow excellent, evidence-based teaching in a team underpinned by a highquality curriculum that develops pupils academically and prepares them for adult life, and reflecting the Ofsted education inspection handbook and the Early Career Framework

Research into, and examples of, different models of pupil assessment, including their use to set challenging targets, monitor progress and raise standards for all pupils, including those working below the national curriculum The Ofsted school inspection handbook, particularly in relation to the quality of education, curriculum planning, marking, feedback and pupil performance data, together with the DfE reports from the marking, planning, and data management review groups, and the Workload Advisory Group The benefits, characteristics and examples of high-quality curriculum programmes (for example, a mastery-based maths curriculum, or knowledge-rich history curriculum)

2.1.1 Analyses research into, and examples of, domestic and international teaching strategies/pedagogical approaches and applies findings to own plans

2.1.2 Evaluates the strengths and weaknesses of curriculum taught by team, implementing improvements where necessary

Research into, and examples of, interventions targeted at improving the progress/attainment of disadvantaged groups or those with particular needs, drawn from a Improve the progress, range of schools (for example, the EEF’s attainment and behaviour of all pupils, teaching and learning toolkit, and EEF’s including those who are Putting Evidence to Work - A School's Guide 2.1.3 Implements and evaluates disadvantaged or have to Implementation an evidence- based project that particular needs (for improves pupil progress example, and/or attainment The Early Career Framework Pupil Premium, SEND, EAL or the most able Research into, and examples of, the use of pupils) specialist provision for pupils with particular needs, drawn from a range of schools The graduated approach to supporting SEND pupils as set out in the SEND Code of Practice

Part A

Part A Supporting document required: Pupil performance data

28

APPENDICES

29

LEADING WITH IMPACT LEARN HOW TO:

LEARN ABOUT:

Anticipate other peoples’ views or Personal reflection and selffeelings and moderate your awareness tools approach accordingly Adopt different leadership styles to ensure the team meets its objectives

Research into, and examples of, different leadership styles, including their associated benefits and risks

Present, communicate or defend challenging messages confidently and positively to a range of audiences

A range of written and verbal communication and presentation styles, including why these have been adopted in different situations (for example, to communicate with pupils, parents/carers, colleagues and external parties)

ASSESSMENT CRITERIA TESTED

3.1.1 Exploits different leadership styles and justifies why these have been adopted

Part A

3.1.2 Exploits different communication styles and justifies why these have been adopted

Part A

WORKING IN PARTNERSHIP LEARN HOW TO:

LEARN ABOUT:

Research into, and examples of, effective partnership working, drawn from a range of schools, including the evidence base on effective Realise the benefits of collaborating parental engagement with others, including teachers, The Early Career Framework teaching assistants and nonteaching staff, other schools, Research into, and examples of, parents/ carers and other the main barriers to effective organisations collaboration within and across schools (for example, time, resources, aims, levels of commitment or operating models) and how these have been overcome

Support their team to build and sustain relationships with others which develop and share good practice and improve performance

Research into, and examples of, structures and processes that support collaboration) for example, with teachers, teaching assistants and non-teaching schools, other schools, parents/carers and other organisations, drawn from a range of schools

ASSESSMENT CRITERIA TESTED 4.1.1 Establishes relationships with others within and outside of own team, deploying appropriate structures and/or processes to mitigate against any barriers

Part A Supporting document required: Sponsor comments

4.1.2 Designs and/ or delivers plans in collaboration with others within and outside of own team

Part A

APPENDICES

MANAGING RESOURCES AND RISKS LEARN HOW TO:

LEARN ABOUT:

Resource and project management and techniques, including integrated curriculum and financial planning, budgeting, forecasting and Deploy staff, financial, estate and project plans educational resources within a team efficiently, to enhance Examples of how a range of pupil progress and attainment schools and other organisations use the techniques of integrated curriculum and financial planning to ensure excellent resource management

Manage risks within a team effectively (for example, in relation to staffing, finances or teacher workload), using a risk register

Best practice in relation to managing risks, including the establishment and maintenance of risk registers, drawn from a range of schools

Deliver a safe environment for pupils and staff

Key legal requirements and statutory guidance in relation to safeguarding and health and safety in schools, including Keeping Children Safe in Education, and Health and Safety in Schools

ASSESSMENT CRITERIA TESTED IN Part B 5.1.1 Analyses the financial and Supporting staffing implications of own document plans, during whole lifetime of required: plans, using a budget Budget

5.1.2 Defines the steps required to successfully implement plans, using a project plan

Part B Supporting document required: Project plan

5.1.3 Identifies and mitigates risks in plans, using a risk register

Part B Supporting document required: Risk register

30

APPENDICES

INCREASING CAPABILITY LEARN HOW TO:

Hold others to account, line manage and evaluate performance effectively

LEARN ABOUT:

ASSESSMENT CRITERIA TESTED

A range of performance management techniques, including setting SMART objectives, collecting and giving feedback effectively and efficiently, coaching/mentoring, and professional development plans

The recommendations in the 6.1.1 Assesses individuals’ 'Making Data Work' report (2018) performance and capability regarding the use of data in the methodically and identifies performance management process appropriate, targeted professional development The Teachers’ Standards and opportunities within and Teacher Appraisal Regulations beyond the school to The Standard for teachers’ support them Support all members of their team professional development and with appropriate, targeted supporting guidance opportunities for professional development, including newlyThe Early Career Framework and qualified teachers underpinned by supporting guidance the Early Career Framework, Professional development teaching assistants, and stronger opportunities within and beyond or weaker performers the school

Recognise their own strengths and Tools to identify own and staff weaknesses and identify learning development needs (for example, linked to their needs 360 degree feedback)

Hold others to account, line manage and evaluate performance effectively

Tools to evaluate the impact and cost- effectiveness of professional development activities, particularly in terms of pupil outcomes

6.1.2 Assesses their own performance and capability methodically, identifying appropriate, targeted professional development opportunities for self 6.1.3 Designs and implements plans to evaluate the impact and cost-effectiveness of professional development in terms of pupil outcomes

Part B

31

APPENDICES

FINAL ASSESSMENT TEMPLATE This template has been designed to support participants to ensure all criteria are addressed; a single zero will result in a fail. The word count for each section is included as a guideline, you must not exceed a total word count of 4,500 words excluding supporting evidence (including sponsor comments) or annexes. The template word count, prior to any participant input, is included on the last page.

1. Determining the focus for your improvement project (approx. 900 words) 1.1.1 Deploys tools and techniques to manage and analyse data on pupil progress and attainment

2.1.2 Evaluates the strengths and weaknesses of curriculum taught by team, implementing improvements where necessary

6.1.2 Assesses their own performance and capability methodically, identifying appropriate, targeted professional development opportunities for self

2. Designing and planning effectively for your improvement project (approx. 900 words) 1.1.3 Deploys change management tools and/or techniques during the design and implementation of plans (also in question 3)

2.1.1 Analyses research into, and examples of, domestic and international teaching strategies/pedagogical approaches and applies findings to own plans

5.1.1 Analyses the financial and staffing implications of own plans, during whole lifetime of plans, using a budget

6.1.1 Assesses individuals’ performance and capability methodically and identifies appropriate, targeted professional development opportunities within and beyond the school to support them

32

APPENDICES

3. Implementing your improvement project (approx. 900 words) 1.1.2 Designs, evaluates and improves plans in light of data on pupil progress and attainment (also in question 5)

1.1.3 Deploys change management tools and/or techniques during the design and implementation of plans (also in question 2)

2.1.3 Implements and evaluates an evidence-based project that improves pupil progress and/or attainment (also in question 5)

4. Leading your team to ensure an effective outcome (approx. 900 words) 3.1.1 Exploits different leadership styles and justifies why these have been adopted

3.1.2 Exploits different communication styles and justifies why these have been adopted

4.1.1 Establishes relationships with others within and outside of own team, deploying appropriate structures and/or processes to mitigate against any barriers

4.1.2 Designs and/or delivers plans in collaboration with others within and outside of own team

33

APPENDICES

5. Evaluating your improvement project (approx. 900 words) 1.1.2 Designs, evaluates and improves plans in light of data on pupil progress and attainment (also in question 3)

2.1.3 Implements and evaluates an evidence-based project that improves pupil progress and/or attainment

(also in question 3)

6.1.3 Designs and implements plans to evaluate the impact and cost-effectiveness of professional development in terms of pupil outcomes

6. Sponsor comments – Please provide your summary of the impact of the participant’s improvement project. In particular, please make reference to how they established relationships with others. (approx. 500 words) 4.1.1 Establishes relationships with others within and outside of own team, deploying appropriate structures and/or processes to mitigate against any barriers

Other comments

Raw Data Analysis required for 1.1.1

Budget required 5.1.1

Pupil Performance Data required for 2.1.3

Project plan required for 5.1.2

Risk register required for 5.1.3

Signed (headteacher): Template word count – 495 words Total word count -

Date:

34

APPENDICES

FINAL ASSESSMENT TEMPLATE FOR TWO PROJECTS A. Working with my team to improve pupil progress and attainment (approx. 3000 words)    

Strategy and Improvement assessment criteria (1.1.1-1.1.3) Teaching and Curriculum Excellence assessment criteria (2.1.1-2.1.3) Leading with Impact assessment criteria (3.1.1-3.1.2) Working in Partnership assessment criteria (4.1.1-4.1.2)

Respond here.

B. Working with my team to improve team capability (approx. 1500 words)  

Managing Resources and Risks assessment criteria (5.1.1 – 5.1.3) Increasing Capability assessment criteria (6.1.1-6.1.3)

Respond here.

Sponsor comments – Please provide your summary of the impact of the participant’s improvement project. In particular, please make reference to how they established relationships with others. (approx. 500 words) 

4.1.1 Establishes relationships with others within and outside of own team, deploying appropriate structures and/or processes to mitigate against any barriers

Respond here.

Raw Data Analysis required for 1.1.1 Pupil Performance Data required for 2.1.3 Risk register required for 5.1.3

Signed (headteacher):

Budget required 5.1.1 Project plan required for 5.1.2

Date:

35