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NPQEL Final Assessment Submission Form for participants

This form is to be used for the submission of Task 1 (business development strategy for your organisation) and Task 2 (improve progress and attainment in several schools). The submission form may be submitted with Task 1 only completed, Task 2 only completed, or both tasks together. If only submitting one task, leave the boxes for the other task blank.

Please complete the white boxes below. Please write in Calibri point 11.

Participant Name Eduard Golubev

Provider Name Chartered Teaching Alliance

Task 1, Task 2 or Tasks 1 & 2 Task 1

Assessor Name or Code A451

Reviewer Name or Code (where applicable)

Submission Score Task 1 27 Pass = 20 Maximum = 28

Task 2 Pass = 17 Maximum = 24

Submission Score

Date: 21.11.19

Overall Judgement: Pass (P)

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Assessor’s overall feedback statement:

It is clear from your submission you understood the requirements of the NPQEL Task 1 assessment criteria, you gave detailed evidence throughout your submission in a clear, logical way for example, indicating where you met the indicators within the competencies tested. In your audio submission you demonstrated a well-informed, in depth understanding of your task, setting the context of the meeting, recapping on the processes previously undertaken to develop your Strategic Development Plan, the rationale behind the plan and the next steps to be taken. It would have been useful to have some feedback from your Directors in the audio to reinforce Leading with Impact and how you further secured stakeholder support for the Plan. Your summary of the project demonstrated the need to investigate a strategy for growth if the MAT was to remain successful and cost efficient and the necessity to move from a 3 to a 2 tier structure focusing on the key actions which made the MAT deliver an effective, successful primary and secondary offer with the strengths and attributes that made it successful in the past.

You understood the risks of your business development strategy and ensured you worked with stakeholders across the MAT to develop your strategy. You analysed delivering change across a number of organisations, drawn from schools and non-school contexts, and applied these findings to own plans for example, using other MATs (Blessed Edward Bamber, Bourne Education Trust) and examples of identifying effective practice in business, using the Financial Times Guide to business planning. You secured stakeholder support in a number of ways setting up additional focus groups on motivation and the key priorities of stakeholders and gathered priorities into 5 key areas within the plan using the schools in the MATs frameworks as a guide. This was well thought out. After further consultation the final plan presented to directors. The evidence of your leadership in this competency can be summed up when you indicate the presentations at schools went well with volunteers emerging from all schools who were keen to be part of the cross trust groups to be set up and to take a more active role in collaborative work. Clearly, you are able to motivate and also understood the key priorities of the stakeholders for example, you secured Director support and then shared your plan with the wider community. You were aware of the need to exploit expertise and best practice from both within and beyond the education system using an OFSTED model incorporating milestones and putting together a format which met your organisations needs and developing a one page strategic document, this is good practice. You are also working with 2 CEOs from other regional MATs to look at a plan for growth as well as working with the diocesan lead for education further developing your leadership capacity. Your commitment to seeking and sharing best practice was evident in a number of ways, using skilled staff in all the schools to develop the quality of teaching and learning for example, setting up English, Maths and Science cross Trust groups. You also used best practice in other sectors to inform your project for example, using planning formats employed nationally by companies such as Deloitte. You understand the need to improve further financial accountability and procedures by developing new financial procedures and processes for joint procurement across the Trust and risk management is being developed using models from other MATs and expertise from local business.

You are aware of the requirement to analyse the Trusts ability to meet future requirements and are

beginning to evaluate the benefits and risks of different strategies for professional development- setting

up leadership development initiatives which utilise the skills of staff from across all schools and are

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using resources from national leadership schemes in educational and non-educational settings to

manage and develop talent within the teams. In the competency Increasing Capability you make limited

references to resilience to change in the schools. To fully meet all the criteria consider what actions you

have taken to do this and or will do this.

In your submission you did not submit scanned signatures from yourself, ensue you do so in Task 2. You also did not complete the word count section correctly. I have populated this for you now. Ensure you do in your next submission.

Judgements and scores for assessed sections

Pass: The participant successfully demonstrates all of the criteria, and attains at least 70% (20) of the available marks in Task 1 and at least 70% (17) of the available marks in Task 2. Fail: The participant has not provided relevant evidence for one or more criteria across both tasks, or has scored 19 marks or less in Task 1 or 16 marks or less in Task 2.

To meet the standard, the participant must be assessed as 1 or 2 ‘criterion successfully demonstrated’ in each of the fourteen criteria in Task 1 and the twelve criteria in Task 2, and to score at least 20 marks in Task 1 and at least 17 marks in Task 2.

NPQEL task 1

Participant score

SAI TCE LWI WiP MRR IC Total

6 X 4 4 6 7 27

Maximum marks

6 4 4 6 8 28

NPQEL task 2

Participant score

SAI TCE LWI WiP MRR IC Total

X X

Maximum marks

4 8 8 4 24

Criterion scores: 0 = no relevant evidence 1 = partially demonstrated 2 = fully demonstrated

In NPQEL, different criteria within SAI, LWI and WiP are tested in each Task

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Section A: Contextual Statement In this section, list the titles of your school improvement project/s, 1) design a sustainable business development strategy for their organisation, analysing the benefits, costs, and risks of different options and 2) lead a project to improve progress and attainment in several schools. Briefly describe the business development strategy you designed for task 1, and the project title which improved progress and attainment in several schools. List where the assessor will find the key supporting documents. This page is contextual and is not assessed. Words written on this page do not count towards the limit of 4,000 words (Task 1) and/ or 4,000 words (Task 2) overall; however, please limit what you write to a maximum of two lines in each box on this page.

Task 1: Summary title, key focus or intended impact of your business strategy:

Three Year Strategic Development Plan for Crandon Catholic Schools (CCS) multi academy trust (MAT)

Task 1: Summary outline or list of the key benefits, costs and risks of your chosen strategy

CCS is a Catholic MAT .The MAT and schools are successful but there is no strategic plan to direct further development. This plan also needed to incorporate steps for a 3 to 2 tier re-organisation and a MAT growth plan.

Task 2: Title of your project across several schools

Task 2: Intended improvements in progress and attainment

Supporting document Location: page no.; position on page; reference/ title

Task 1

Presentation recording and feedback (Governing board or board of trustees)

Audio/ video/ transcription or notes location:

If video, link:

If audio, start time of key 10 minutes:

Task 2

Pupil performance data

Presentation recording and feedback (Group of relevant stakeholders)

Audio/ video/ transcription or notes location:

If video, link:

If audio, start time of key 10 minutes:

Communications/ stakeholder engagement plan, including media handling

Optional additional information

Your role

School/ Federation/ MAT/ Other (please specify)

Description (size, phase, etc.)

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Section B: Submission

Please write your final assessment submission in either Section B1 Task 1 Business development strategy (Overview plus five leadership curriculum areas) and/or section B2 Task 2 Working across several schools (Overview plus four leadership curriculum areas), and then add appendices, or extracts at the end of the document. The five/ four boxes in Sections B1 and B2 do not need to each be the same length, but you must not exceed an overall word count of 4,000 words (Business development strategy); 4,000 words (Working across several schools), excluding appendices. You should provide evidence for every numbered statement. Failure to provide relevant evidence for even one criterion will result in a fail. Please write the word count for each assessed area at the end of Section B1 and/ or Section B2.

Section B1 NPQEL

TASK 1 Business development strategy

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Write a summary overview of your project to develop your business development strategy.

Supporting documents required

The St John the Baptist Trust (also known as Crandon Catholic Schools) is a small Multi Academy Trust of

schools in Crandon. We cater for students from the ages of 2 to 19 and we also have a Teaching School

which works both in the local area and also across the Catholic diocese of Westpool. The Trust was

therefore well established before I took up the post of Executive Principal working across all the schools

to support the headteachers.

It was clear that our schools were doing well but up to this point the Trust did not have a strategic

direction or plan. I was very keen to engage with stakeholders across all of our schools to celebrate

success up to this point and to investigate areas for improvement and development. I decided to work

with all stakeholders in the Trust to develop our first 3 year strategic plan for growth and development.

There are a number of wide ranging and ambitious targets for development across the trust to impact

across the whole Trust community. There are also 2 key areas which I have explored in more detail which

are closely linked to our current, local environment and a changing national direction in MAT structure.

In terms of local changes, the borough as a whole is moving from a 3 to a 2 tier structure. This local

change means that all schools in the borough will move from a lower/middle/upper system to one that is

primary/secondary. To remain viable, we need to ensure that we do the same and can present to our

community a strong, successful primary and secondary offer with the strengths and attributes that made

us successful in the past.

As a small MAT we also need to investigate a strategy for growth if we are to remain successful and cost

efficient. As a Catholic MAT our growth strategy is closely linked to the Diocesan strategy and it is my

intention to ensure that we are at the forefront of wider discussion and that we can direct plans that

ensure that outcomes can further improve for all of our students

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SAI Final assessment criteria 1.4.1 Analyses the external and/or strategic environment, identifies implications for relevant organisations, and applies findings to own plans 1.4.2 Analyses research into, and examples of, successful business development and business failure, drawn from schools and non-school contexts, and applies findings to own plans 1.4.3 Analyses research into, and examples of, delivering change across a number of organisations, drawn from schools and non-school contexts, and applies findings to own plans

Score

No supporting document required

2

2

2

How have you analysed the environment in which your organisation/s are operating, and found out about change and business development across a range of other organisations, in order to improve your own business development strategy?

All our schools have worked successfully together for many years initially as a cluster of schools, then as

a federation and now as a multi academy trust. Historically all schools have been doing very well – St

Thomas More and St Mark’s are both outstanding and St Bernadette’s and English Martyrs are both

good. This has meant that although there was a joining together of some key elements such as

governance and finance, to some extent the schools were working individually with no common trust

mission and limited opportunities for cross Trust support and sharing of good practice. There was a need

for a trust strategic plan (this had also been clearly highlighted in a recent trust audit) and a clear

methodology in how this was constructed in order to meet the needs of our students and engage the

Trust community as a whole. It became clear that a central part of this work would be unifying the work

on the plan by developing a clear and succinct mission statement. This became our first task. One of our

primaries set up a working group specifically to explore our mission as a Catholic Trust and were

instrumental in the development of our Trust mission statement. We developed a shared mission

statement for the Trust of:

Excellence Together: We strive to work, as a family of Catholic schools, to secure outstanding outcomes for all our students. Uniqueness: We recognise all of our students as being made in God's image. By learning in a community founded on Gospel values, we ensure that they are prepared for their lives ahead. Education for All: We ensure that our students, of all abilities and backgrounds, are supported to achieve their very best. I believe the mission statement embodies the work of our Trust and provides a good basis for ongoing developments. In investigating a number of strategic plans of other MATs both locally and nationally and investigating

business plan development by discussing formats with a number of business contacts, I chose to

produce a 3-year strategic plan (attached) that would run alongside annual operational plans. It is clear

from examining MAT growth plans from MATS who are successful and also plans from MATs who have

recently disbanded or have chosen to lose schools, that targeted, costed and sustainable development

plans are required to ensure that outcomes for students remain positive and that MAT structures retain

the capacity to nurture and develop provision in all schools. These ideals remained a focus throughout

our strategic plan developments. (1.4.2). Further analysis into examples of change delivery particularly in

a wider business context, made it clear that the plan needed to build on the strengths of the

organisation, be clear in its intentions and involve as much of our Trust population as possible to ensure

that all bought into our key mission and targets. These became the key goals in our method of delivering

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change across all schools (1.4.3). The development of the plan and key priorities involved working with

all stakeholders- students, teachers, leadership groups and directors- to critically analyse all factors

including statistical outcomes and also to examine our place in a changing educational landscape. This

resulted in the need to incorporate targets directly linked to changes in the local context in particular a

re-organisation from a 3 to a 2 tier structure. ( 1.4.1). The involvement of a wide range of staff in our

schools to develop the plan I believe gave all staff the opportunity to share and celebrate success but

also to be part of the decision making process in determining our targets for the future. I believe that this

will enable a greater buy in to the plan from staff and for staff to recognise that they have a say in the

strategic direction of the Trust as a whole.

Assessor use only

1. SAI Questions to aid assessment Has this participant:

Analysed the external and/or strategic environment?

Identified implications for their organisations and changed their plans as a result?

Through research and examples of school contexts, found out about successful business development and failure?

Through research and examples of non-school contexts, found out about successful business development and failure?

Found out about delivering change across a number of school organisations?

Found out about delivering change across a number of non-school organisations?

Used their findings within their own plans?

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LWI Final assessment criteria 3.4.1 Analyses the motivations and/or priorities of colleagues/stakeholders, integrating these in the design and communication of plans 3.4.2 Secures colleague and/or stakeholder support for visionary or challenging goals

Score

Presentation recording and feedback

2

2

How have you used the motivations and priorities of colleagues and stakeholders to support your visionary goals for change?

The Trust community all contributed readily to the production of the Trust plan. I engaged with all

members of our governing body who were keen to respond. The leadership teams from all schools set up

additional working groups with a key focus of contributing to the Trust plan. They engaged with their

teaching and support communities and also set up a number of student voice groups who also

contributed. We did engage with the wider community but this is an area for development if we are to

ensure that all stakeholders are actively involved in strategy development. This work produced a broad

range of responses and from this a plan to prioritise was put into motion. On gathering input from all

key groups and analysing business planning from a number of sources in school and non-school contexts,

it became clear that our key priorities could be organised against a number of key headings (see attached

plan). At this point I set up a number of additional focus groups to explore the motivations and priorities

for key stakeholders. These groups involved input from the leadership groups, staff and students in all

schools and from all Trust directors. From these meetings I gathered all key objectives into 5 key areas

and presented these once again to target groups. After further discussion I modified and tailored the

plan to ensure that we addressed the key priorities of all groups (3.4.1). After 2 months of consultation

the final plan was presented to directors and key leaders in the trust to ensure that the plan was relevant

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and appropriate to the Trust’s needs and was ambitious in its aims (3.4.2) Directors agreed the plan and I

could then share it with the wider Trust community. This involved a presentation and discussion at all of

our schools, an article in our termly Trust News newsletter and a page on our new Trust website.

Presentations at schools went particularly well with volunteers emerging from all schools who were keen

to be part of the cross trust groups to be set up and to take a more active role in collaborative work.

Assessor use only

3. LWI Questions to aid assessment Has this participant:

Analysed the motivations and priorities of colleagues?

Analysed the motivations and priorities of other stakeholders?

Secured colleague support for visionary or challenging goals?

Secured stakeholder support for visionary or challenging goals?

Used their findings in the design of their plans?

Used their findings in the communication of their plans?

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WIP Final assessment criteria 4.4.1 Exploits expertise, professional advice and/or best practice from beyond the education system and applies it to own plans 4.4.3 Analyses research into and examples of expanding and/or joining a school partnership successfully, including an academy chain, and applies findings to own plans

Score No

supporting document required

2

2

How have you used expertise and advice from outside the education system, and research into expansion or joining a school partnership to inform your plans for change?

I have been interested in strategic planning methodology and formats for a number of years. I have

worked in a regional working party to develop a strategic planning format for a previous cluster of

schools I worked in to incorporate a higher level of accountability and clearer milestones for all

stakeholders to clearly evaluate and monitor progress. I have also worked with colleagues in a number of

business settings to examine their methodology in developing clear strategies for developing their

businesses and have worked with them to explore how their thinking could impact on the strategic

planning in an educational setting. Using all this background knowledge I made the decision to use

examples from a number of different settings to influence our strategic planning.

To develop our format for the Trust development/business plan I looked at development planning in a number of other multi-academy trusts (Blessed Edward Bamber, Bourne Education Trust) as well as models described in the Financial Times Guide to business planning and formats employed nationally by companies such as Deloitte . I also referred to an OFSTED model incorporating milestones and put together a format that I thought best met our needs including a one page strategic document and an annual operational document. (4.4.1). It also became clear that for out Trust to be sustainable, our plan also needed to consider growth. I am currently working with 2 CEOs from other regional MATs to look at a plan for growth as well as working with the diocesan lead for education. This is an exciting new development and will involve openness and sharing of success and challenges so that we can clearly set a strategic business plan for a closer working partnership which I believe will lead to a merging together of our 3 Trusts to for a new, single legal entity. I have also carefully considered research by ARK and Harris and am working to incorporate key thinking from all sources to deliver a growth strategy appropriate for the needs of our Trust (4.4.3)

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Assessor use only

4. WIP Questions to aid assessment Has this participant:

Exploited expertise and best practice from beyond the education system?

Used professional advice from outside the education system?

Found out about expanding their organisation?

Found out about joining a school partnership, such as an academy chain?

Used the information they have found out within their business development strategy?

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MRR Final assessment criteria 5.4.1 Analyses the benefits, risks and costs of different business development strategies in resource terms (for example, in terms of finances, staffing, workload and educational resources) 5.4.2 Analyses opportunities to improve the efficiency and effectiveness of resources deployed sustainably and applies findings to the design of plans 5.4.3 Evaluates the effectiveness of different accountability arrangements for managing resources and risks and defines appropriate financial accountability and risk management arrangements for own plans

Score

No supporting document required

2

2

2

How have you analysed the benefits, risks and costs of your business development strategy, using the information to improve efficiency, effectiveness and sustainability of your organisation’s resources and creating effective accountability and risk management arrangements?

The plan is far reaching in terms of impact across the whole organisation. Key themes within the plan are: Outcomes for pupils:

Develop a shared Management Information System and IT infrastructure to support this

Implement a programme of standardisation and moderation across all schools in the trust and

wider afield

Ensure we have a system to set consistent, aspirational targets for students across all schools

Develop trust wide strategies as required, to meet the needs of identified cohorts of students

Quality of Teaching, learning and assessment:

Develop the role and impact of the teaching school to work effectively across all phases and

across the diocese

Develop a systematic process to share good practice

Develop a common framework for assessment, reporting and tracking across all key stages

Cross trust groups to be developed– literacy/numeracy

Investigate the roles of Literacy and numeracy specialists to support across the trust

Personal development, behaviour and welfare:

Further develop trust wide clusters e.g. the SENDCo group

Establish plans to improve security across all sites

Investigate the roles of family and mental health support workers across the trust

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Develop trust wide behaviour audits and policy

Develop a shared strategy to improve attendance

Compete E-Safety audits across all schools and develop a trust wide plan for further

developments

Leadership and Management:

Implement a successful transition from a 3 to 2 tier structure

Implement a trust wide pay and appraisal policy

Improve Crandon Catholic Schools brand identity

Develop financial procedures and processes for joint procurement

Review governance

Investigate the development of centralised business functions for HR, premises and IT

Explore an increase in trust size

Investigate a revised system to allocate funds to schools and support cross trust developments

Develop a trust wide approach to supporting leadership development

SMSC and physical wellbeing:

Develop trust wide chaplaincy opportunities

Develop the status of the trust as a centre of excellence for Religious Education

Investigate travel/transportation plans for students

Develop trust wide plans to develop sport in schools

Develop provision for auditing and supporting wellbeing for students and staff across the trust

One of the key areas of development is ensuring that financially, the business processes of the trust are as cost efficient as possible to ensure that maximum funding can be used to support teaching and learning and the outcomes of students. The development of the finance department of the Trust has been underway for a number of years. The department is now efficient, well-structured and internal and external audits show that systems are well used and accurate. I looked at a variety of business models using examples from “School Leadership and Education System Reform” (Earley and Greany) and “The Growth of Academy Chains” (Hill/Dunford/Parish/Rea/Sandals) as well as risk register formats provided by Deloitte to inform my planning and worked with the Trust Chief Financial Officer (CFO) to ensure that plans resulted in increased efficiency and economies of scale (5.4.1) Analysis of current deployment has highlighted strengths and areas for development across the Trust including streamlining in financial services and a harmonising of contractual obligations in all schools. A high level of expertise in Human Resources (HR) is already evident but there is a need to ensure that as a single employer, we are better in systems across all schools. An analysis of outcomes for students also shows a high level of expertise and good practice which could be more efficiently shared – resulting in the development of new maths, English and science cross Trust groups – and the need to develop more robust and transparent data collection and analysis mechanisms (5.4.2) Financially the Trust is in a secure position. All schools have financial reserves accrued across a number of years. Good practice has been achieved through developing financial systems as recommended and utilised by external partners. Recent forecasting using research on curriculum led budgeting from

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Deloitte has produced a number of key questions to explore further including a curriculum costing of sixth form provision which will allow us to make decisions regarding value for money and curriculum choice in our sixth form centre . Risk management is being further developed using models form other MATs and expertise from local business. However, it is clear that ongoing annual expenditure will exceed annual income if we do not take a more measured approach to overall staffing costs. Financial accountability measures have been well established by the Trust CFO who presents me and directors with information regarding internal and external financial auditing, budgeting and forecasting. The CFO and I work together with headteachers to ensure that clear financial plans can be presented to directors and if, for example, costs exceed income, we have clear short term plans to reduce spending and longer term plans to ensure that issues remain within our control. It is also clear that our organisation needs to grow to fully exploit some of the benefits of working together as a Trust. Year 2 of the plan sees this as an objective and I am working with external partners at other local MATs, using research from larger MATs such as ARK and Harris and working with directors to set a clear pathway for a sustainable model of expansion and development (5.4.3) Assessor use only

5. MRR Questions to aid assessment Has this participant:

Analysed the benefits, risks and costs of different business development strategies?

Considered the finances, staffing, workload and educational resources involved?

Analysed how to improve the efficiency and effectiveness of resources deployed?

Considered the sustainability of deployed resources?

Evaluated the effectiveness of different accountability arrangements for managing resources?

Evaluated the effectiveness of different accountability arrangements for managing risk?

Defined appropriate financial accountability within their own plans?

Defined appropriate risk management arrangements within their own plans?

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IC Final assessment criteria 6.4.1 Analyses organisation’s capability to meet current and future requirements and applies findings to own plans 6.4.2 Evaluates the benefits and risks of different strategies in terms of professional development opportunities, including for new and the most talented staff 6.4.3 Evaluates the benefits and risks of different strategies in terms of the supply and demand of staff, including in key posts 6.4.4 Evaluates the benefits and risks of different strategies in terms of the organisation’s responsiveness and resilience to change

Score

No supporting document required

2

2

2

1

How have you analysed your organisation’s capability, developing strategies for professional development, the supply of staff and your organisation’s ability to meet change responsively and resiliently?

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The schools within our Trust have worked for a number of years in a climate of local change as the borough moves from a 3 tier ( lower/middle/upper) to a 2 tier (primary /secondary) structure. There had been a partial re-organisation a number of years ago but this was to be completed with the merging of our lower school and middle school to give a new primary and the increase of years 7 and 8 at the secondary school to accommodate the top 2 years from the middle school. We were fortunate that our schools had increasing student numbers so we were clear that there would be no redundancies and in fact we would also need to recruit additional staff once the re-structure had taken place. Workforce needs and development play a crucial part throughout the plan but particular issues arose in the re-organisation from a 3 to a 2 tier structure and in our developing a MAT growth strategy. In our 3 to 2 tier organisation I worked closely with the Headteachers, CFO and HR to ensure that a staffing plan and professional development strategy was in place to meet the demands of staff within our new structure (6.4.1). This included evaluating the benefits and risks of a number of different structures and an evaluation of possible recruitment and retention issues, opportunities for staff to take on new opportunities across the Trust and capability gaps which can be addressed by good professional development opportunities (6.4.2). It is clear that in both our re-organisation and growth plan, we need to be clear how we support talent management and succession planning. In our re-organisation I have ensured that staff have had the opportunity to step up to new leadership positions. This is now supported by clear mentoring support for those in new positions and a cross Trust leadership development initiative which utilises the skills of staff from across our schools and uses resources from national leadership schemes in educational and non-educational settings to manage and develop talent within our teams (6.4.3) Resilience to change has been a key issue in our re-organisation and is an area to consider carefully in our growth strategy. Key readings from Pippa Lord ( Strategic Priorities of Executive Leaders )and Lafley and Martin ( Playing to win, how strategy really works) clearly show how a shared understanding of critical knowledge across all stakeholders is essential if we are all to see both the risks and possibilities of growth and development. I have ensured that a shared understanding is central to developments in the trust and am planning further opportunities in the forthcoming year including trust newsletters specific to the needs of staff and staff voice opportunities in the evaluation, monitoring and development of ongoing trust development plans (6.4.4) As the Trust continues to explore growth and development we need to continue to analyse our capacity for change and development. In light of new diocesan growth plans I am working closely with 2 other local multi academy trusts to explore closer working relationships with a view to merging into a single entity within the next 12 months. I am currently working on 3 working groups (Finance/Teaching and Learning/ Leadership and Governance) to develop a strategy to evaluate current working practices and formulate a plan for the merged multi academy trust that fully utilises the best practice and skills within our workforce for the greater good. Assessor use only

6. IC Questions to aid assessment Has this participant:

Analysed their organisation’s capability to meet current requirements?

Analysed their organisation’s ability to meet future requirements?

Evaluated the benefits and risks of different strategies for professional development?

Considered the professional development needs of new staff?

Considered the professional development needs of the organisation’s most talented staff?

Evaluated the benefits and risks for the supply and demand of staff?

Considered the supply and demand of staff in key posts?

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Evaluated their organisation’s responsiveness to change?

Evaluated their organisation’s resilience to change?

Included their findings within their business development strategy?

Task 1 word count: maximum 4,000 not including appendices 3117 words Task 1

Overview SAI TCE LWI WiP MRR IC Total

353 636 X 354 337 859 568 3107

Section B2 NPQEL

TASK 2 Working across several schools

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Write a summary overview of your project to improve progress and attainment in several schools.

Supporting documents required

Write your assessment submission in this box.

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SAI Final assessment criteria 1.4.1 Analyse the external and/or strategic environment, identifies implications for relevant organisations, and applies findings to own plans 1.4.3 Analyses research into, and examples of, delivering change across a number of organisations, drawn from schools and non-school contexts, and applies findings to own plans

Score No

supporting document required

What were the implications for the schools you were working across of your analysis of the external strategic environment, and how did you draw from what you found out about change in planning to deliver improvement to the schools? Write your assessment submission in this box.

Environment implications Delete or use as in-section headings Change across a number of organisations

Assessor use only

1. SAI Questions to aid assessment Has this participant:

Analysed the external and strategic environments to identify the implications for the schools they are working across?

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Found out about delivering change across a number of organisations, through research and examples from school contexts?

Found out about delivering change across a number of organisations, through research and examples from non-school contexts?

Used their findings within their plans for change?

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TCE Final assessment criteria 2.4.1 Evaluates teaching quality across several schools accurately, using a systematic and rounded approach, and applies findings to own plans 2.4.2 Analyses domestic and international research into, and examples of, school improvement strategies in relation to progress, attainment and behaviour, including interventions targeted at disadvantaged pupils or those with particular needs, and applies findings to own plans 2.4.3 Analyses research into and examples of effective school-to-school support systems in relation to teaching quality, pupil progress and attainment and applies findings to own plans 2.4.4 Designs, implements and evaluates an improvement strategy that improves pupil progress and attainment across several schools

Score

Pupil Performance data

How have you evaluated teaching quality across the schools you are working with, using a range of research into school improvement strategies and school-to-school support systems to improve pupil progress and attainment across the schools? Write your assessment submission in this box.

Teaching quality across several schools Improvement of progress, attainment and behaviour School-to-school support systems Pupil progress across several schools

Assessor use only

2. TCE Questions to aid assessment Has this participant:

Evaluated teaching quality accurately across the schools they are working with?

Used systematic and rounded approaches to do so?

Analysed domestic research into school improvement strategies to improve progress, attainment and behaviour?

Analysed international research into school improvement strategies to improve progress, attainment and behaviour?

Found out about the most appropriate interventions to use with disadvantaged pupils and those with particular needs across the schools?

Found out about effective school-to-school support systems?

Designed, implemented and evaluated an improvement strategy which improved pupil progress and attainment across the schools they were working with?

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act LWI Final assessment criteria

3.4.1 Analyses the motivations and/or priorities colleagues/stakeholders, integrating these in the design and communication of plans

Score Two pieces of supporting evidence: 1. Presentation recording and

(April 19)

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3.4.2 Secures colleague and/or stakeholder support for visionary or challenging goals 3.4.3 Analyses their own motivations and moral purpose and integrates these in own design, communication and leadership of plans 3.4.4 Evaluates different strategies to publically promote and/or defend plans, including in the media, and implements recommended approach

feedback 2. Communications/ stake-holder engagement plan, including media handling

How have you set visionary, challenging goals for improvement, securing stakeholder engagement through an understanding of their motivations and publically promoting and defending your plans? Write your assessment submission in this box.

Motivations and priorities Securing support Own motivations and moral purpose Strategies to publically promote or defend plans

Assessor use only

3. LWI Questions to aid assessment Has this participant:

Analysed the motivations and priorities of colleagues?

Analysed the motivations and priorities of stakeholders?

Integrated their findings into the design and communication of their plans?

Secured the support of colleagues for the visionary or challenging goals they set?

Secured the support of stakeholders for the visionary or challenging goals they set?

Analysed their own motivations and moral purpose?

Integrated their own motivations and moral purpose into the design, communication and leadership of their plans for improvement?

Evaluated different strategies to publically promote and defend their plans, including in the media?

Used their findings within their plans for improvement?

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WIP Final assessment criteria 4.4.1 Exploits expertise, professional advice and/or best practice from beyond the education system and applies it to own plans 4.4.2 Analyses research into, and examples of, successful school-to-school support partnerships and collaborations applies findings to own plans

Score No

supporting document required

How have you used expertise, professional advice and best practice from beyond the education system, and found out about successful school-to-school support systems to strengthen your plans for improvement?

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Please copy and paste your supporting documents and other appendices below. Please use extracts rather than complete documents where possible.

a) Please label each appendix with the assessment criteria number it relates to. b) Appendices are not included in the word count. c) Please note that assessors will not have time to look at lengthy documents in detail.

Write your assessment submission in this box.

Assessor use only

4. WIP Questions to aid assessment Has this participant:

Exploited expertise and best practice from beyond the education system?

Used professional advice from outside the education system?

Found out about successful school-to-school support partnerships and collaborations?

Used what they have found out to develop their own plans?

Task 2 word count: maximum 4,000 not including appendices Task 2

Overview SAI TCE LWI WiP MRR IC Total

X X

Signatures

Please add scanned signatures and print names in the panel below.

I confirm that this submission and supporting documents are a true and accurate account of the work carried out by the participant during their NPQEL programme.

Date

Participant Eduard Golubev 23/9/19

Senior post-holder within organisation

Jocelyn Redmond 22/9/19

Role Chair of Directors of the St John the Baptist Academies Trust

Section C: Appendices

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d) Appendices should not be above two sides in length each; no additional appendices are required other than the supporting documents, but if you wish to, a maximum of two are allowed; appendices should be a maximum of 2,000 words in total; they should be easily readable. (see final assessment participant handbook, page 2). This applies to each of the two tasks.