DRET Teaching School Hub

NPQLT Spotlight

NPQLT Spotlight

Every week, we will share an NPQ spotlight with colleagues across the region, highlighting the specific features of one of our NPQ suite of qualifications and how the programme might benefit colleagues looking to develop their practice as teachers or leaders in their setting.


The NPQ Leading Teaching is a qualification that aids colleagues to develop as expert teachers in their setting. This might be a classroom teacher looking for the next stage in their development, a key stage or subject lead keen to develop their team even. This NPQ focuses on building participants knowledge and expertise of the elements of expert teaching: from establishing a culture of learning, assessment and instruction, through to the importance of subject specificity curriculum and how to support teachers with their own development to adapt to the needs of pupils.


The programme takes a hybrid approach, opening with an in-person conference where the cohort can meet as a network, before embarking on flexible self-study modules and online clinics delivered by our Expert Visiting Fellows, a team of established school and system leaders who understand the specific challenges faced by North and North East Lincolnshire coastal, rural and smaller schools.


This programme would be ideal for any teaching member of staff, keen to develop further with a recognised qualification within the sector to develop their knowledge and expertise in leadership of teaching.


The NPQ Leading Teaching has a fully-funded scholarship available, with an additional targeted support payment of £200 to smaller schools (please check here for school eligibility). Closing date for applications to join our next cohort is Thursday 12th January 2023, but we advise early applications wherever possible to reserve places.


Kevin Willis, a teacher on the NPQLT shares, ‘This course has offered me a great opportunity to further expand my knowledge and experience of teaching, and specifically for developing colleagues within the profession.  It has refocused me onto research-based materials which underpin the day-to-day activities within a classroom, and which are often forgotten in the busy nature of a teaching day.  The collegiate nature of the clinics and communities helped me to recognise that we all face similar issues, but solutions can be individual for each case.’