Why NPQs are Good Value for Money?

For schools that do not sit in the upper half of the pupil premium allocation and have staff CPD priorities for school improvement spanning the range of programmes, we ask you to consider the long-term benefit that paying for the programmes will have on individuals, and schools.

As each NPQ cohort completes their assessment, we are seeing high pass rates and tangible evidence of impact from participants who successfully implemented new school projects and progressed in their careers, and feedback from headteachers who really noticed the impact in their schools, as well as whole school/s impact.

  1. What do headteachers notice about the impact post-NPQs?

Participants demonstrate greater knowledge, clarity and depth of thought, ability to reflect and be reflexive, use more evidence, with 100% having an impact on schools and pupils (headteacher feedback). ​

Participants use evidence to implement strategies effectively and can reflect accurately on their progress (headteacher feedback). ​

  1. What do participants say? 

As a result of engaging with NPQs, participants fed back that they are:

  • More efficient in own practice​
  • Confidently taking on increased responsibility​
  • Transferring knowledge to their peers​
  • Applying knowledge and skills in their own specific contexts​
  • Carefully planning and implementing change​
  • Taking steps to lead change​.
  • Keen to further develop their skills and knowledge​.

“Coaching has been inspiring and thought-provoking”, “excellent – it really challenged my thinking and is really supporting me to grow professionally”​ NPQEL

“I absolutely would not have applied for, and got my first headship without the NPQH”​ – NPQH

“I really appreciate the time and deep knowledge and understand that the facilitators have and appreciate them sharing their knowledge and understanding.”​ – NPQSL

“The coaching sessions have been very helpful in identifying my strengths and areas for development as a leader of teaching.” ​NPQLT

“The face-to-face sessions and webinars have been very well organised, and the facilitators have used their knowledge and experience to create a very effective environment for deeper, analytical thinking and discussion”​ NPQLBC


What’s different with these new reformed programmes: 

 Evidence Informed

Devised in collaboration with teachers, school leaders, academies, and an Expert Advisory Group. independently reviewed by the EEF to verify that they are evidence-based

Specialist Qualifications:

The ‘NPQML’ no longer exisits and in its place are 4 new specialist qualifications:

Leading Behaviour and Culture
Leading Teacher Development
Leading Teaching
Leading Literacy

Professional Development Focus

All qualifications include a strand dedicated to professional development. The aim of this is to change the narrative within schools around Personal Development.

Golden Thread

The reformed suite supports the ‘golden thread’ running from ITT and ECF using the same core evidence-base and developing the shared language.

Domain Specific

The reformed suite of qualifications focus more on the key domains of leadership that teachers and school leaders need to thrive and less on generic leadership styles.


There is no longer an in-school project to complete alongside the training element of the programme. Participants will complete an open-book assessment in an eight-day set window based on a case study.

Contact us to find out more or apply here.