Getting the most out of NPQs: why who we choose matters most

In my role as Director of Leadership Development at the Harris Institute, I spend a lot of time working with schools across the federation on NPQs, supporting leaders to look at who should be on which programme, and, just as importantly, why.

That “why” really matters.

It’s easy to fall into the trap of treating NPQs as something you offer broadly, or even as a way of filling places. But in practice, the schools that get the most out of NPQs are the ones that are deliberate. They think carefully about who they’re investing in, what they need next, and how that links to their wider priorities.

I’ve seen the difference this makes first-hand.

When I’m talking to headteachers or principals, the most powerful conversations aren’t about the details of the programme content, they’re about their people. Who’s ready? Who’s got potential that needs stretching? Who could take on more, with the right support?

One Harris Principal I worked with summed it up perfectly:

“For me, the real power of NPQs lies in the people we choose to invest in. When we’re deliberate about selecting staff, it’s not about filling places, it’s about backing the right people, growing their potential, and making sure their development genuinely reflects our values and where we’re heading as a school. Done well, it creates a ripple effect, strengthening teams, building leadership capacity, and making sure that development has a lasting impact.”

That idea of a ripple effect really resonates.

Across Harris, I’ve seen how one well-matched NPQ participant can influence far more than their own practice. They go back into school with clearer thinking, stronger frameworks, and more confidence, and that starts to shift conversations in teams, departments and across the wider organisation.

But that only happens when the match is right.

A big part of my role is helping principals think that through. Sometimes that means gently challenging assumptions. For example, a leader might have someone in mind who feels “next in line” for a programme, but when we talk it through, it becomes clear that a different NPQ, or even waiting a year, would have more impact for them and the school. Equally, there are often colleagues who might not be the obvious choice at first glance but have real potential to grow with the right stretch. Those conversations are where the real value sits.

Those are the decisions that make the difference.

It also comes down to being really clear about purpose. When a participant starts an NPQ, it shouldn’t feel like an add-on to an already busy role. The most effective experiences I’ve seen are where the learning is closely connected to the school’s priorities, whether that’s improving curriculum design, strengthening behaviour systems, or developing middle leadership.

That way, the NPQ isn’t something separate from the day job, it becomes a way of doing the job better.

Another thing I’ve learned from working closely with leaders across the Federation is how important the follow-through is. Getting someone onto the right programme is only the start. What happens when they’re back in school? How are they given the opportunity to apply what they’ve learned? Are they part of the conversations where their new knowledge can make a difference?

Without that, it’s easy for the impact to be lost.

With it, you start to build something much more powerful: a genuinely coherent approach to leadership development.

From a Harris Institute perspective, our role is to support schools to think about NPQs as part of that bigger picture. Not as isolated programmes, but as part of a longer-term strategy to grow leadership capacity at every level.

And at the centre of that strategy is a simple idea: invest in the right people, at the right time, for the right reasons.

When that happens, NPQs become more than professional development. They become a lever for real, sustained improvement, both for individuals and for the schools they serve.

Interested in completing an NPQ? Applications for our November 2026 cohort are now open. Find out more and apply.