National Professional Qualification
for Leading Teaching (NPQLT)


National Professional Qualification (NPQ): Leading Teaching

NPQLT gives participants all of the essential knowledge, skills and concepts that underpin the successful leadership of teaching. Participants will cover ‘learn that’ and ‘learn how to’ statements in nine areas:

    • 1 – Teaching
    • 2 – School Culture
    • 3 – How Pupils Learn
    • 4 – Subject and Curriculum
    • 5 – Classroom Practice
    • 6 – Adaptive Teaching
    • 7 – Assessment
    • 8 – Professional Development
    • 9 – Implementation
  • See NPQLT Framework tab for full programme content.

What are the benefits?

The fully blended learning approach combined with performance coaching and enrichment activities make this an exciting and valuable opportunity for those who have, or are aspiring to have, responsibilities for leading teaching in a subject, year group, key stage or phase.

The NPQLT qualification is aligned to Masters credits and can act as a springboard on to Liverpool Hope University’s MA in Leading in Education or the MBA in Educational Leadership.

Benefits for Participants

  • Become adept at supporting effective teaching across school
  • Develop expertise across a number of specialist areas related to their role (e.g. curriculum and assessment)
  • Purpose-built virtual learning environment enabled for mobiles and tablets
  • Guaranteed support to pass the final assessment
  • Content contextualised for your locality and updated to reflect national developments and legislation
  • Facilitation and support from serving school leaders in outstanding schools and delivery at local venues

Benefits for Schools

    • Regular progress updates for mentors and headteachers
    • Support succession of school leaders and build a cohesive, impact-focused school leadership team
    • A professionally aware and informed leader who can make evidence-based decisions and approach the leading of teaching in an effective and efficient manner
    • The ability to review and evaluate practice in order to bring about change and get the best outcomes for young people and staff within the organisation 

How is NPQLT delivered?

NPQLT makes use of a blended delivery model consisting of face-to-face events, online study, webinars and coaching.


NPQLT participants will attend 3 face-to-face events via the blended delivery model. Our nationwide partnership delivery network allows us to bring face-to-face training to a school near you and facilitated by local school leaders.

Participants access online learning and support via our virtual learning environment (VLE) Canvas. Through Canvas, participants are able to engage with learning communities of peers and access multimedia content. They can also access research and expert school-led practice aligned to the curriculum content for the qualification and receive high-quality feedback from experienced online mentors and in-school coaches.

NPQLT Qualification Structure

Who is this for?

The National Professional Qualification for Leading Teaching (NPQLT) – is for teachers who have, or are aspiring to have, responsibilities for leading teaching in a subject, year group, key stage or phase.

Leading teaching is complex. Although the role varies, many phase leaders, key stage leaders, heads of department (or similar titles) are considered to be part of the middle leadership team. They often directly manage a team of teachers and their work is focussed on supporting effective teaching across the school.

Requirements

Applicants must have completed 2 full years of teaching.

All applicants must have either QTS, QTLS, a Level 5 (or higher) qualification (any subject), or an international equivalent (see below). You must be able to evidence this with a copy of your certificate.

For those with QTS, you can download a copy of your certificate here https://teacherservices.education.gov.uk/SelfService/Login.

For those with QTLS, you can download a copy of your certificate here https://set.et-foundation.co.uk/my-set/my-profile. If for any reason you are unable to provide a copy of your certificate, you will need to ask a representative from the school where you are teaching to contact Capita Teachers' Pensions. Your employer should know how to do this via the Capita employer portal https://www.teacherspensions.co.uk/.

If do not have QTS or QTLS, you will need evidence completion of a Level 5 qualification (any subject). For International applicants, you will need to apply for a UK ENIC Statement of Comparability https://enic.org.uk/Qualifications/SOC/Default.aspx to demonstrate your Level 5 qualification is comparable to UK qualifications.

What does it cost?

The National Professional Qualification for Leading Teaching (NPQLT) costs £899. VAT may apply depending on individual circumstances.

Scholarships will be available for certain eligible schools & academies but the DfE has yet to confirm the scholarship eligibility criteria. Please continue with your application and we will be in touch as soon as the DfE has confirmed the criteria and next steps.

NPQLT Framework

National Professional Qualification (NPQ): Leading Teaching Framework

In collaboration with an Expert Advisory Group, the Department for Education consulted extensively with the sector to design the reformed suite of NPQs. This has included invaluable input from teachers,
school and trust leaders, academics and experts.

The frameworks set out two types of content. Within each area, key evidence statements (“Learn that…”) have been drawn from current high-quality evidence from the UK and
overseas. This evidence includes high-quality reviews and syntheses, including metaanalyses and rigorous individual studies. In addition, the NPQ frameworks provide practical guidance on the skills that teachers and school/trust leaders should be supported to develop. Practice statements (“Learn how to…”) draw on both the best available educational research and on additional guidance from the Expert Advisory Group and other sector representatives.
The Education Endowment Foundation has independently reviewed the frameworks to ensure they draw on the best available evidence and that this evidence has been interpreted with fidelity. The NPQ frameworks will be kept under review as the evidence base evolves. As in any profession, the evidence base is not static and research insights develop and progress.

School Culture

School Culture
Learn that… Learn how to…
1. High-quality teaching has a long-term positive effect on
pupils’ life chances, particularly for children from
disadvantaged backgrounds.
2. Teacher expectations can affect pupil outcomes; setting
goals that challenge and stretch pupils is essential.
3. Setting clear expectations can help communicate shared
values that improve classroom and school culture.
4. Teachers have the ability to affect and improve the
wellbeing, motivation and behaviour of their pupils.
5. Teachers are key role models, who can influence the
attitudes, values and behaviours of their pupils.
6. Teachers can influence pupils’ resilience and beliefs
about their ability to succeed, by ensuring all pupils have
the opportunity to experience meaningful success.
7. A culture of mutual trust and respect between colleagues
supports effective relationships.

Contribute to the creation of a culture of high expectations
across the school by:
• Articulating, modelling and rehearsing practices that contribute to the intended school culture and the
responsibilities every member of the school community has in its creation.
• Developing colleagues’ ability, through articulating, modelling and rehearsing, to contribute to the intended school culture within lessons and at other times during the school day (e.g. extra-curricular activities and lunchtime).
• Using intentional and consistent language that promotes challenge and aspiration for all pupils and colleagues.
• Creating an environment for all pupils and colleagues where everyone feels welcome and safe and learning from mistakes is part of the daily routine.


Contribute to the creation of a culture of professional learning and continuous improvement for colleagues by:
• Involving colleagues in the creation of short-, medium- and long-term priorities that will lead to improved outcomes for pupils and communicate these priorities regularly. 12
● Prioritising professional development and a shared responsibility for continuous improvement.

How Pupils Learn
Learn that… Learn how to…

1. Learning involves a lasting change in pupils’ capabilities
or understanding.
2. Prior knowledge plays an important role in how pupils
learn; committing some key facts to their long-term
memory is likely to help pupils learn more complex ideas.
3. An important factor in learning is memory, which can be
thought of as comprising two elements: working memory
and long-term memory.
4. Working memory is where information that is being
actively processed is held, but its capacity is limited and
can be overloaded.
5. Long-term memory can be considered as a store of
knowledge that changes as pupils learn by integrating
new ideas with existing knowledge.
6. Where prior knowledge is weak, pupils are more likely to
develop misconceptions, particularly if new ideas are
introduced too quickly.
7. Regular, purposeful practice of what has previously been
taught can help consolidate material and help pupils
remember what they have learned.
8. Requiring pupils to retrieve information from memory, and
spacing practice so that pupils revisit ideas after a gap,
are also likely to strengthen recall.

9. Worked examples that take pupils through each step of a
new process are also likely to support pupils to learn.

Explain important ideas about how pupils learn to colleagues, including by:
● Introducing ideas about working and long-term memory.
● Articulating the role that prior knowledge plays in learning.
● Explaining the importance of practice in learning.
● Providing subject, phase and domain specific examples, as appropriate.

Support colleagues to help pupils learn by:
● Explaining how misconceptions develop and sharing approaches to prevent them forming (e.g. by talking to experienced colleagues).
● Highlighting the importance of sequencing lessons so that pupils secure foundational knowledge before more complex content.
● Providing examples of how to structure lessons to ensure that pupils experience a high success rate when attempting challenging work (e.g. with scaffolds to support success being removed over time).
● Additional examples of application are integrated into sections 4, 5, 6 and 7.

Subject and Curriculum
Learn that… Learn how to…

1. A school’s curriculum enables it to set out the knowledge,
skills and values that its pupils will learn, encompassing
the national curriculum within a coherent wider vision for
successful learning.
2. School subjects are their own distinct disciplines which
have reference points in disciplines and practices beyond
the school.
3. The potential content of many subjects (especially
literature, humanities and arts) is contestable and
requires thoughtful, sustained review and engagement
with that subject discipline.
4. Secure subject knowledge helps teachers to motivate
pupils and teach effectively.
5. Ensuring pupils master foundational concepts and
knowledge before moving on is likely to build pupils’
confidence and help them succeed.
6. Anticipating common misconceptions within particular
subjects is also an important aspect of curricular
knowledge; working closely with colleagues to develop an
understanding of likely misconceptions is valuable.
7. Explicitly teaching pupils the knowledge and skills they
need to succeed within particular subject areas is
beneficial.

8. For pupils to think critically, they must have a secure
understanding of knowledge within the subject area they
are being asked to think critically about.
9. In all subject areas, pupils learn new ideas by linking
those ideas to existing knowledge, organising this
knowledge into increasingly complex mental models;
carefully sequencing teaching to facilitate this process is
important.
10.Pupils are likely to struggle to transfer what has been
learnt in one discipline to a new or unfamiliar context.
11.To access the curriculum, early literacy provides
fundamental knowledge; reading comprises two
elements: word reading and language comprehension;
systematic synthetic phonics is the most effective
approach for teaching pupils to decode.
12.Every teacher can improve pupils’ literacy, including by
explicitly teaching reading, writing and oral language skills
specific to individual disciplines.

Support colleagues to design a carefully sequenced, broad
and coherent curriculum by:
● Ensuring colleagues recognise the inherent structures within subjects and identifying important knowledge, skills and concepts within them and the relationships between these components.
● Emphasising the value of ensuring pupils’ thinking is focused on important ideas within the subject and that multiple opportunities are provided to revisit these ideas over time.
● Sharing and modelling powerful analogies, illustrations, examples, explanations and demonstrations for colleagues to use in their teaching.

Support colleagues to develop pupils’ literacy by sharing and modelling approaches that:
● Use systematic synthetic phonics when teaching early reading phonics.
● Support pupils to become fluent readers (e.g. through guided reading or repeated reading).
● Improve pupils’ vocabulary (e.g. through explicit instruction and by planning for pupils to repeatedly encounter important words).

● Improve reading comprehension (e.g. modelling prediction, questioning, and summarising when reading).
● Increase the quality of classroom talk (e.g. modelling the use of technical vocabulary).
● Improve pupils’ writing (e.g. through modelling and by combining reading and writing tasks).

Classroom Practice
Learn that… Learn how to…
1. Effective teaching can transform pupils’ knowledge,
capabilities and beliefs about learning.
2. Effective teachers introduce new material in steps,
explicitly linking new ideas to what has been previously
studied and learned.
3. Modelling helps pupils understand new processes and
ideas; good models make abstract ideas concrete and
accessible.
4. Guides, scaffolds and worked examples can help pupils
apply new ideas, but should be gradually removed as
pupil expertise increases.
5. Explicitly teaching pupils metacognitive strategies linked
to subject knowledge, including how to plan, monitor and
evaluate, supports independence and academic success.
6. Questioning is an essential tool for teachers; questions
can be used for many purposes, including to check pupils’
prior knowledge, assess understanding, and break down
problems.
7. High-quality classroom discussion can support pupils to
articulate key ideas, consolidate understanding and
extend their vocabulary.
8. Practice is an integral part of effective teaching; ensuring
pupils have repeated opportunities to practise, with appropriate guidance and support, increases success.
9. Paired and group activities can increase pupil outcomes,
but to work together effectively pupils need guidance,
support and practice.
10. How pupils are grouped is also important; care should be
taken to monitor the impact of groupings on pupil
outcomes, behaviour and motivation.
11. Homework can improve pupil outcomes, particularly for
older pupils, but it is likely that the quality of homework
and its relevance to main class teaching is more
important than the amount set.

Support colleagues to plan effective lessons by:
● Providing examples of how components of effective lessons (e.g. explanations, modelling, practice and questioning) might interact, highlighting that no one single structure will suit every lesson.
● Explaining that critical thinking and problem solving rely on pupils having the necessary foundational knowledge and
that scaffolding should only be removed as pupils achieve high degrees of success.
● Emphasising the value of providing multiple opportunities for pupils to consolidate and practise applying new knowledge, skills and concepts.
● Explaining how to break tasks down into constituent components when first setting up independent practice.
● Ensuring that the teaching includes retrieval and spaced practice to build automatic recall of key knowledge and interleaving of concrete and abstract examples, slowly withdrawing concrete examples and drawing attention to the underlying structure of problems.

Support colleagues to explain and model effectively by:
● Providing feedback on explanations that highlights the importance of explanations that start at the point of current pupil understanding and include concrete representation of abstract ideas (e.g. make use of metaphors).
● Providing feedback on modelling that highlights the importance of narrating thought processes to make it clear
how an expert might think when completing the task, drawing pupils’ attention to links with prior knowledge, and
making the steps in a process memorable to ensure pupils can recall them (e.g. naming them, developing mnemonics,
or linking to memorable stories). Encourage colleagues to stimulate pupil thinking and check for understanding by:
● Supporting them to plan activities around what they want pupils to think hard about.
● Describing how a range of question types can improve the quality of class discussions (e.g. by modelling new
vocabulary or asking pupils to justify answers to extend and challenge pupils).
● Providing scaffolds for pupil discussion to increase the focus and rigour of dialogue.
● Suggesting approaches that support effective collaborative or paired work (e.g. clear success criteria, providing highquality models, providing explicit guidance on how to work together effectively) whilst highlighting considerations that may affect its success (e.g. pupils’ familiarity with routines, pupils having the necessary prior knowledge and how pupils are grouped).

Adaptive Teaching
Learn that… Learn how to…
1. The SEND Code of Practice sets out four areas of need
(communication and interaction; cognition and learning;
social, emotional and mental health; and physical and/or
sensory needs).
2. Pupils are likely to learn at different rates and to require
different levels and types of support from teachers to
succeed.
3. Seeking to understand pupils’ differences, including their
different levels of prior knowledge and potential barriers
to learning, is an essential part of teaching.
4. Adapting teaching in a responsive way, including by
providing targeted support to pupils who are struggling, is
likely to increase pupil outcomes.
5. Adaptive teaching is less likely to be valuable if it causes
the teacher to artificially create distinct tasks for different
groups of pupils or to set lower expectations for particular
pupils.
6. Flexibly grouping pupils within a class to provide more
tailored support can be effective, but care should be
taken to monitor its impact on engagement and
motivation, particularly for low attaining pupils.
7. Pupils with special educational needs or disabilities are
likely to require additional or adapted support; working closely with colleagues, families and pupils to understand
barriers and identify effective approaches is essential.

Provide opportunities for all pupils to experience success by:
● Ensuring interventions and support from teaching assistants and other professionals are targeted and never used as a replacement for high-quality teaching.
● Providing examples of how to adapt lessons while maintaining high expectations for all, so that all pupils have the opportunity to experience success.
● Enabling colleagues to adapt lessons, make reasonable adjustments, and implement structured academic or behavioural interventions that are well-matched to pupils’ needs before seeking a diagnosis or specialist support.

Support colleagues to adapt their teaching to different pupil needs by:
● Sharing effective approaches for scaffolding new content and removing scaffolds over time.
● Using different forms of assessment (including specialist assessments linked to each area of need), including within lessons, to identify pupils who need further support.
● Ensuring colleagues are able to draw on support when teaching children with special educational needs and disabilities, particularly the Special Educational Needs Coordinator (SENCO).

Support colleagues to meet individual needs without creating unnecessary workload by:
● Promoting the use of well-designed resources (e.g. existing high quality curricula and textbooks).
● Sharing and modelling effective approaches for intervening in lessons with individuals and small groups rather than planning different lessons for different groups of pupils or taking pupils out of classrooms for interventions during lessons.

Ensure pupils are grouped effectively (across subjects and within individual classrooms) by:
● Emphasising the need to maintain high expectations for all groups and ensuring all pupils have access to a rich curriculum.
● Ensuring that any groups based on attainment are subject specific, avoiding the perception that these groups are fixed.

Assessment
Learn that… Learn how to…
1. Effective assessment is critical to teaching because it
provides teachers with information about pupils’
understanding and needs.
2. Good assessment helps teachers avoid being overinfluenced by potentially misleading factors, such as how
busy pupils appear.
3. Before using any assessment, teachers should be clear
about the decision it will be used to support and be able
to justify its use.
4. To be of value, teachers must use information from
assessments to inform the decisions they make; in turn,
pupils must be able to act on feedback for it to have an
effect.
5. High-quality feedback can be written or verbal; it is likely
to be accurate and clear, encourage further effort, and
provide specific guidance on how to improve.
6. Over time, feedback should support pupils to monitor and
regulate their own learning.
7. Working with colleagues to identify efficient approaches
to assessment is important; assessment can become
onerous and have a disproportionate impact on workload.

Support colleagues to avoid common assessment pitfalls by:
● Providing examples of assessment designed to indicate understanding and inform teachers’ decision-making within a lesson (e.g. using hinge questions to identify misconceptions, using questioning to check that correct answers stem from secure understanding).
● Explaining that it is best to draw conclusions about what pupils have learned by looking at patterns of performance over a number of assessments.


Contributing to the design of school assessment systems by:
● Choosing, where possible, unedited, externally validated materials in controlled and uniform conditions when required to make summative assessments.
● Making use of well-designed resources (e.g. qualityassured, centrally created assessments and other highquality external assessment).

Support colleagues to provide high-quality feedback by:
● Providing examples of feedback that is accurate and clear, encourages further effort, and provides specific guidance on how to improve.

● Sharing approaches to peer- and self-assessment that are likely to increase its effectiveness (e.g. by sharing model
work with pupils and highlighting important details, and modelling metacognition in teaching).

Encourage colleagues to use high quality, reliable assessment without creating unnecessary workload by:
● Emphasising that written marking is only one form of feedback and explaining ways to use verbal feedback in lessons where possible.
● Sharing specific approaches that reduce the opportunity cost of marking (e.g. by using abbreviations and codes in written feedback).
● Prioritising the highlighting of errors related to misunderstandings, rather than careless mistakes when marking.

Professional Development
Learn that… Learn how to…
1. Teaching quality is a crucial factor in raising pupil
attainment.
2. Helping teachers improve through evidence-based
professional development that is explicitly focused on
improving classroom teaching can be a cost-effective way
to improve pupils’ academic outcomes when compared
with other interventions, and can narrow the disadvantage
attainment gap.
3. Effective professional development is likely to involve a
lasting change in teachers' capabilities or understanding
so that their teaching changes.
4. Professional development should be developed using a
clear theory of change, where facilitators understand what
the intended educational outcomes for teachers are and
how these will subsequently impact pupil outcomes.
Ideally, they should check whether teachers learn what
was intended.
5. Whilst professional development may need to be
sustained over time, what the time is used for, is more
important than the amount.
6. More effective professional development is likely to be
designed to build on the existing knowledge, skills and
understanding of participants.
7. The content of professional development programmes should be based on the best available evidence on
effective pedagogies and classroom interventions and
aim to enhance capabilities and understanding in order to
improve pupil outcomes.
8. Teachers are more likely to improve if they feel that they
are working within a supportive professional environment,
where both trust and high professional standards are
maintained.
9. Supportive environments include having the time and
resource to undertake relevant professional development
and collaborate with peers, and the provision of feedback
to enable teachers to improve. They also include
receiving support from school leadership, both in
addressing concerns and in maintaining standards for
pupil behaviour.
10. Professional development is likely to be more effective
when design and delivery involves specialist expertise
from a range of sources. This may include internal or
external expertise.
11. Teacher developers should choose activities that suit the
aims and context of their professional development
programme. Successful models have included regular,
expert-led conversations about classroom practice,
teacher development groups, and structured
interventions. However, these activities do not work in all
circumstances and the model should fit the educational
aims, content and context of the programme.
12. All schools with early career teachers undertaking
statutory induction must adhere to the regulations and relevant statutory guidance.
13. School staff with disabilities may require reasonable
adjustments; working closely with these staff to
understand barriers and identify effective approaches is
essential.

Contribute to effective professional development linked to teaching, curriculum and assessment across the school by:
● Aligning professional development priorities with wider school improvement priorities and focussing on a shared
responsibility for improving outcomes for all pupils.
● Making use of well-designed frameworks and resources instead of creating new resources (e.g. sources of subject
knowledge, the Early Career Framework and associated core induction programme for early career teachers, ITT Core Content Framework, suite of National Professional Qualifications,).
● Ensuring that time is protected for teachers to plan, test and implement new, evidence-informed ideas.
● Developing a team of colleagues who can facilitate a range of professional development approaches.
● Ensuring that colleagues are able to continually develop specialist subject, phase and domain expertise.
● Making reasonable adjustments that are well-matched to teacher needs (e.g. to content, resources and venue).
● Ensuring that any professional development time is used productively and that colleagues perceive the relevance to their work.

Plan, conduct, and support colleagues to conduct, regular, expert-led conversations (which could be referred to as mentoring or coaching) about teaching by:
● Building a relationship of trust and mutual respect between the individuals involved.
● Tailoring the conversation to the expertise and needs of the individual (e.g. adapting conversations to be more or less facilitative, dialogic or directive).
● Using approaches including observation of teaching or a related artefact (e.g. videos, assessment materials, research, lesson plans), listening, facilitating reflection and discussion through the asking of clear and intentional questions, and receiving actionable feedback with opportunities to test ideas and practise implementation of new approaches.
● Where appropriate, creating opportunities to co-observe a lesson segment, exploring and modelling what a teacher
with a particular area of expertise sees and thinks.

Avoid common teacher assessment pitfalls by designing approaches that:
● Ensure formative assessment tasks are linked to intended outcomes.
● Draw conclusions about what teachers have learned by reviewing patterns of performance over a number of assessments.
● Use multiple methods of data collection in order to make inferences about teacher quality.

Implementation
Learn that… Learn how to…
1. Implementation is an ongoing process that must adapt to
context over time, rather than a single event. It involves
the application of specific implementation activities and
principles over an extended period (e.g. implementation
planning, ongoing monitoring).
2. Successful implementation requires expert knowledge of
the approach that is being implemented and the related
area of practice (e.g. behaviour), which is shared
amongst staff.
3. Implementation should involve repurposing existing
processes and resources (e.g. governance, data
collection) rather than creating a separate set of
procedures.
4. Effective implementation begins by accurately diagnosing
the problem and making evidence-informed decisions on
what to implement.
5. Thorough preparation is important: time and care spent
planning, communicating and resourcing the desired changes provides the foundation for successful delivery.
Teachers and leaders should keep checking how ready
their colleagues are to make the planned changes.
6. Implementing an approach with fidelity (i.e. as intended)
increases the chance of it impacting positively on school
practice and pupil outcomes. Any approach should
specify which features of the approach need to be
adopted closely and where there is scope for adaptation.
7. A combination of integrated activities is likely to be
needed to support implementation (e.g. training,
monitoring, feedback) rather than any single activity.
Follow-on support (e.g. through high-quality coaching) is
key to embedding new skills and knowledge developed
during initial training.
8. Delivery of a new approach is a learning process –
expect challenges but aim for continuous improvement.
Monitoring implementation is an essential tool in
identifying, and acting on, problems and solutions.
9. The confidence to make good implementation decisions
is derived, in part, from confidence in the data on which
those decisions are based. Reliable monitoring and
evaluation enable schools to make well-informed choices,
and to see how their improvement efforts are impacting
on teacher knowledge, classroom practices and pupil
outcomes.
10. A school’s capacity to implement an approach is rarely
static (e.g. staff leave, contexts change). Sustained
implementation requires leaders to keep supporting and
rewarding the appropriate use of an approach and check it is still aligned with the overall strategy and context.
11. Implementation benefits from dedicated but distributed
school leadership. Senior leaders should provide a clear
vision and direction for the changes to come. At the same
time, implementation is a complex process that requires
feedback from staff and shared leadership
responsibilities.
12. Implementation processes are influenced by, but also
influence, school climate and culture. Implementation is
easier when staff feel trusted to try new things and make
mistakes, safe in the knowledge that they will be
supported with resources, training, and encouragement
to keep improving.

Plan and execute implementation in stages by:
● Ensuring that implementation is a structured process where school leaders actively plan, prepare, deliver and embed changes.
● Making a small number of meaningful strategic changes and pursuing these diligently, prioritising appropriately.
● Reviewing and stopping ineffective practices before implementing new ones.

Make the right choices on what to implement by:
● Identifying a specific area for improvement using a robust diagnostic process, focusing on the problem that needs
solving, rather than starting with a solution.
● Providing credible interpretations of reliable data that focus on pupils’ knowledge and understanding.
● Examining current approaches, how they need to change and the support required to do so.
● Adopting new approaches based on both internal and external evidence of what has (and has not) worked before (e.g. pupil outcome data and research-based guidance).
● Ensuring it is suitable for the school context, recognising the parameters within which the change will operate (e.g. school policies) and where the school is in its development trajectory (e.g. addressing any significant behaviour problems would be an immediate priority).
● Assessing and adapting plans based on the degree to which colleagues are ready to implement the approach (e.g. current staff motivation and expertise).

Prepare appropriately for the changes to come by:
● Being explicit about what will be implemented, and the overall desired outcomes.
● Specifying the elements of the approach that appear critical to its success (i.e. the ‘active ingredients’) and communicating expectations around these with clarity.
● Developing a clear, logical and well specified implementation plan, and using this plan to build collective understanding and ownership of the approach.
● Using an integrated set of implementation activities that work at different levels in the school (e.g. individual teachers, whole school changes).

Deliver changes by:
● Managing expectations and encouraging ‘buy-in’ until positive signs of changes emerge.
● Monitoring implementation (including by clearly assigning and following up on the completion of critical tasks) and using this information to tailor and improve the approach over time (e.g. identifying a weak area of understanding and providing further training).
● Reinforcing initial training with expert follow-on support within the school.
● Prioritising the ‘active ingredients’ of the approach until they are securely understood and implemented, and then, if needed, introducing adaptations.

Sustain changes by:
● Using reliable monitoring and evaluation to review how the implementation activities are meeting the intended objectives and continue to align with school improvement priorities.
● Continuing to model, acknowledge, support, recognise and reward good approaches.
● Treating scale-up of an approach as a new implementation process (e.g. from one department to another).

High Expectations (Standard 1 – Set high expectations)
Learn that… Learn how to…
1. Teachers have the ability to affect and improve the
wellbeing, motivation and behaviour of their pupils.
2. Teachers are key role models, who can influence the
attitudes, values and behaviours of their pupils.
3. Teacher expectations can affect pupil outcomes; setting
goals that challenge and stretch pupils is essential.
4. Setting clear expectations can help communicate
shared values that improve classroom and school
culture.
5. A culture of mutual trust and respect supports effective
relationships.
6. High-quality teaching has a long-term positive effect on
pupils’ life chances, particularly for children from
disadvantaged backgrounds.

Communicate a belief in the academic potential of all pupils,
by:
• Using intentional and consistent language that promotes challenge and aspiration.
• Setting tasks that stretch pupils, but which are achievable, within a challenging curriculum.
• Creating a positive environment where making mistakes and learning from them and the need for effort and perseverance are part of the daily routine.
• Seeking opportunities to engage parents and carers in the education of their children (e.g. proactively highlighting successes).


Demonstrate consistently high behavioural expectations, by:
• Creating a culture of respect and trust in the classroom that supports all pupils to succeed (e.g. by modelling the types of courteous behaviour expected of pupils).
• Teaching and rigorously maintaining clear behavioural expectations (e.g. for contributions, volume level and concentration).
• Applying rules, sanctions and rewards in line with school policy, escalating behaviour incidents as appropriate.
• Acknowledging and praising pupil effort and emphasising progress being made.

High Expectations (Standard 1 – Set high expectations)
Learn that… Learn how to…
1. Teachers have the ability to affect and improve the
wellbeing, motivation and behaviour of their pupils.
2. Teachers are key role models, who can influence the
attitudes, values and behaviours of their pupils.
3. Teacher expectations can affect pupil outcomes; setting
goals that challenge and stretch pupils is essential.
4. Setting clear expectations can help communicate
shared values that improve classroom and school
culture.
5. A culture of mutual trust and respect supports effective
relationships.
6. High-quality teaching has a long-term positive effect on
pupils’ life chances, particularly for children from
disadvantaged backgrounds.

Communicate a belief in the academic potential of all pupils,
by:
• Using intentional and consistent language that promotes challenge and aspiration.
• Setting tasks that stretch pupils, but which are achievable, within a challenging curriculum.
• Creating a positive environment where making mistakes and learning from them and the need for effort and perseverance are part of the daily routine.
• Seeking opportunities to engage parents and carers in the education of their children (e.g. proactively highlighting successes).


Demonstrate consistently high behavioural expectations, by:
• Creating a culture of respect and trust in the classroom that supports all pupils to succeed (e.g. by modelling the types of courteous behaviour expected of pupils).
• Teaching and rigorously maintaining clear behavioural expectations (e.g. for contributions, volume level and concentration).
• Applying rules, sanctions and rewards in line with school policy, escalating behaviour incidents as appropriate.
• Acknowledging and praising pupil effort and emphasising progress being made.

High Expectations (Standard 1 – Set high expectations)
Learn that… Learn how to…
1. Teachers have the ability to affect and improve the
wellbeing, motivation and behaviour of their pupils.
2. Teachers are key role models, who can influence the
attitudes, values and behaviours of their pupils.
3. Teacher expectations can affect pupil outcomes; setting
goals that challenge and stretch pupils is essential.
4. Setting clear expectations can help communicate
shared values that improve classroom and school
culture.
5. A culture of mutual trust and respect supports effective
relationships.
6. High-quality teaching has a long-term positive effect on
pupils’ life chances, particularly for children from
disadvantaged backgrounds.

Communicate a belief in the academic potential of all pupils,
by:
• Using intentional and consistent language that promotes challenge and aspiration.
• Setting tasks that stretch pupils, but which are achievable, within a challenging curriculum.
• Creating a positive environment where making mistakes and learning from them and the need for effort and perseverance are part of the daily routine.
• Seeking opportunities to engage parents and carers in the education of their children (e.g. proactively highlighting successes).


Demonstrate consistently high behavioural expectations, by:
• Creating a culture of respect and trust in the classroom that supports all pupils to succeed (e.g. by modelling the types of courteous behaviour expected of pupils).
• Teaching and rigorously maintaining clear behavioural expectations (e.g. for contributions, volume level and concentration).
• Applying rules, sanctions and rewards in line with school policy, escalating behaviour incidents as appropriate.
• Acknowledging and praising pupil effort and emphasising progress being made.

High Expectations (Standard 1 – Set high expectations)
Learn that… Learn how to…
1. Teachers have the ability to affect and improve the
wellbeing, motivation and behaviour of their pupils.
2. Teachers are key role models, who can influence the
attitudes, values and behaviours of their pupils.
3. Teacher expectations can affect pupil outcomes; setting
goals that challenge and stretch pupils is essential.
4. Setting clear expectations can help communicate
shared values that improve classroom and school
culture.
5. A culture of mutual trust and respect supports effective
relationships.
6. High-quality teaching has a long-term positive effect on
pupils’ life chances, particularly for children from
disadvantaged backgrounds.

Communicate a belief in the academic potential of all pupils,
by:
• Using intentional and consistent language that promotes challenge and aspiration.
• Setting tasks that stretch pupils, but which are achievable, within a challenging curriculum.
• Creating a positive environment where making mistakes and learning from them and the need for effort and perseverance are part of the daily routine.
• Seeking opportunities to engage parents and carers in the education of their children (e.g. proactively highlighting successes).


Demonstrate consistently high behavioural expectations, by:
• Creating a culture of respect and trust in the classroom that supports all pupils to succeed (e.g. by modelling the types of courteous behaviour expected of pupils).
• Teaching and rigorously maintaining clear behavioural expectations (e.g. for contributions, volume level and concentration).
• Applying rules, sanctions and rewards in line with school policy, escalating behaviour incidents as appropriate.
• Acknowledging and praising pupil effort and emphasising progress being made.

High Expectations (Standard 1 – Set high expectations)
Learn that… Learn how to…
1. Teachers have the ability to affect and improve the
wellbeing, motivation and behaviour of their pupils.
2. Teachers are key role models, who can influence the
attitudes, values and behaviours of their pupils.
3. Teacher expectations can affect pupil outcomes; setting
goals that challenge and stretch pupils is essential.
4. Setting clear expectations can help communicate
shared values that improve classroom and school
culture.
5. A culture of mutual trust and respect supports effective
relationships.
6. High-quality teaching has a long-term positive effect on
pupils’ life chances, particularly for children from
disadvantaged backgrounds.

Communicate a belief in the academic potential of all pupils,
by:
• Using intentional and consistent language that promotes challenge and aspiration.
• Setting tasks that stretch pupils, but which are achievable, within a challenging curriculum.
• Creating a positive environment where making mistakes and learning from them and the need for effort and perseverance are part of the daily routine.
• Seeking opportunities to engage parents and carers in the education of their children (e.g. proactively highlighting successes).


Demonstrate consistently high behavioural expectations, by:
• Creating a culture of respect and trust in the classroom that supports all pupils to succeed (e.g. by modelling the types of courteous behaviour expected of pupils).
• Teaching and rigorously maintaining clear behavioural expectations (e.g. for contributions, volume level and concentration).
• Applying rules, sanctions and rewards in line with school policy, escalating behaviour incidents as appropriate.
• Acknowledging and praising pupil effort and emphasising progress being made.