NPQML Content Area Assessment Criteria Score Descriptor 0 Marks Score Descriptor 1 Mark Score Descriptor 2 Marks Supporting Documents required Tested in Part A Strategy and Improvement 1.1.1 Deploys tools and techniques to manage and analyse data on pupil progress and attainment, at group and individual level. No relevant evidence submitted by participant Deploys tools and techniques to manage and analyse data on pupil progress and attainment at group and individual level; though tools and techniques deployed and/or conclusions drawn or trends identified during analysis are not always the most important/relevant/appropriate (for specified purpose/context) Deploys appropriate tools and techniques to manage data on pupil progress and attainment at group and individual level effectively; analysis of progress and attainment accurately identifies the most important and relevant trends. Raw data analysis eg: SATs data, phonics data and end of term/year data showing trends. Also EYFS, attendance/exclusion data if appropriate. Clarity of understanding of issues to be addressed by the project and any trends over the past few years. 1.1.2 Designs, evaluates and improves plans in light of data on pupil progress and attainment No relevant evidence submitted by participant Designs improvement project, evaluates impact and modifies plans; though priorities identified or conclusions drawn are not always consistent with data supplied on pupil progress and attainment. Designs an improvement project that identifies priorities that are wholly consistent with data supplied on pupil progress and attainment; evaluates impacts of plans robustly and makes improvements where necessary in important/relevant/appropriate respects. School Improvement Project Plan with key priorities identified and reasons/trends given. Includes adjustments to the ongoing projects with justifications and robust evaluations. 1.1.3 Deploys change management tools and/or techniques during the design and implementation of plans. No relevant evidence submitted by participant Deploys change management tools and/or techniques during the design and implementation of plans; though not always the most important/relevant/appropriate (for the specified purpose/context). Change not sustained or implemented successfully. Deploys the most important/relevant/appropriate change management tools and/or techniques (for specified purpose/context) during the design and implementation of plans, to successfully implement sustainable change at team level. Shows evidence of working with team over a sustained period of time. Eg: Staff meetings, individual and/or group support. Shared teaching, coaching sessions, observations.
Leading with Impact 3.1.1 Exploits different leadership styles and justifies why these have been adopted. No relevant evidence submitted by participant Adopts different leadership styles, though not always most important/relevant/appropriate (for specific purpose/context) Benefits and risks of approaches adopted not fully explained or justified appropriately. Adopts different leadership styles successfully to ensure that team meets objectives. Benefits and risks of different approaches fully explained and approaches adopted justified appropriately. Evidence of using a range of leadership styles when developing team with clear explanations of why particular styles used. 3.1.2 Exploits different communication styles and justifies why these have been adopted No relevant evidence submitted by participant Adopts different communication styles, though not always most important/relevant/appropriate for specified audience, purpose or context. Benefits and risks of approaches adopted not fully explained or justified appropriately Adopts different communication styles successfully, including in challenging circumstances, to communicate confidently and effectively with stakeholders. Benefits and risks of approaches adopted fully explained and justified appropriately. Shows evidence of different ways of communicating with the team. Eg: 1:1 coaching, team meetings, holding others to account. Meetings with parents, pupils, staff TAs, NQTs. Evaluation of success or not with honest reflections. Working in Partnership 4.1.1 Establishes relationships with others within and outside of own team, deploying appropriate structures and/or processes to mitigate against barriers. No relevant evidence submitted by participant Deploys structures and/or processes to establish relationships within and outside of own team; though not always the most important/relevant/appropriate (for specified purpose/context) Barriers to collaboration with important/relevant/appropriate stakeholders collaboration not always overcome. Deploys appropriate/relevant structures and/or processes to overcome barriers to effective collaboration. A wide range of important/relevant/appropriate relationships successfully established within and outside of own team, including with challenging partners/stakeholders Evidence from questionnaires, sponsors comments and feedback from staff, parents, pupils, TAs and other key adults shows very effective collaboration has taken place.
4.1.2 Designs and/or delivers plans in collaboration with others within and outside of own team. No relevant evidence submitted by participant Designs and/or delivers plans in collaboration with others inside and outside of team, though not always the most important/relevant/appropriate stakeholders. Designs and/or delivers plans successfully through sustained collaboration with important/relevant/appropriate stakeholders inside and outside of team. Evidence in assignment shows commitment of sustained collaboration over time with key individuals/groups to ensure success of the project. Tested in Part B Managing resources and risks 5.1.1 Analyses the financial and staffing implications of own plans, during whole lifetime of plans, using a budget. No relevant evidence submitted by participant Budget provides a basic analysis of the financial and staffing implications of plans, through whole lifetime of plans; though does not always include the most important/relevant/appropriate costs (for specified purpose/context) Some consideration as to how to deliver efficiencies through the lifetime of plans, though not always in the most important/relevant/appropriate areas ( for specified purpose/context) or in the context of achievement of team objectives. Budget provides a detailed analysis of all relevant financial and staffing implications, during whole lifetimes of plans. Consideration given to how efficiencies can be achieved in respect of important/relevant/appropriate costs and how these impact on team objectives. Evidence of understanding of the costs of the project and where to prioritise the funds for maximum success of the project. Details include aspects of staffing, staff professional development, release costs and resources. 5.1.2 Defines the steps required to successfully implement plans, using a project plan. No relevant evidence submitted by participant Project plan defines some of the steps required to successfully implement plans though important activities (for specified purpose/context) poorly defined or absent. Project plan defines all of the steps required to successfully implement plans. The project plan clearly shows the time scales, priorities and key personnel involved for the plan’s success
5.1.3 Identifies and mitigates risks in plans, using a risk register. No relevant evidence submitted by participant Risk register demonstrates that some risks in plans are identified and mitigations are in place, though risks and/or mitigations are not always the most important/relevant/appropriate (for the specified purpose). Risk register demonstrates that all important/relevant risks in plans are identified and relevant/appropriate mitigations are in place (for specified purpose/context) Evidence in the risk register shows that there is an understanding of what aspects of the project might not be successful and how to plan for this. Eg: slippage of time Increasing Capability 6.1.1 Assess individuals’ performance and capability methodically and identifies appropriate, targeted professional development opportunities within and beyond the school to support team. No relevant evidence submitted by participant Assesses individuals’ performance and capability identifies professional development opportunities; though these are not always the most important/relevant/appropriate opportunities (for specified purpose/context). Assessment of individuals’ performance unstructured or inconsistent with relevant guidance. Assesses individuals’ performance and capability methodically, consistent with relevant guidance. Accurately identifies most important/relevant/appropriate opportunities as well as targeted professional development opportunities within and beyond the school. (for specified purpose/context). Assignment shows evidence of clear reflection and evaluation and development of the seven leadership skills. Further evidence gained through the 360 review, self-diagnostic, feedback from senior leaders, relevant questionnaires, e mails and other evaluations after meetings. Also to refer to performance management review, if appropriate. 6.1.2 Assesses their own performance and capability methodically, identifying appropriate, targeted professional development opportunities for self. No relevant evidence submitted by participant Assesses own performance and capability; though these are not always the most important/relevant/appropriate professional development opportunities (for specified purpose/context). Assesses own performance and capability methodically, drawing on relevant tools and techniques and accurately identifying important/relevant/appropriate professional development opportunities for self. Clear evidence that the middle leader has reflected on leadership areas to develop and created opportunities within the project to develop their skills further with success. Additional evidence from sponsor.