Gain an understanding of the core principles behind developing language, reading and writing, get practical tools and guidance to lead your school’s approach to literacy, and collaborate with other leaders in similar roles.
Build the expertise to effectively develop others and lead a powerful whole school literacy strategy.
Develop the skills to help colleagues develop literacy across the curriculum – without creating unnecessary workload.
If you work in a school serving disadvantaged communities, you can apply for our free one-to-one support which runs alongside the NPQ in Leading Literacy (NPQLL). This free support comes in the form of an experienced former school leader who will coach and guide you throughout the programme. You can apply for this additional support in your application.
Share experiences with other school leaders, learn how they’ve faced similar challenges and build a professional network that will support you throughout your career.
This programme is for teachers who have, or are aspiring to have, responsibilities for leading literacy across a school, year group, key stage or phase.
This 15-month programme (12 months’ delivery and three months for assessment) consists of a series of modules based on the DfE’s NPQ frameworks. Each module cycle features:
This cycle repeats throughout the programme, with implementation a consideration in every module. Towards the end of the programme, you’ll also take a module focused specifically on effective implementation. This provides an opportunity to plan a strategic improvement, focused on your context and pupils. There will be ongoing support through a seminar group and discussion forum.
During the Practical Implementation cycle, programme members will be required to put learning into practice and implement an improvement, or plan the implementation of an improvement, in their setting based on the NPQ programme they are working towards. The focus will be identified by the programme member and must be level appropriate.
This improvement should be a stretching professional development target within the programme member’s existing role. For aspiring specialist and leadership programme members, the school/employer should support them to implement an improvement at the aspiring level. The allocation of learning time is five hours so any implementation focus should be feasible within the timeframe.
You’ll develop the knowledge, skills and expertise to lead effective approaches to developing literacy and supporting children’s reading and writing at all stages. This will include leading and developing others to improve children’s literacy.
Our content is informed by the best and most recent evidence and developed with input from school leaders and subject matter experts.
Our programmes have a practical focus. You’ll be supported to make small but important changes to your and others’ practice throughout the programme. This will conclude with the implementation module and practical implementation cycle of the programme.
Find out more about the DfE’s NPQLL content framework:
The programme is designed to fit around your teaching and other school commitments. Over the course of the whole programme (spread over three terms), you’ll undertake approximately 55 hours of learning. This includes a combination of seminars, online learning modules, conferences and a practical implementation cycle.
Assessment takes place within three months of you completing your NPQLL. Detailed dates will be shared with you before the start of the programme.
The assessment process for all NPQs has been refreshed to reduce the workload burden on teachers while still providing an opportunity to apply their knowledge. To pass the programme, you’ll need to engage with at least 90% of the course and pass one summative assessment.
Throughout the programme, you will participate in formative assessment tasks, so you can track your progress and understanding. This will also support you to demonstrate 90% engagement with the course.
At the start of your training, we’ll also provide you with the dates of the Summative Assessment so you can plan for this with your school. This will take the form of a case study which is a minimum of 2,000 words in length and will cover content referred to in the relevant NPQ Content Framework. It will represent a likely situation to be faced by a teacher at the relevant NPQ qualification level or role and will allow you to demonstrate your understanding of the relevant NPQ Content Framework and offer you an opportunity to demonstrate that you can successfully apply this.
You will have an eight-day window to provide a written response of a maximum of 1500 words for the case study (unless adjustments are required on an individual basis) in an ‘open book’ setting. You will receive the unseen case study question at the start of the eight-day window; and submit your response by midnight of the eighth day.
Funding to cover the full cost will be available to teachers and leaders from the 50% of schools with the highest proportion of students who attract pupil premium funding. Comparative disadvantage measures will be applied for Early Years and 16 – 19 educational settings.
If you are not able to access a funded place the National Professional Qualification in Leading Literacy costs £899.
Applications are now open for the autumn 2024 intake.
If you have any further questions please contact Lindsey Martin at martinl@onecumbria.education
As I reflect on my journey as an Early Career Teacher (ECT) with One Cumbria, I am filled with gratitude for the support and guidance that has shaped my professional development. Completing my ECT induction period has been a transformative experience, and the Early Career Framework (ECF) has been instrumental in my growth as a teacher.
From the outset, One Cumbria provided a structured and positive environment that was essential for my transition from trainee to practitioner. The program was meticulously designed to align with the ECF, ensuring that I had access to the best resources and support networks.
One Cumbria organised a series of seminar sessions and resources focused on the core areas outlined by the ECF: behaviour management, pedagogy, curriculum, assessment, and professional behaviours. These sessions were not only informative but also interactive, providing me with tools and strategies to enhance my teaching practice. The emphasis on evidence-based methods ensured that I was implementing best practices in my classroom.
The ECF framework has been a cornerstone of my professional development, enabling me to achieve significant milestones in my career. The framework emphasised the importance of curriculum knowledge. Through One Cumbria’s support, I gained a deeper understanding of the curriculum content and how to deliver it in a coherent and accessible manner. This has been vital in ensuring that my students achieve their learning objectives. This knowledge and experience enabled me to take on the role of Computer Science Curriculum Coordinator, where I have been able to shape and enhance the computer science curriculum to better meet the needs of our students and to be an ambitious curriculum.
The comprehensive support and development provided by One Cumbria and the ECF have not only enhanced my teaching skills but also prepared me for leadership roles. Starting this September, in my third year of teaching, I am thrilled to join the Senior Leadership Team with responsibility for Engagement and Technology at St. Benedict’s Catholic High School. This new role will allow me to leverage my skills and experiences to drive technology integration and foster student engagement across the school.
Completing my ECT induction period with One Cumbria has been a profound and rewarding journey. The support of the ECF and One Cumbria has empowered me to excel in my teaching career, take on the role of Computer Science Curriculum Coordinator, and step into a senior leadership position. I am excited about the future and committed to continuing my professional growth, contributing to the success of students and school communities.
I am currently in the middle of completing an NPQSL with One Cumbria. The online seminars have been great! The information that has been covered throughout the modules so far has been relevant and valuable to someone wanting to progress in their career. I will be joining the Senior Leadership Team in my school in September and the scenarios covered and the discussions with other practitioners have really prepared me for this progression and prepared me with knowledge and skills to apply within my own setting. The tasks on Brightspace are very thorough and detailed and cover all elements needed to become equipped in leadership. I would recommend the NPQ to others.
Hello! I’m Sarah and I’m from Tebay in South Cumbria, and currently working at Netherhall School in Maryport. My professional interests are in making English exciting for future learners through diversifying the curriculum; using oracy; and using drama, especially when teaching plays! Personally – I am a HUGE Swiftie (the attached picture is preparation for the Eras tour).
As a teacher with an ADHD brain, often I can try to put the cart before the horse and try to complete everything at once. On the NPQ course, I learnt to take my time with projects: it’s ok if something takes a couple of years – in fact, that probably means it’s done more thoroughly! The modules on implementation especially have helped me to prioritise and give myself grace to adapt (and not take it personally!) if a project is not successful straight away. In my current practice, I am aiming to practice what I preach and use the implementation work to help the department to modernise the Key Stage 3 curriculum for English.
I have completed an NPQH with One Cumbria. The training modules and online seminars helped me become a more reflective practitioner and to consider alternative viewpoints and ways of working. I was able to apply the knowledge and skills to my own practice and make positive changes within our school. The collaboration and networking with colleagues is invaluable and has created a support network amongst us to continue to improve as we move through our careers.
Tanya is Headteacher at Flimby Primary School, a vibrant village school at the heart of the community. Nestled by the sea and the railway and once home to the many coal pits in the area. Flimby primary school are soon to celebrate 150 years!
