The main focus of this programme is the participant’s own leadership development, including how to make best use of tasks and tools to make the transition to senior leadership. Participants will be assessed through a written assignment to ensure that they have reached the qualification requirements plus a viva interview to assess them against the more challenging Ambition bar.
The programme will consist of a series of five training sessions spread across two terms, along with pre- and post-reading and an in-school impact project.
The training sessions will include the following five core areas:
Self-development and stepping up into senior leadership
Strategic leadership using data
Leadership of whole-school CPD
Teaching and learning improvements
Horizon scanning and looking to the future
To make sure you get the most out of the programme you will need to carry out pre-and post-workshop reading outside of the sessions.
This programme is suitable for:
Middle leaders who are aspiring to senior leadership and meet the following eligibility criteria:
Likely to be in a senior leadership role in the next 12-18 months
Have completed at least one year at a middle leadership level
May have served on an extended SLT
Those currently in senior leadership roles who fit within the guidance below:
Senior leaders should have responsibility for the results of a team, and line manage at least one middle leader
Will serve on the senior leadership of the school, and attend SLT meetings
In primary schools, senior leaders will have roles such as assistant/associate headteacher as well as substantive whole-school responsibilities
If the senior leader is aspiring to headship, or is a deputy headteacher / deputy or assistant headteacher, this person is likely to be more suited to NPQH
For both aspiring and serving senior leaders to receive their qualification, they will need to lead an improvement project across their school, to reduce variation in pupil progress and attainment and improve the efficiency and effectiveness of teaching. Therefore, it is essential that this is something your school understands and will support when placing participants on the programme.