This year, we are putting a strategic spotlight on how we can maximise the impact of NPQ programmes to support the development of high-quality leaders for our schools – and help to retain them to lead schools in this area. 

To launch this with Autumn 2024 NPQ Senior Leadership and NPQ Headship participants, we took the decision to host a local induction conference, face to face, with delegates, speakers and facilitators.

Through delivering the conference in this way, we intended to give participants:

• A sense of belonging through increased networking opportunity with delegates on their course
• A focus on the place-based programme through increased emphasis on leadership here 
• Motivation and inspiration through the opportunity for additionality into the content

It is worth noting that the usual delivery of this part of the course is a national online session, run by UCL, with upwards of 300 delegates from across the country.

We invited a number of different people to be part of the facilitation, to introduce participants to colleagues from the area/sector:

Drew Duncan, the previous CEO of Tame River Education Trust, and one of EMTSH’s NPQ leadership facilitator and quality assurers, provided a Key Note focused on ‘why lead, and why lead here’ – this provided participants with a strong sense of motivation and an understanding of the local contextual priorities. 

• Louise Astbury, Director of Pinnacle Learning Research School, provided the session on the implementation project – utilising local knowledge to make suggestions about priorities for projects and how to structure projects for success in school.
• Five past delegates from NPQSL and NPQH courses spoke about their experiences, top tips and career opportunities having completed the NPQH/NPQSL with EMTSH. Click here or visit our news section to read some case studies from other previous participants.

Picture L-R: Neil Venables-Greaves – The Blue Coat School, Ed Mayell – Droylsden Academy, Jason Chadwick – Old Trafford Community Academy, Sahrish Mir – The Hathershaw College & Alan Brown – Hawthorns School,

Click here to read some of the feedback from the conference.

From NPQ Leading Teacher Development to NPQ Senior Leadership: A Post 16 College Perspective

East Manchester Teaching School Hub delves into the transformative journeys of participants who have made the leap from Specialist NPQs to Leadership NPQs, sharing insights into how these programmes benefit emerging leaders and contribute to school-wide successes, succession planning and retention.

We spoke to Nicola Barthorpe at Ashton Sixth Form College to discuss her journey through her NPQLTD onto an NPQSL and how this supported her development and confidence in a college setting.

“I sit on the T & L team, but since completing my NPQ have played a much bigger role in the SEP process where we complete “deep dives” of departments, this has seen me carryout observations of colleagues as well as student focus groups.”

Why did you choose an NPQ programme with UCL and East Manchester Teaching School Hub?

I wanted to develop my awareness and ability to work at a strategic level across college. My focus has always been around Quality of Education and new teachers. This course started just as I had picked up my new role as well as the introduction of the new statutory ECF. We also have a large number of non-statutory ECT’s and as a college we wanted to ensure there was a programme in place for them too, completing my NPQ allowed me to focus in on designing and implementing a successful programme for them as well.

What impact has the NPQ programme had?

What did you learn from the programme?

I really enjoyed collaborating with other colleagues, teaching can often feel quite isolated and the programme allowed me to share experiences with peers. It’s really nice to be able to step out of college for a while and have some dedicated time to discuss issues, concerns and how things are going. I think my biggest lesson from the whole programme was around taking time to reflect on how things are going. As a manager it can sometimes be difficult to see where you are in the process, but the programme taught me about the need to stop and look at how things are progressing involving my colleagues before moving forward.

What was the focus of your Specialist NPQ Implementation Plan/Project?

My implementation project focussed around the delivery of the ECF to ECT’s who have QTS and those who do not. We now have a programme that supports both types and allows us to continue working closely with the provider as well. This has seen all ECTs being supported and a body of mentors also established to help us do this. After this I have also re designed the ITE provision here now, to provide greater opportunities for the ECTs and ITE to work together and feel supported in these early stages.

“I was quite apprehensive about doing the programme however the facilitators were amazing and put me at ease. I also worked hard to “protect” an hour a week to just being able to reflect on how I was doing and keep up to date with anything that I needed to do for the qualification. It’s not as consuming as it feels it might be and once you start, the workload is really manageable around work commitments.”

With special thanks to Louise Astbury, for speaking with Nicola about her experiences with the Teaching School Hub.

From NPQ Leading Behaviour and Culture to NPQ Senior Leadership: A Secondary School Perspective

East Manchester Teaching School Hub delves into the transformative journeys of participants who have made the leap from Specialist NPQs to Leadership NPQs, sharing insights into how these programmes benefit emerging leaders and contribute to school-wide successes, succession planning and retention.

“This just felt like a fantastic opportunity to pause and celebrate the great work that is going on in schools.”

Shannon Clough, Assistant Headteacher, teacher of English and Head of Year and Susanna Hegarty, Head of School from Crompton House School, Oldham, discuss Shannon’s progress from NPQLBC to NPQSL and the pivotal role the school played in guiding and supporting her journey.

Why did you choose an NPQ programme with UCL and East Manchester Teaching School Hub?

Shannon’s decision to pursue the NPQ in Leading Behaviour and Culture stemmed from her role as Head of Year and teacher of English with responsibility for the behaviour, attendance, safeguarding, and attainment of a year group. The programme’s focus on leadership, especially within a pastoral capacity, resonated deeply with her aspirations.

Shannon feels that the peer learning groups and networking opportunities offered through the UCL and East Manchester Teaching School Hub delivery model were invaluable. “Engaging with up-to-date CPD and research bridged the gap between theory and practice, enhancing my leadership skills, crucial for my growth as a leader.” The robustness of an NPQ programme is something that also resonates with the Head of School, Susanna, who is also undertaking an NPQ herself and commented “the programme is designed to generate skilful and research informed professionals.”

Effective professional development, especially research-informed programmes like NPQs, is central to the school’s ethos to support leadership development, recruitment, and retention, and aligns with the school development plan. “The balance of self-study and face-to-face learning, coupled with evidence-based frameworks, cultivates robust leadership skills. Shannon’s success is a testament to its efficacy.”

Shannon has since progressed onto NPQSL where she is developing her implementation plan from NPQLBC into a whole school focus on student voice.

What impact has the NPQ programme had?

Shannon’s journey exemplifies exceptional leadership. It was evident during this discussion that the NPQs had helped to build her leadership confidence and shape her initiatives to drive positive change throughout the school. Susanna commented that Shannon “epitomises the research-informed professional.”

Embarking on any extended professional development programme is always a challenge for teachers and leaders with already busy workloads but both Shannon and Susanna were clear about the impact that the programme could have on both Shannon’s leadership and the school.

“Time management was a constant challenge, but the implementation project, aligned with existing responsibilities, eased the pressure. Scheduling dedicated time for learning and reflection was crucial.”

Shannon’s progression from NPQLBC to NPQSL not only underscores her personal development but also highlights the ripple effect of effective leadership on school-wide success. Through self-directed study, peer learning groups, and research-informed frameworks, these programmes bridge the gap between theory and practice, nurturing confident and reflective leaders like Shannon.

With special thanks to our NPQ Delivery Lead, Louise Astbury, for speaking with Shannon
and Susanna about their experiences with the Teaching School Hub.