Continuing professional development (CPD) is a central part of Ed Ball’s professional life. The deputy head of Ridgewood School shares his experience of National Professional Qualifications (NPQs) and how his own learning is having a wider impact.
“I just know that in learning more, I'll be able to deliver more to the school and ensure that the students are getting a better deal,” says Ed, who has completed the NPQ for Senior Leadership (NPQSL) and is now doing the NPQ for SENCOs.
“When I stepped into the role of senior leader in 2019, I wanted to refine and broaden my leadership skills,” says Ed. “I wanted to really make sure that I was keeping abreast of all the latest education evidence – education is just ever evolving. The NPQSL was a really structured way for me to be able to enhance my knowledge."
“Throughout the programme, I enjoyed learning and reflecting, and could see myself becoming more confident as a leader. And so when I took up line management of special educational needs and disabilities (SEND), it made perfect sense for me to transition straight to the NPQ for SENCOs – to grow my knowledge, reflect on myself as a leader, and then apply that best practice to continue to drive SEND improvement at Ridgewood. And that’s especially important as SEND is such a national quandary that so many schools are grappling with.”
Becoming a strategic leader – and helping others to do the same
Leading with strategic intent has been a key learning from both his NPQs. “It’s about balancing the operational demands of the school with a long-term vision,” he explains. “I think that's really important because many senior leaders come from a middle leadership role where they're operational and can't necessarily take that helicopter view. Whereas the NPQSL – and all the leadership NPQs – are designed to help you think and act strategically.”
“And that’s also one of the key things I’m getting from the NPQ for SENCOs. It’s so easy to be focused on the day-to-day running of SEND, but I want to make sure that my SENCO, as a leader within the school, has the space and the capacity to think strategically. Ultimately, it’s giving him the ability to deliver change in a way that is purposeful for those students most vulnerable within our school.”
Learning how to implement new ideas, in the right way, at the right time
Ed also explains how he is sharing his own learning about effective implementation with his team.
“The NPQs are quite intertwined which is great. And one thing I’ve gained from both of the NPQs, is the idea of implementation. I line manage lots of different people and they’re all really passionate about their own areas and have lots of ideas,” he continues. “But for me as deputy head, it’s about making sure that changes are implemented at the right time.”
“For example, my SENCO has 1,001 great ideas, but I encourage him to think about how each idea can be implemented with purpose, so we’re not overwhelming staff. It’s about knowing when to push an idea, and when to pull back.”
“Now I’m learning about SEND evidence-based research, I can couple that with what I know about implementation best practice. And I can use that to empower him to make the right and best decisions for the school to deliver continued improvements and an inclusive environment.”
Promoting CPD across the school
54 teachers and leaders at the school have already completed or are currently completing an NPQ. Ed says, “At Ridgewood, we’re strong believers in teacher development. We’ve created a culture for it – we actually have an assistant head teacher for teacher development and nine staff are currently taking NPQs. A number have completed the NPQSL already and are going on to secure senior leadership posts.”
“If you’re going to talk the talk, you’ve got to walk the walk,” says Ed. “If I’m saying that we’re creating a culture for professional learning, I need to be devoted to that. So obviously I've done my NPQSL, I'm on another NPQ now, I'm on a chartered teacher status pathway – and I have aspirations of becoming a headteacher at some point, and will do the NPQH.”
“Because the key piece of research about improving student outcomes is all related to teacher development and making sure that you know teaching is effective but also giving staff the opportunities to develop themselves as well.”
