Turning silver into gold: seven ways NPQs can be optimised for further success

A solid framework for educational leadership

Since their introduction, NPQs have played a fundamental role in defining and developing evidence-informed approaches to teacher professional development. While it would be a considerable challenge for a single framework to encapsulate the many facets of a school leadership role, the evidence-informed frameworks underpinning NPQs have helped to codify educational leadership. We have seen how effective delivery equips leaders with the knowledge and exemplification they need to be experts at leading schools, developing their staff, and ultimately benefit children.

Based on our experience of delivering NPQs and working with school leaders across our partner trusts, we have identified seven areas where the current NPQ frameworks could be enhanced to deliver even better and more equitable outcomes.

1- Maximising impact for disadvantaged children

The NPQ frameworks should also be evaluated through the lens of disadvantage, and every available strategy that maximises impact for disadvantaged students should be considered as part of this review. A specific, dedicated statement that focuses on disadvantage would be a useful signal to the sector, and the evidence-underpinning statements should cite examples that show promise for disadvantaged pupils wherever possible. At the delivery level, the DfE should continue lowering the barriers to access for schools in disadvantaged areas – beyond scholarship funding. This could include more flexible models of delivery that do not put too much of a strain on schools with multiple leaders on programmes.

2- A stronger focus on implementation of knowledge in schools

The NPQ frameworks should place greater emphasis on how professional learning can be implemented in schools by leading people effectively. This can be achieved by integrating evidence-informed approaches and behaviour change models that take account of the human dimension of change. This will not only enhance the effectiveness of the qualifications themselves but also lead to better staff retention by enabling leaders to secure buy-in, alignment, and belief among colleagues, strengthening their motivation and commitment across the school.

3- Small and rural schools could benefit from more flexibility

Research we conducted with small, rural and coastal schools revealed the challenges they often face in accessing teacher professional development opportunities (NIoT, 2024). To support equity across the system, flexibility in programme delivery should be maximised. For example, when participant numbers on a particular NPQ are low, cohorts could be merged at a national or regional scale, with more flexible online options offered to ensure access to these programmes is maintained for all. This would help prevent closures due to limited uptake and avoid additional disadvantage for these settings.

4- More consistent and meaningful assessment

Assessment models across the full suite of NPQs are currently inconsistent, which affects the overall coherence and credibility of the qualifications. In some cases, assessment processes do not provide sufficiently meaningful feedback on participants’ leadership, resulting in a gap for those moving into leadership roles. To address this, assessment feedback should offer personalised and constructive guidance to all participants and help them understand how they can develop their learning in relation to their current roles, as well as future career progression.

5- Recognising the role of culture

There is an intrinsic link between implementation and school culture that is not sufficiently reflected in the current frameworks. Effective implementation is often a function of school culture, yet the frameworks remain overly focused on domain-specific evidence and exclude important aspects that are harder to quantify but which are essential to strong leadership, such as culture and people management. The frameworks should better acknowledge these overlaps, allow greater agility and responsiveness to leaders’ real-world challenges, and further strengthen applied learning models to reflect the realities of practice.

6- Better collaboration across the full suite

The full suite of NPQs could have an impact greater than the sum of its parts if they place increased emphasis on enabling knowledge-sharing and collaboration among participants on different courses who are working in the same school or MAT. Doing so will help to encourage aligned and strategic school improvement efforts, and in turn improve staff retention by building a shared sense of purpose among colleagues.

7- NPQs will benefit from evolution, not revolution

Given the success of the qualifications and the high regard they are held in, this review should be treated as an opportunity for evolution not revolution. In line with this, the DfE must acknowledge that when frameworks change, there is a corresponding need for schools to adapt. The DfE should consider carefully what the specifics of any change will be and take every opportunity to clarify what areas of practice will be affected through the revised frameworks, while providing guidance and communication to the sector.

Supporting all NPQs with evidence 

In our consultation response, we highlighted the NIoT Evidence Portal, launched last month, to help those designing and delivering professional learning use global research to make evidence-informed decisions.

The portal includes the NIoT Evidence Toolkit, a valuable resource for the professional development (PD) section of all NPQs. For NPQs in leading teacher development (NPQLTD) and leading teaching (NPQLT), it provides leaders with evidence to shape PD strategies across schools and trusts and improve teacher practice. As the toolkit is continually updated, we recommend the DfE reference it throughout all NPQ frameworks, ensuring colleagues have access to the latest evidence to support effective implementation.

Linking NPQ revisions with the special educational needs and disabilities (SEND) continuing professional development (CPD) programme, leadership development and support, planned workforce expansion, and the system-led improvement focus of the RISE model will provide coherence to the overall professional development commitment of the future.

NPQs are already a powerful driver of leadership development across the system.  With thoughtful refinement and continued attention to evidence and implementation, they can go even further in supporting school leaders and improving outcomes for children across England.