€¦ · Web viewGraduation from the NPQSL programme will demonstrate your ability to be an effective senior leader. The NPQSL final assessment process with LSSW has therefore been

NPQSL FINAL ASSESSMENT

& SUBMISSION

GUIDANCE BOOKLETNPQSL Guidance for Final Assessment

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Graduation from the NPQSL programme will demonstrate your ability to be an effective senior leader. The NPQSL final assessment process with LSSW has therefore been designed to enable you to demonstrate that you can deliver successful and sustainable school improvement in your own school setting and use the experience to reflect upon and improve your own leadership.

The final assessment process comprises one assessed task in which you lead, for an extended period, on a school improvement priority across your school. The task which needs to be achievable within a 12-month period, must be linked into the school’s improvement priorities and produce demonstrable positive impact and sustainable change.

For all aspects of the assessment you will be expected to draw upon your practical experience, research and relevant school, local and national data to inform your leadership decision making. You will also be expected to apply your learning from the face to face days and online courses you have completed and to draw upon your knowledge and expertise in key national policy priorities.

NPQSL Leadership Behaviours:

NPQSL is underpinned by seven leadership behaviours which set out how effective leaders operate and in preparing for your development and final assessment, it is important that you read and understand these behaviours. There is a description of each behaviour below.

CommitmentThe best leaders are committed to their pupils and understand the power of world-class teaching to improve social mobility, wellbeing, and productivity

Collaboration The best leaders readily engage with, and invest responsibility in, those who are best placed to improve outcomes

Personal Drive The best leaders are self-motivated and take a creative, problem-solving approach to new challenge

Resilience The best leaders remain courageous and positive in challenging, adverse, or uncertain circumstances

AwarenessThe best leaders will know themselves and their teams, continually reflect on their own and others’ practices, and understand how best to approach difficult or sensitive issues

Integrity The best leaders act with honesty, transparency and always in the interests of the school and its pupils

Respect The best leaders respect the rights, views, beliefs and faiths of pupils, colleagues, and stakeholders

Final assessment task: leading a school improvement priority across your school

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Key requirements of the task are:

· You are required to lead an improvement project across your school, lasting at least 2 terms, to reduce variation in pupil progress and attainment (part A) and improve the efficiency and effectiveness of teaching (part B).

· You will be required to submit a written account of the project to the provider for assessment, which aims to evidence the criteria indicated.

· You will be expected to submit supporting documents/material as evidence where indicated below. Supporting evidence must be concise and directly related to the applicant’s project and corresponding assessment criterion.

· The final assessment should not exceed a total word count (across both parts of the project) of 5,000, excluding supporting documents or annexes.

· The task must be sufficiently advanced by the time of your submission for you to demonstrate sustainable improvement.

You should select your final assessment window from the two windows that will be published following your first face to face day. The submission window will be open two weeks prior to these deadline dates.

Submission of evidence:

In your submission you should provide evidence of your leadership of the priority for school improvement across the school, your personal impact and the positive difference you have made and in doing so demonstrate your own development as a leader.

The format for your submission for assessment will be an electronic form - writing frame – (see Appendix 1) and documents you have selected to provide as supporting evidence.

In addition to a summary of the project and context setting box (Maximum 1000 words) the form has been divided into assessment criteria boxes for participants to evidence how these have been met relating to the task.

Participants should briefly outline the key actions in relation to each assessment criteria and to cross reference any main supporting documents.

The assessment criteria for NPQSL clearly indicates what you should evidence and what supporting documents are required (See Appendix 2).

Supporting documents:

These documents must also be submitted electronically.

Appendices: should be no more than 10 sides of A4 using font 11, it is possible to have 2 appendices on one sheet. Appendices 1-5 should contain ‘required documents’ - Raw data analysis, pupil performance data, communications plan, business case and risk management plan and appendices 6 – 10 are supporting documents to evidence assertions, judgements

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and impact as judged by the participant. Failure to submit any of the required documentation will lead to a failure.

Length of submission:

· When submitting your written evidence for assessment you should not exceed the stipulated word count of 5,000, excluding supporting documents or annexes.

· The form will be provided in a pre-set format and you should not reduce the font size.

· In the event of a submission exceeding these limits the additional words will not be assessed.

· One of the skills needed in school leadership is the ability to present complex information clearly and succinctly. You should explain clearly what you did and how you led the priority. It is suggested you use active rather than passive sentence constructions and you use ‘I’ rather than ‘we’ when describing what you did yourself (e.g. I did x, then I did y). On occasions you may also need to explain why you took the action you did.

Verification by sponsor:

You need to agree with your sponsor that you are ready to submit.

When your form and the supporting documents are complete you should email these to your sponsor, to enable her/him to complete her/his sections of the form. (This can be found at the bottom of the writing frame). You should ensure that your sponsor is aware of this process and that she/he is expecting the email from you. You should also make sure that your sponsor has a generous amount of time to complete these sections of the form before the deadline for submission.

Sponsors are asked to verify the evidence you submit and give his or her assessment of your leadership of the school improvement priority, the positive outcomes for the school, and of your leadership development. They will be asked to give an evaluation of your leadership of the improvement priority based upon both their observation of your leadership in school and their reading of your submission for assessment.

Where the participant or sponsor has left the school, the Final Assessment paperwork should be counter signed by the Headteacher at the initial school to verify the project has been undertaken. Where the participant and sponsor have both left, LSSW will contact the school to verify the evidence that has been submitted.

Submission process:

The process for submission for your final assessment is:

1. You will need to submit your completed documentation electronically by email to [email protected] by 5.00pm on the specified date.

2. Ensure the file name on ALL uploaded documents is correct - First Name - Last Name – NPQ programme – Cohort – Date.

3. You will receive a confirmation email from LSSW on receipt of your submission.

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mailto:[email protected]

4. You should note that your submission will not be considered without the forms being complete including the sponsor’s sections and the sponsor’s signature.

5. Late submissions will not be accepted.

Award of NPQSL:

NPQSL final assessment will be marked in accordance with the assessment criteria and mark scheme as described in the NPQ Content and Assessment Framework.

The Mark Scheme; (See appendix 3).

Scoring

The mark scheme is a points-based marking system, with points awarded for successful demonstration of each assessment criterion assessed during an assessment task. Each assessment criterion is marked out of a maximum of two, where “2” equates to fullydemonstrating a criterion; “1” equates to partially demonstrating a criterion; and “0” equates to no relevant evidence provided.

Pass mark

To pass an assessment task, the participant must:

a) achieve the overall pass mark for the task (set at around 70% of the total marks available; and b) score at least a “1” in all of assessment criteria assessed in that task (i.e. a participant will fail if they score a “0” on any criterion).

The table below details the pass mark to be awarded the qualification.

NPQ level Criteria Assessed

Marks available

Pass mark

Additional Requirements

NPQSL 14 28 20 At least a ‘1’ in each assessment criterion

Grading

No grade classification is applied to the award, you will either pass or fail. You will be advised of your final assessment score including written feedback where appropriate, once all moderation processes are complete. This will enable you to identify areas for future professional development.

Moderation

Results will not be communicated to participants until the national moderation process for the relevant cohort is complete and the results are confirmed by the Quality Assurance agent.

Resit

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Two resits are permitted after the first fail. Three attempts are permitted in total within a two-year period. After the third failed attempt, participants wishing to try again must wait one year and will need to start the course afresh.

NB. Please see Final Assessment/Submission Checklist for a summary of the process (See Appendix 4).

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NPQSL

Final Assessment Writing Frame for School

Improvement Task(Appendix 1)

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Submission Information: Participant please tick to confirm the submission of all Required Documents as listed below:

Participant’s Name: Raw Data Analysis:

Date of submission: Pupil Performance Data:

Name of School: Communication Plan:

Assessor’s Name: Business Case:

Date of Marking: Risk Management Plan:

Sponsor Comment:

· Project Title· Very brief description of the context of your School setting· What was the aim of the project?· Why was the project relevant and necessary?· How did you set about achieving the project aims?· What impact did your SIP have on pupil progress?· What impact did your project have on the efficiency and effectiveness of teaching?

(Maximum 1000 words)

Project Title:

Content Area Evidence below where you have met the assessment criteria. Ensure that you have included the required ‘documentation’ and any other supporting evidence within

Required Documents and

Markers use

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the appendices. These should clearly be numbered and easily identified. (Maximum of 4000 words)

AppendixReference

onlyMarks award

ed

Strategy and Improvement

1.2.1 Deploys statistical and/or data analysis concepts to identify variation in pupil performance and contributing factors, applying the findings to design of own plans:

Appendix 1Raw DataAnalysis

Marker’s assessment notes: Score:

1.2.2 Evaluates research into, and examples of, implementing change successfully and applies findings to the design and implementation of own plans:


2.2.1 Evaluates teaching quality across a school accurately, exploiting appropriate techniques to gather Evidence:


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Teaching &

Curriculum Excellence

2.2.2 Analyses different leadership/management strategies aimed at improving pupil progress, attainment and behaviour and applies findings to own plans:


2.2.3 Designs, implements, and evaluates an improvement project that reduces variation in pupil progress and/or attainment across the school:

Appendix 2Pupil performance data


2.2.4 Exploits opportunities to develop and grow the school curriculum:


Leading with

Impact

3.2.1 Evaluates research into, and examples of, leadership and motivation and/or influence and applies findings to motivate or influence others across the school (Participants must complete this section):

Sponsor CommentsTo be completed in the section at the bottom of the writing frame

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3.2.2 Designs and implements a communications plan to promote and/or defend plans, drawing on campaigns and techniques used by other schools:

Appendix 3Comms Plan


Working in

Partnership

4.2.1 Establishes and sustains partnerships that build capability and/or improve performance in priority areas for the school (Participants must complete this section):

Sponsor CommentsTo be completed in the section at the bottom of the writing frame


4.2.2 Evaluates the effectiveness of partnerships in terms of pupil progress and/or attainment:


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PART B

Managing Resources and Risks

5.2.1 Analyses the value for money/cost effectiveness of different options and designs a business case for recommended approach:

Appendix 4Business Case


5.2.2 Implements a risk management plan that systematically assesses, monitors, mitigates and contingency plans for risks:

Appendix 5Risk Management Plan


Increasing Capability

6.2.1 Analyses key research into and examples of effective professional development and talent management in schools and applies findings to own plans:


6.2.2 Analyses how professional development provision may need to change over time and applies findings to own plans:

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FINAL SUBMISSION SCORE: Total mark out of 28:(Pass mark 20)

OVERALL JUDGEMENT: PASS:FAIL:

SIGNED BY ASSESSOR: DATE OF MARKING:

Assessor’s comments: (Where a score of 0 is given against any assessment criteria or the participant does not exceed the pass mark the assessor MUST provide written feedback below to support the participant with resubmission).

MODERATOR NAME:

DATE OF MODERATION:

OUTCOME OF MODERATION: 1) OVERALL JUDGEMENT UPHELD:2) OVERALL JUDGEMENT NOT UPHELD:

MODERATOR’S FEEDBACK:

SIGNED BY MODERATOR: DATE:

SPONSOR COMMENT (Required Supporting Evidence): (As the participants Sponsor please read through the Final Assessment script and based on your knowledge of the participant’s School Improvement Task).

1) Please comment on how the participant has met Assessment Criteria 3.2.1 and 4.2.1 below:

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3.2.1 Evaluates research into, and examples of, leadership and motivation and/or influence and applies findings to motivate or influence others across the school:

4.2.1 Establishes and sustains partnerships that build capability and/or improve performance in priority areas for the school:

2) Please comment on the participant’s leadership behaviours identified below and how these have developed over the course of their School Improvement Task:

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Leadership Behaviours:(Commitment, Collaboration, Personal Drive, Resilience, Awareness, Integrity, Respect).

Participant’s signature: ………………………………… Date: ………………………….

I confirm this submission (form and supporting documents) is accurate and I verify all the evidence it contains.

Sponsor’s name: …………………………………………………………….…………..….. Sponsor’s signature: ……………………………………………..…………

Sponsor’s role: ………………………………………………………………………….……. Date: ………………………………………………

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Appendix 2 - Additional Guidance for LSSW NPQSL Participants in completing their Assignments.

NPQSL – Leading across a schoolTASK: Leading an improvement project across their school, lasting at least two terms, to reduce variation in pupil progress and attainment (part A) and improve the efficiency and effectiveness of teaching (part B)

1. Strategy and Improvement:

Assessment Criterion Has this participant: Key words/Component1.2.1 Deploys statistical and/or data analysis concepts to identify variation in pupil performance and contributing factors, applying the findings to design of own plans:

Used statistical and/or data analysis concepts?Identified variation in pupil performance and contributing factors?Applied the findings to the design of own plans for the project?

Deployed (used), Statistical, Data, Analysis, Concepts, Identified, Variation, Pupil Performance, Contributing Factors, Applied, Findings, Design, Own Project

Raw Data Analysis1.2.2 Evaluates research into, and examples of, implementing change successfully and applies findings to the design and implementation of own plans:

Evaluated research into and examples of implementing change successfully?Applied the findings of their research to the design and implementation of own plans?

Evaluate, Research, Examples, Implementing, Change, Applied, Findings, Design, Implementation e.g. EEF, Kotter, Fullan and Boyle- 6 components

2. Teaching and Curriculum Excellence:

Assessment Criterion Has this participant: Key Words/Components2.2.1 Evaluates teaching quality across a school accurately, exploiting appropriate techniques to gather evidence:

Evaluated teaching quality across a school accurately?Exploited (used) appropriate techniques to gather evidence?

Evaluated, Teaching Quality, Across a School,Accurately, Exploited (used), techniques, Evidence,e.g. Learning walks, book scrutinies, observations

2.2.2 Analyses different leadership/management strategies aimed at improving pupil progress, attainment and behaviour and applies findings to own plans:

Analysed different leadership/management strategies to improve pupil progress, attainment, and behaviour?Applied their findings to own plans?

Analysed, Leadership, Management Strategies, Improve, Pupil Progress, Attainment, Behaviour,Applied, Findings, Own Planse.g. Modelling, Monitoring,

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Dialogue, Southworth (2004), Bloom’s Taxonomy, EEF

2.2.3 Designs, implements, and evaluates an improvement project that reduces variation in pupil progress and/or attainment across the school:

Designed an improvement project?Implemented an improvement project?Evaluated an improvement project?Reduced variation in pupil progress/attainment across the school?

Designed, Implemented, Evaluated, Improvement Project, Reduced Variation, Pupil Progress, Attainment, Across the school

Pupil Performance Data

2.2.4 Exploits opportunities to develop and grow the school curriculum:

Exploited opportunities to develop and grow the school curriculum?

Exploited (taken full advantage), Opportunities, Grow, Develop,e.g. a mastery-based maths scheme, a knowledge-rich history programme, new phonics scheme

3. Leading with Impact:

Assessment Criterion Has this participant: Key Words/Components3.2.1 Evaluates research into, and examples of, leadership and motivation and/or influence and applies findings to motivate or influence others across the school:

Evaluated research and examples of leadership, motivation, and influence?Applied their findings to motivate or influence others across the school (beyond own team)?

Evaluated, Research, Examples, Leadership, Motivation, Influence, Applied, Findings, Others, Across schoole.g. Matthews (NCSL, 2009), Maslow, Alderfler, ForbesSponsor Comments

3.2.2 Designs and implements a communications plan to promote and/or defend plans, drawing on campaigns and techniques used by other schools:

Designed a communications plan?Implemented a communications plan?Promoted and/or defended Project plans?Drawn on campaigns/techniques used by other schools?

Designed, Implemented, Communications Plan, Promoted, Defended, Drawn on, Campaigns, Techniques, Other Schools

e.g. Nominet Trust, Communication Tools, Social Media, barriersCommunications Plan

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4. Working in Partnership:

Assessment Criterion Has this participant: Key Words/Components4.2.1 Establishes and sustains partnerships that build capability and/or improve performance in priority areas for the school:

Established and Sustained partnerships in priority area?Built capability and improved performance through partnership working?

Established, Sustained, Partnership, Built Capability, Improved Performance, Shared best practice, Knowledge transferSponsor Comments

4.2.2 Evaluates the effectiveness of partnerships in terms of pupil progress and/or attainment:

Evaluated the effectiveness of partnerships in terms of pupil progress/attainment?

Evaluate, Effectiveness, Partnerships, Pupil Progress, Attainment,Tools, Techniquese.g. Surveys, questionnaires, interviews

5. Managing Resources and Risks:

Assessment Criterion Has this participant: Key words/Components5.2.1 Analyses the value for money/cost effectiveness of different options and designs a business case for recommended approach:

Analysed the value for money/cost-effectiveness of different options?

Designed a business case for their own approach?

Analysed, Value for Money, Cost-Effectiveness, Different options, Designed, Business case,e.g. Financial efficiency tools, Procurement, assessing value for moneyBusiness Case

5.2.2 Implements a risk management plan that systematically assesses, monitors, mitigates and contingency plans for risks:

Implemented a risk management plan?Systematically, assessed, monitored, and mitigated risks?Drawn up plans to mitigate impact of risks?

Implemented, Risk Management Plan, Systematically, Assessed, Monitored, Mitigated, Impact, Risks

Risk Management Plan

6. Increasing Capability:

Assessment Criterion Has this participant: Key words/Components6.2.1 Analyses key research into and examples of effective professional development and talent management in schools and applies findings to own

Analysed key research into and examples of effective professional development and talent management in schools?

Analysed, Key Research, Examples, Effective Professional Development, Talent Management, Schoolse.g. Sutton Trust (2015),

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plans: Applied their findings to own plans?

TDT, NCTL, CUREE, Early Career Framework, The Talent Challenge

6.2.2 Analyses how professional development provision may need to change over time and applies findings to own plans:

Analysed how professional development in their own school may need to change over time?

Applied findings to own project?

Analysed, Professional Development, Change, Over time, Applied, Findings, Own Projecte.g. TDT, Seven Common CPD problems, Perverse Incentives, HMCI, Factors that drive changing CPD needs (Curriculum, assessment) self-directed study, work-based enquiry

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NPQSLFinal Mark Scheme

(Appendix 3)

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ANNEX A - SCORE DESCRIPTORS

NPQSL – leading across a school

Assessment Task: Leading an improvement project across their school, lasting at least 2 terms, to reduce variation in pupil progress and attainment (part A) assessed and improve the efficiency and effectiveness of teaching (part B).

Word Limit: 5,000

Assessment Criteria: 14

Marks available: 28

Pass mark: 20 You are reminded that in addition to achieving the pass mark above, participants must also score at least 1 mark in each assessment criterion in order to be successful in the task, i.e. a ‘0’ will result in the participant failing the task.

NPQSL Content

Assessment criteria Score descriptor 0 Marks

Score descriptor 1 Mark

Score descriptor 2 Marks

Supporting documents

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area required

Tested in Part A

Strategy & Improvement

1.2.1 Deploys statistical and/or data analysis concepts to identify variation in pupil performance and contributing factors, applying the findings to design of own plans

· No relevant evidence submitted by participant

· Analyses performance data to identify variation and contributing factors; though not always using the most important/relevant/appropriate data sources and/or data/statistical analysis techniques (for specified purpose/context)

· Own project and/or priorities are not always consistent with the most important/relevant findings of their analysis in some respects.

· Identifies variation in pupil performance and contributing factors through an analysis of important/relevant/appropriate performance data, including own and comparative schools, using appropriate statistical and/or data analysis techniques

· Own project and priorities for improvement are wholly consistent with the most important/relevant findings of their analysis

· Raw data analysis

1.2.2 Evaluates research into, and examples of, implementing change successfully and applies findings to the design and implementation of own plans


· Evaluates research into, and examples of, implementing change successfully, though not always the most important/relevant/appropriate research or examples (for specified purpose/context)

· Design and implementation of own plans not always consistent with most important/relevant findings of their evaluation in some respects.

· Evaluates the most important/relevant/appropriate research into, and examples of, implementing change successfully, applying important / relevant / appropriate findings to the design and implementation of own project

· Own plans implemented successfully with changes sustained

NPQSL Content area

Assessment criteria Score descriptor 0 Marks




required

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Teaching & Curriculum Excellence

2.2.1 Evaluates teaching quality across a school accurately, exploiting appropriate techniques to gather evidence


· Evaluates teaching quality across a school; though not always using the most appropriate techniques for their specified purpose or context to gather accurate evidence on the impact of different teaching interventions or strategies

· Deploys a range of important/relevant/appropriate techniques to gather evidence on teaching quality across a school, accurately identifying the impact of different teaching interventions or strategies across a school.

2.2.2 Analyses different leadership /management strategies aimed at improving pupil progress, attainment and behaviour and applies findings to own plans


· Analyses different leadership/management strategies aimed at improving pupil progress, attainment and behaviour identifies approaches; though not always identifying those with the greatest impact in reducing variation and improving pupil progress, attainment and behaviour; and/or not always analysing the most important/ relevant/ appropriate strategies for their specified purpose or context.

· Participant’s plans to improve pupil progress, attainment and behaviour are not always consistent with most important/relevant/appropriate findings of their analysis

· Analyses important/relevant/appropriate leadership/management strategies aimed at improving pupil progress, attainment and behaviour and identifies approaches with the greatest impact in reducing variation and improving pupil progress, attainment, and behaviour

· Participant’s plans to improve pupil progress, attainment and behaviour are wholly consistent with most important/relevant/appropriate findings of their analysis

NPQSL Content

area

Assessment criteria




Supporting documents required

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2.2.3 Designs, implements, and evaluates an improvement project that reduces variation in pupil progress and/or attainment across the school


· Designs, implements, and evaluates an improvement project across a school(s); though impact on variation in pupil progress and/or attainment unclear or not in line with specified priorities or purpose

· Participant’s role in designing or implementing or evaluating project not always clear.

· Designs and implements an improvement project across a school(s) that demonstrably reduces variation in pupil progress and/or attainment through improvement

· Impact of project fully evaluated by participant and important/ relevant/ appropriate improvements identified where necessary.

Pupil performance data

2.2.4 Exploits opportunities to develop and grow the school curriculum


· Analyses research into, and examples of, curriculum development approaches/techniques, though not always clear how these have been applied to own school’s curriculum

· Makes improvements to school curriculum, though benefits and or risks of changes not always clear or justified

· Analyses research into, and examples of, curriculum development approaches/techniques and applies findings to improve own school’s curriculum, explaining the benefits of changes made.

NPQSL Content

area

Assessment criteria





requiredLeading with

3.2.1 Evaluates research into, and

· No relevant

· Evaluates relevant research into, and examples of, leadership and

· Evaluates relevant research into, and examples of, leadership and

Sponsor comments

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Impact examples of, leadership and motivation and/or influence and applies findings to motivate or influence others across the school

evidence submitted by participant

motivation and/or influence, though does not always adopt the most important/relevant/appropriate approach for specified purpose/ context

· Evidence of positive impact on others in the school not always clearly demonstrated

motivation and/or influence to identify approaches with the greatest impact in different situations

· Adopts the most important/relevant/appropriate approaches (for specified purpose/context), to demonstrably motivate or influence others across the school

3.2.2 Designs and implements a communications plan to promote and/or defend plans, drawing on campaigns and techniques used by other schools


· Designs and implements a communications plan that promotes and/or defends plans; though does not always consider the benefits/risks of communications campaigns and techniques used by other schools.

· Plan does not always consider the needs/priorities/ motivations of important/ relevant/ appropriate audiences

· Designs and implements a communications plan that identifies the needs/priorities/ motivations of important/ relevant/ appropriate audiences to successfully promote plans or defend where necessary and considers

· Fully considers the benefits and risks of communications campaigns and techniques used by other schools and applies these to own communications plan.

Communications plan

NPQSL Content

area

Assessment criteria





required

Working in Partnership

4.2.1 Establishes and sustains

· No relevant

· Establishes and sustains partnerships that facilitate

· Establishes and sustains partnerships with the most

· Sponsor comments

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partnerships that build capability and/or improve performance in priority areas for the school

evidence submitted by participant

knowledge transfer and/or sharing of best practice in priority areas; though not always with the most important/relevant/appropriate partners/stakeholders (for specified purpose/context)

· Establishes and sustains partnerships with the most important/relevant/appropriate partners/stakeholders, though evidence of positive impact on school not always clearly demonstrated

important/relevant/appropriate stakeholders (for specified purpose/context) that facilitate knowledge transfer and share best practice, with a demonstrably positive impact on relevant school priorities.

4.2.2 Evaluates the effectiveness of partnerships in terms of pupil progress and/or attainment


· Evaluates the effectiveness of partnerships; though impact on not pupil progress and/or attainment not always clear

· Uses tools or techniques to evaluates the effectiveness of partnerships, explicitly assessing their impact on pupil progress and/or attainment

NPQSL Content

area

Assessment criteria




Supporting documents required

Tested in Part ‘B’

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Managing Resources & Risks

5.2.1 Analyses the value for money/cost effectiveness of different options and designs a business case for recommended approach


· Designs a business case that analyses the value for money/cost effectiveness of different options to deploy resources across a school; though does not always use the most important/ relevant/appropriate appraisal tools and techniques to conduct analysis

· Gives limited consideration of efficiency and effectiveness of different options in achieving school priorities

· Recommended approach is not always consistent with analysis of value for money/cost effectiveness analysis

· Designs a business case that comprehensively analyses of the value for money/cost effectiveness of different options to deploy resources across a school, using the most important/ relevant/ appropriate tools and techniques (for specified purpose/context) to assess the efficiency and effectiveness of different options in achieving school priorities.

· Business case

NPQSL Content

area

Assessment criteria





required

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5.2.2 Implements a risk management plan that systematically assesses, monitors, mitigates and contingency plans for risks


· Implements risk management plan that assesses, monitors, mitigates, and contingency plans for risks; though risks identified, or mitigations/contingencies proposed, are not always the most important/ relevant/ appropriate ((for specified purpose/context))

· Monitoring activities are not always systematic or proportionate to the most important/relevant risks

· Implements risk management plan that systematically assesses, monitors, mitigates, and contingency plans for the most important/relevant/appropriate risks (for specified purpose/context)

· Monitoring activities and frequencies are proportionate to the nature of the most important/relevant risks identified

· Risk management plan

NPQSL Content

Assessment criteria





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area requiredIncreasing Capability

6.2.1 Analyses key research into, and examples of, effective professional development and talent management in schools and applies findings to own plans


· Analyses key research into, and examples of, effective professional development and talent management in schools to identify effective practice, though does not always apply the most important/ relevant/ appropriate findings (for specified purpose/context)

· Own plans not always consistent with, or unclear how they relate to, their analysis of effective practice in some areas

· Analyses key research into, and examples of, effective professional development and talent management in schools to identify effective practice and applies the most important/relevant/appropriate professional development/talent management practices (for specified purpose/context) to own plans

· Own plans are wholly consistent with most important/relevant/appropriate findings of their analysis

6.2.2 Analyses how professional development provision may need to change over time and applies findings to own plans


· Analyses how professional development provision may need to change over time, identifying factors that drive changing professional development needs, though not always the most important/relevant/appropriate (for specified purpose/context) in some areas

· Own plans not always consistent with, or unclear how they relate to, their analysis in some areas

· Analyses of how professional development provision may need to change over time, accurately identifying the most important / relevant /appropriate factors that drive changing professional development needs (for specified purpose/context)

· Own plans are wholly consistent with most important / relevant / appropriate findings of their analysis

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NPQ Final Assessment/Submission Checklist.

You will be able to select which final assessment window with LSSW you choose - one of the two windows that will be published following the first face to face day. The submission window will be open two weeks prior to these deadline dates.

SUBMISSION PROCESSThe process for submission for your final assessment is as follows:

1. There is a two week window for submission prior to the published deadline date during which you can email your final assessment paperwork.

2. You will need to submit your completed documentation electronically by email to [email protected] by 5.00pm on the specified date.

3. Ensure the subject title and the file name on ALL uploaded documents are correct - First Name - Last Name – NPQ programme – Cohort – Date.

4. You will receive a confirmation email from LSSW on receipt of your submission.5. You should note that your submission will not be considered without the forms being

complete, including the sponsor’s sections and the sponsor’s signature.6. Late submissions will not be accepted.

SUBMISSION PAPERWORK

The following paperwork should be submitted as one, word document which should include:

1. Written account of School Improvement Project completed on LSSW Final Assessment Writing Frame.

2. Supporting Documents/Appendices.

SUBMISSION CHECKLIST – Please check that you have;

1. Submitted a written account of the project demonstrating how you have met the criteria as laid out in the mark scheme.

2. Utilised the Final Assessment LSSW writing frame, proformas need to be left in the same format as sent by LSSW. Margins and font sizes should not be changed. The submission MUST be in word and all documents should be saved and sent as one document/attachment.

3. Not exceeded the total word count, excluding supporting documents or annexes. In the event of a submission exceeding this limit the additional words will not be assessed.

4. Not included hyperlinks within your submission - Hyperlinks cannot be included. Assessors are unable to access these. Please ensure they are removed.

5. Not exceeded more than 10 sides of A4 for your Appendices, using font 11, it is possible to have 2 appendices on one sheet. Appendices 1-5 should contain ‘required documents’ and appendices 6 – 10 are supporting documents to evidence assertions, judgements and impact as

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mailto:[email protected]

judged by the participant. Failure to submit any of the required documentation will lead to a failure.

6. Utilised the Harvard Referencing System - annotate any key sections that you refer to in the appropriate column on the form to enable your sponsor and assessors to find your supporting evidence easily.

7. Included a Bibliography, this will not count as an appendix.

8. Ensured that Final Assessment paperwork is signed by all parties. Typed signatures are unacceptable. The signatures need to be handwritten or a handwritten scanned in version i.e. cut and paste.

9. Checked that your sponsor has completed her/his section of the form which can be found at the bottom of the writing frame and signed and dated in the appropriate place to verify the evidence you have submitted. Where the participant or sponsor has left the school, the Final Assessment paperwork should be counter signed by the Headteacher at the initial school to verify the project has been undertaken. Where the participant and sponsor have both left, LSSW will contact the school to verify the evidence that has been submitted.

*Following the marking of your Final Assessment paperwork, you will be notified of the outcome within 2-3 months following the national moderation process.

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