Communicate and negotiate with different people effectively to make progress on objectives Tools and techniques for gathering and analysing the perspectives, priorities and motivations of stakeholders 3.3.3 Analyses stakeholder views systematically and applies this understanding to communicate, negotiate or persuade Task 1 Supporting document required: Presentation recording and feedback Research into negotiation and persuasion techniques/strategies Examples of communications/stakeholder engagement strategies, including the use of media, drawn from a range of schools and non-school contexts 3.3.4 Evaluates different communications/ stakeholder engagement strategies and applies findings to the design and implementation of own communications/ stakeholder engagement strategy Task 1 Supporting document required:Comms/ Stakeholder engagement strategy Working in Partnership NPQH (Leading a school) how to: Learn about: Assessment Criteria Tested in Use different models of partnership working to improve educational provision, sustain a culture of mutual challenge and learn from others (including parents/carers, the wider community and other organisation) Different models of partnership working/ collaboration and why these have been adopted in different circumstances (for example, to develop or share best practice) drawn from a range of schools and non-school contexts
5.3.2 Formulates a curriculum-led budget aligned to plans Task 2 Supporting document required: Curriculum-led budget Examples of how a range of schools and other organisations have generated additional income (for example, through additional site use) Implement accountability arrangements to manage resources and risks effectively and in line with statutory requirements (where applicable, fulfilling the Accounting Officer role as defined in the Academies Financial Handbook) The benefits of strong accountability, including the importance of non-executive oversight 5.3.3 Evaluates the effectiveness of school’s accountability arrangements for managing resources and risks, recommending improvements where necessary to deliver plans successfully Task 2 Examples of resource and risk management arrangements drawn from a range of schools, including internal controls (for example, schemes of delegation, tolerances and risk appetite, internal and external reporting and scrutiny) The requirements of the financial accountability framework, as set out in the Academies Financial Handbook A school’s statutory requirements in relation to risk assessment, employment, procurement and safeguarding (including the Prevent Duty), and underpinning processes (for example, risk audits and assessment, collective bargaining, recruitment, redundancy and contract management) Increasing Capability NPQH (Leading a school) Learn how to: Learn about: Assessment Criteria Tested in
NPQH Assessment Tasks Description Project Theme: Leading a whole-school change programme (4,000 words) Designing an action plan to meet my placement school’s resourcing and capability needs (2,500 words) Project 1 (Own school) Project 2 (Placement school) Strategy and Improvement Managing Resources and Risks Teaching and Curriculum Excellence Increasing Capability Leading with Impact Working in Partnership Content Areas Assessed: Task 1 - Participants must: Lead change programme at whole-school level, lasting at least 2 terms, to improve pupil progress and attainment. Present the plan to the Governing board prior to implementation, and gather their feedback. Submit a written account of the project to the provider for assessment, which aims to evidence the criteria indicated. This should cover the design, implementation and evaluation of the programme. Submit supporting documents/material as evidence where indicated below. Supporting evidence must be concise and directly related to the candidate’s project and corresponding assessment criterion. Not exceed a total word count of 4,000, excluding supporting documents or annexes Task 2 - Participants must: Undertake a placement in a contrasting school (for example, by performance, pupil profile, geography etc.), lasting at least 9 working days. Research the placement school’s current and/or projected resource and capability challenges, and design an action plan to address these. Present the plan to the placement school’s governing board and gather their feedback. Submit a written account of the project to the provider for assessment, which aims to evidence the criteria indicated Submit supporting documents/material as evidence where indicated below. Supporting evidence must be concise and directly related to the candidate’s project and corresponding assessment criterion. Not exceed a total word count of 2,500, excluding supporting documents or annexes Content NPQH Assessment Criteria Supporting Documents