How you would identify and justify priorities for professional development in a high-performing but uneven context
NPQSL Case Study Assessment |
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Autumn 2024 Season |
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Assessment Window: Tuesday 21 April 2026 – Tuesday 28 April 2026 |
Information for participants
Using the knowledge gained from your study of the NPQSL, write a response of a maximum of 1,500 words to the case study in this document.
Whilst the following case study is based on an Assistant Headteacher in a secondary school, you do not need to have specialist knowledge of this phase or context. You will be assessed on your underlying knowledge and expertise as developed throughout the NPQSL.
If the context presented here is one with which you are unfamiliar, access the relevant context guide to support your understanding.
You have 8 calendar days to complete the summative assessment.
You must submit your response by 23:59 pm on Tuesday 28 April 2026. The portal will close automatically at 12.00 am on Wednesday 29 April 2026, and no submissions will be accepted after this point. We strongly advise submitting your response ahead of this time and ensuring you have received an email receipt confirming your submission has been received.
In submitting a response, you confirm that this is all your own work. Each response will be automatically assessed for any evidence of plagiarism. In accordance with our assessment policy, any incidents of plagiarism (including self-plagiarism) will be reviewed.
This document should not be shared.
NPQSL Case Study Assessment
Using the knowledge gained through your study of the NPQSL, analyse the information contained in this document to complete the task in response to the scenario provided.
You may draw on course materials to support the writing of your response.
Scenario
You have recently been appointed Assistant Headteacher for Teaching and Learning and Professional Development at Kingsmere Grammar School, following an internal promotion after two years as a faculty leader. You have been in post for one term (autumn term).
Although examination outcomes remain strong, a recent Ofsted inspection and following internal reviews have identified a lack of strategic coherence in professional development, impacting on the consistency of teaching and learning across departments.
You have been asked by the headteacher to lead the development of a professional learning strategy that improves the professional learning culture, impacting the consistency and quality of teaching and learning and supporting pupils to develop greater motivation and engagement with learning.
Task
What would you prioritise to develop a professional learning culture that improves the consistency and quality of teaching and learning across Kingsmere Grammar School, and why?
You may wish to consider:
- How you would identify and justify priorities for professional development in a high-performing but uneven context
- How you would design and implement an evidence-informed, sustained professional learning strategy aligned to school priorities
- How you would monitor and evaluate impact, building staff buy-in and adapting your approach over time
Task guidance
The following guidance may be helpful when writing your response:
Explore: Define the problem you want to address by identifying a tight area for improvement, using a robust diagnostic process. Identify appropriate solutions or practices to implement and make evidence-informed decisions on what to implement. (450 words approximately)
Prepare: Create a clear plan for the implementation of selected interventions, approaches, or strategies. Explain how you will judge the readiness of the school to deliver that plan. Identify how you will prepare staff and resources. (450 words approximately)
Deliver: Explain how you will: support staff, monitor progress, solve problems, and adapt interventions, approaches or strategies as they are used for the first time. (300 words approximately)
Sustain: Explain how you will evaluate the impact of the interventions, approaches or strategies implemented, plan for sustaining and scaling them and how you will continually acknowledge, support, and reward good implementation practices. (300 words approximately)
Effective implementation is built on solid foundations. Your response should demonstrate that implementation has been treated as a process, not an event, planning and executing it in stages. Throughout your response, consider how you are going to create and maintain a leadership environment and school climate that is conducive to good implementation.
Overview
Kingsmere Grammar School is a large, high-achieving selective grammar school in the South East of England, educating approximately 1,200 pupils aged 11–18. The school has a strong academic reputation, with consistently high examination outcomes and a significant proportion of pupils progressing to highly competitive universities. Behaviour is generally good and the majority of pupils academic expectations.
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Pupil population |
Kingsmere Grammar |
National average |
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% of pupils eligible for free school meals (FSM) at some point over the last 6 years |
18% |
23.8% |
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% of pupils with Special Educational Needs or Disabilities (SEND) support |
15.3% |
17.3% |
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% of pupils with an Education, Health and Care Plans (EHCPs)1 |
2.9% |
4.3% |
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% of pupils who have English as an additional language (EAL) |
17.1% |
20.2% |
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% persistent absence rate |
18.4% |
19.2% |
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% overall attendance |
91.6% |
92.5% |
Following an Ofsted inspection last year, inspectors recognised the school’s
strong examination results but identified concerns about inconsistency in the quality of teaching and learning across departments. The report noted that professional development lacked strategic coherence and recommended that leaders strengthen the school’s professional learning culture so that all pupils benefit from the most effective teaching, regardless of subject or teacher.
In response, senior leaders carried out a series of internal reviews, lesson observations, and departmental evaluations to explore teaching and learning in more depth. These confirmed that while some departments demonstrate highly
Most pupils with a SEND need can have their needs met in school without an EHCP, where a school has taken every possible action to meet a child’s needs and they’re still not making the expected progress, an EHCP can be requested. This is a legal document for a child, which describes their needs and the provision that must be implemented in order to help them achieve key outcomes. Effective pedagogy and strong collaborative practices, others rely heavily on long-established, exam-focused approaches. As a result, there are pockets of strong practice rather than a consistently high standard across the school.
The reviews also highlighted that departments often operate in isolation. In some areas, staff collaborate effectively and share practice openly. In others, teachers are reluctant to share resources or discuss pedagogy beyond their department, citing the specialist nature of their subject or the time invested in developing materials. This has limited cross-departmental professional dialogue and the spread of effective practice.
The staff body is highly experienced and academically accomplished, with many teachers holding postgraduate qualifications or research backgrounds.
Professional identity is strongly linked to subject expertise, and many staff view professional development as valuable only when it directly enhances subject knowledge. Whole-school CPD has historically been perceived as compliance-focused or peripheral, with limited relevance to classroom practice in a selective, high-performing context.
At the same time, a small but growing number of Early Career Teachers (ECTs) and newer middle leaders have joined the school. They bring recent training in evidence-informed pedagogy and express a desire for more structured, collaborative professional learning. However, the existing CPD model has not evolved to integrate these staff effectively or to connect their perspectives with the expertise of more experienced colleagues.
In light of these findings, the headteacher has made the development of a professional learning culture a priority within the school improvement plan (SIP). Leadership recognises that sustaining excellence requires evidence-informed, collaborative and sustained professional development aligned to strategic goals. The focus is on strengthening professional trust and collaboration, improving the consistency of teaching and learning and supporting pupils to develop greater motivation and engagement with learning beyond examination success.
You are the Assistant Headteacher, newly appointed to this role after two years as a faculty leader (Maths) at Kingsmere Grammar School. You are well respected for your subject expertise and collaborative leadership style. Prior to joining the school, you were a Head of Department and Teaching and Learning Lead in a large comprehensive school, where you successfully implemented an evidence-informed coaching model to improve classroom practice and culture around professional learning.
You have been asked by the headteacher to lead the development and implementation of a professional learning strategy that addresses the cultural issues identified and supports sustained improvement across the school.
Additional Evidence
Source 1: Excerpt from the School Improvement Plan (current year)
Priority Area: Developing a Professional Learning Culture
Strategic Aim
To establish a professional learning culture in which all staff engage in sustained, collaborative, and evidence-informed development that improves the consistency and quality of teaching and learning across departments.
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Priority Area |
Key Objectives |
Impact Measurement |
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Developing a Professional Learning Culture |
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lesson observations and internal reviews.
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Source 2: Excerpt from the Ofsted Inspection Report
What does the school do well and what does it need to do better?
‘Pupils at Kingsmere Grammar School achieve exceptionally well in public examinations. Outcomes at GCSE and A level are consistently high, reflecting the school’s selective intake and the strong subject knowledge of teaching staff. Pupils are generally well behaved and show respect for their teachers.
However, the quality of teaching and learning is not consistently strong across all departments. In some subjects, teachers use effective strategies to engage pupils in deep thinking, promote independence, and encourage intellectual curiosity. In other areas, teaching relies heavily on well-established routines and examination preparation, which limits opportunities for pupils to develop resilience, independence, and sustained engagement with learning.
Professional development is not sufficiently strategic or coherent. While staff value subject-specific training, whole-school professional learning does not
consistently focus on improving classroom practice or pupils’ learning experiences. There is limited evidence of staff working collaboratively and effective practice being systematically shared across departments.
Leaders recognise these issues and have begun to review the school’s approach to professional development. Inspectors recommend that leaders strengthen the professional learning culture, ensuring that staff engage in sustained, evidence-informed development focused on improving teaching and learning consistently across the school.’
Source 3: Staff Survey – Professional Learning and Development
Response rate: 87% of teaching staff
Quantitative Findings
Staff were asked to respond to the following statements:
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Statement |
Agree / Strongly Agree |
Neutral |
Disagree / Strongly Disagree |
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Professional development at Kingsmere helps me improve my classroom practice |
41% |
29% |
30% |
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CPD is relevant to my subject and teaching context |
38% |
34% |
28% |
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I have regular opportunities to collaborate with colleagues about teaching and learning |
46% |
27% |
27% |
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Effective teaching practice is shared well across departments |
33% |
31% |
36% |
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I feel confident trying new approaches in my classroom |
52% |
26% |
22% |
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Professional development is sustained and followed up over time |
35% |
32% |
33% |
Qualitative Comments (Selected Extracts)
“Most CPD feels quite generic. It doesn’t always reflect the depth or specificity of my subject. I would much rather concentrate on improving my subject-specific knowledge”
“I’m open to developing my teaching, but I’d like CPD to feel more intellectually rigorous and less like a tick-box exercise.”
“I know we are supposed to do peer observations but I’m always very busy. I’m not sure I really have the time to observe or experiment with new teaching techniques. Particularly when there is so much marking and high pressure on making sure grades are good.”
“It’s taken me years to develop the resources and approaches to teaching that I use. It doesn’t seem fair to just give these away to someone else when they have put no effort into making their own.”
“As an ECT, I would really value more structured opportunities to learn from experienced colleagues across the school.”
“My classes achieve excellent results, so I don’t think developing my teaching is necessary. I’m happy with how I teach”
Source 4 : Internal Teaching and Learning Review
Summary Extract
Purpose of review
Following the 2023 Ofsted inspection, senior leaders undertook a focused internal review of teaching and learning to explore consistency and quality of classroom practice across the school.
Methods used
- Lesson observations and learning walks across all faculties
- Work scrutiny across KS3, KS4 and KS5
Findings from Lesson Observations and Learning Walks
Effective practice observed
- In History and English, teachers consistently used structured questioning and discussion to promote deeper thinking and extended pupil responses. Pupils were encouraged to justify ideas and make connections across topics.
- In Mathematics, lessons observed in one department demonstrated strong use of retrieval practice and live checking for understanding, enabling teachers to adapt teaching responsively during the lesson.
- In Sciences, particularly at KS5, pupils were routinely expected to apply knowledge independently, with teachers modelling complex thinking before gradually withdrawing support.
Less effective practice observed
- In several Modern Foreign Languages and Geography lessons, teaching was heavily teacher-led, with limited opportunities for pupils to practise independently or articulate their thinking.
- In some KS4 Science lessons, learning focused narrowly on examination technique, with little emphasis on conceptual understanding or metacognitive reflection.
- Across a small number of Technology lessons, pupils were compliant and well behaved but passive, completing tasks without clear understanding of learning purpose or success criteria.
Common themes
- Expectations for pupil independence and challenge vary significantly between subjects.
- There is no shared approach to questioning, checking understanding, or supporting pupils to think deeply.
- Strong practice tends to be contained within departments and is not routinely shared across the school.
Findings from Work Scrutiny (KS3–KS5)
Effective practice observed
- In English (KS3–KS5), pupil work showed clear progression, regular formative feedback, and opportunities for redrafting and reflection. Pupils demonstrated increasing independence over time.
- In Mathematics (KS4), books showed consistent use of practice, challenge tasks, and corrections, supporting secure understanding and fluency.
- In History (KS5), work evidenced strong disciplinary thinking, with extended writing and clear modelling of high-quality responses.
Less effective practice observed
- In Geography (KS3) and MFL (KS3), work often consisted of short, repetitive tasks with limited evidence of challenge or progression over time.
- In some KS4 Science books, feedback was infrequent or focused solely on exam mark schemes, with little guidance on how pupils could improve conceptual understanding.
- In Technology subjects, there was inconsistency in feedback quality and limited evidence of pupils responding to feedback.
Common themes
- Feedback practices are inconsistent across subjects and phases.
- In some departments, work demonstrates strong outcomes but limited evidence of pupils being challenged to reflect, refine, or extend their thinking.
- There is no shared expectation for what high-quality pupil work should look like across the school.
Source 5: Pupil Voice Summary – Teaching and Learning
Response rate:
- Survey: 71% of pupils
- Focus groups: 36 pupils
Quantitative Findings
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Statement |
Agree / Strongly Agree |
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Lessons prepare me well for exams |
92% |
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I understand what my teachers expect of me in lessons |
88% |
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Lessons make me think hard and explore ideas in depth |
57% |
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I am encouraged to learn independently and take risks |
49% |
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Teaching methods vary and keep lessons interesting |
46% |
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I have opportunities to discuss ideas and explain my thinking |
52% |
Qualitative Feedback (Selected Extracts)
“We are very well prepared for exams, but lessons can feel quite similar across topics.” (Year 10)
“Most teachers explain things clearly, but we don’t often get to try different ways of learning.” (Year 8)
“In some subjects, we just practise exam questions again and again.” (Year 12)
“I like lessons where we have to think and discuss ideas, but that depends a lot on the subject.” (Year 9)
“You don’t really want to take risks because you’re focused on getting the right answer for the exam.” (Year 11)
Source 6: CPD Programme Overview / Timetable (Current Academic Year)
CPD Calendar – Current CPD Plan for the Year
Below is the current CPD and INSET plan for the academic year at Kingsmere Grammar School, outlining the time, frequency, and focus of professional development activities.
Whole-School and Departmental CPD Overview
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Type of CPD |
Frequency |
Focus Areas |
Who Attends |
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INSET Days |
September (2 days), January (1 day), April (1 day) |
School improvement priorities, safeguarding, curriculum updates, assessment processes, behaviour policies |
All staff |
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Whole-Staff Meetings |
Weekly (Monday 3:30–4:30pm) |
School-wide updates, behaviour reminders, assessment deadlines, SEND updates |
All teaching and support staff |
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Department Meetings |
Fortnightly |
Marking standardisation, moderation of assessments, exam preparation, curriculum coverage |
Teaching staff |
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Subject Leader Meetings |
Half-termly |
Assessment consistency, examination outcomes analysis, curriculum mapping |
Heads of Department |
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Pupil Progress Meetings |
Termly |
Data analysis, identification of underperforming pupils, intervention planning |
SLT, HoDs, SENDCo |
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SLT Meetings |
Weekly |
Monitoring the School Improvement Plan, operational issues, leadership updates |
Headteacher, Deputy and Assistant Heads |
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Peer Observations |
Appraisal -yearly Developmental – Termly (optional) |
Quality of teaching and developmental General teaching strategies, informal sharing of practice |
All teaching staff |
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External CPD Opportunities |
Ongoing |
Subject-specific courses, examination board training, NPQ programmes |
Identified staff |
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Learning Walks and Feedback |
Termly |
Monitoring teaching and learning linked to SIP priorities |
SLT, Governors |
INSET Overview (This Year)
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Date |
Focus |
Key Content |
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September INSET (2 days) *Completed |
School Improvement Priorities & Teaching Strategies |
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January INSET |
Mid-Year Review & Assessment |
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April INSET |
Curriculum & Leadership Development |
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