LAwNs Employer Handbook Spr26

Employer Handbook

Leader Apprenticeships with NPQs

Introduction

A very warm welcome to the Best Practice Network Leader Apprenticeship with NPQ programmes. We look forward to working with you and your learner throughout their programme, ensuring that you both gain a great deal from their learning experience with us. The team is here to help and support you both to maximise this opportunity, so please contact us if you have any questions.

The information in this Employer Handbook and the Learner Handbook is very important and will support your learner’s successful completion of their programme, so please keep it readily accessible.

Our vision

For every:

 child to benefit from an excellent education, regardless of background

 education professional to be able to grow and give their best

We are committed to a sustainable school-led partnership that:

 provides all schools with access to outstanding leadership development

 delivers Leader Apprenticeships with National Professional Qualifications designed by school leaders for school leaders

 meets the needs of the school-led system

 combines national quality assurance with locally driven accountability

 measures the impact of our work on learners, leaders and school improvement

This is the foundation of everything BPN is setting out to achieve and on which we set our standards for quality professional development and training.

Our values

Best Practice Network is one of the UK’s largest providers of training, development and support for education professionals. We share the desire of every practitioner, that every child, regardless of their background, should benefit from an excellent education.

Our core values define what we stand for and how we do things, helping us to work together in the most fulfilling way to provide the best service to our learners and partners.

Key Contacts

Your learner’s APC will be your main point of contact. They will guide, support and help your learner to achieve the most from the programme. They will contact you and the learner by email after your First Day of Learning (FDoL) event.

Additionally, key contacts for your time on programme are as follows: BPN

The Leader Apprenticeship with NPQ programmes

Your learner’s programme is made up of an apprenticeship and an NPQ. They have been mapped rigorously to enable them to complete both elements as one. To successfully complete the programme, they are required to undertake both elements in full, including their assessments.

The apprenticeship is underpinned by the NPQ in order for them to contextualise and apply their learning in practice with sector-specific knowledge and practices.

Apprenticeship standards and NPQs work slightly differently to each other in terms of engagement and compliance requirements, so this Employer Handbook sets out to accompany the Learner Handbook in ensuring you and your learner have everything needed for successful learning and completion on programme.

The apprenticeship programme

Apprenticeships have a long history and exist to support people in applying new learning in practice. Today, they provide a route within our sector to ensure professionals have the knowledge, skills and behaviours they need to have impact and progress.

BPN offer a broad range of apprenticeships, creating relevant and impactful learning solutions for practitioners across your setting. More information can be found on BPN’s apprenticeship offer here

Level 2 Early Years Practitioner Apprenticeship

Level 2

Level 3

Level 2 Playworker Apprenticeship

Level 3 Leader Apprenticeship with NPQLT

Level 3 Leader Apprenticeship with NPQLTD

Level 3 Leader Apprenticeship with NPQLBC

Level 3 Early Years Educator Apprenticeship

Level 3 Teaching Assistant Apprenticeship

Level 3 Teaching Assistant Apprenticeship SEND

Level 5

Level 5 Leader Apprenticeship with NPQSL (National Professional Qualification for Senior Leaders)

Level 5 Leader Apprenticeship with NPQH (National Professional Qualification for Headship)

Level 5 Specialist Teaching Assistant Apprenticeship

Level 5 Early Years Lead Practitioner Apprenticeship

Level 5 Wellbeing Leadership programme

Level 5 Coaching in Education

Level 6 Teacher Apprenticeship with Initial Teacher Training leading to QTS (Primary)

The Leader Apprenticeships with NPQs are an innovative and exciting way of learning for leaders in the education sector, offering accessibility, flexibility and cross-sector learning with the apprenticeship standard, alongside sector-specific knowledge from the DfE’s NPQ.

The programmes harness the notion of apprenticeships being work-based learning programmes so that relevant learning can be applied in a practical way, upskilling learners in their current role whilst preparing them for future roles.

Both the Skills England Apprenticeship Standards and the BPN NPQ frameworks are designed to enable a great deal of choice for leaders in ensuring their learning journey is bespoke to them. The tripartite induction meeting enables all learners to create and track their individual learning plan comprising new knowledge, skills and behaviours (KSB) from the standard as well as Learn That and Learn How To statements from the DfE NPQ Framework; with support from the tripartite. Both elements of the programme are assessed summatively. Your learner’s Apprenticeship Performance Coach (APC) will explain the programme in full detail to both you and your learner during your induction meeting.

Your Leader Apprenticeship with NPQ is supported and funded in the same way as standalone apprenticeships: by the National Apprenticeship Service, Education and Skills Funding Agency. Therefore, the compliance requirements of your programme derive from apprenticeship requirements and underpin the activity you will undertake throughout.

There is no maximum age limit for an apprenticeship, but they are for those aged 16 or over, living in England and not in full-time education. Apprenticeship learners can be new or current employees.

You can access the latest news, information and misconceptions about apprenticeships here: Amazing Apprenticeships.

For providers and employer-providers, receiving funding for delivering apprenticeship training and onprogramme assessment in England, these rules form part of the terms and conditions for the use of funds for an apprenticeship or for government-employer co-investment: Apprenticeship funding rules.

What to expect from the apprenticeship

�� Regular support from your learner’s Apprenticeship Performance Coach (APC)

Your APC will support learning, check progress, coach and challenge your learner and help them stay on track.

�� Tripartite progress reviews every month

Your learner will meet with the APC and you, as their in-setting Apprenticeship Mentor (AM), as a tripartite to review and celebrate progress, having coaching conversations and agree next steps.

�� Workload balance support

We will help your learner to manage their workload and develop their skills to learn and succeed in ways relevant to them.

❤️Wellbeing and pastoral support

If your learner is struggling with anything inside or outside of work, we are here to help.

✍️Guidance on completing your portfolio

We will support your learner to collect evidence of their learning throughout the programme to use at Assessment.

�� Clear steps to successful completion

From induction to assessment period, we will guide and support your learner through every stage.

Programme structure

All Leader Apprenticeships with NPQ programmes feature a cyclical structure with ongoing support elements. They all employ a blended delivery model, balancing synchronous activities (face-to-face events, coaching, and monthly progress reviews) with asynchronous components (practice activities, some monthly progress reviews, offline check-ins, formative assessment tasks, and online modules). This approach allows your learner to benefit from real-time support and challenges while engaging in flexible, bite-sized learning activities that accommodate your busy work schedule. Your learner’s Apprenticeship Performance Coach (APC) and you, as the in-setting Apprenticeship Mentor (AM), will provide feedback and guidance throughout all aspects of the programme.

The programme is divided into three main phases:

 Induction period

 Main learning period (consisting of multiple cycles)

 Assessment period

For detailed information, please refer to the programme specifications.

All programme elements contribute to the statutory overall compliance and engagement requirements for the practical (funded) period with the intended purpose of achieving the knowledge, skills, and behaviours of the apprenticeship, which incorporates the NPQ programme, as set by the Education and Skills Funding Agency (ESFA) and the Department for Education (DfE). This means that all off-the-job training (OTJT) hours are built into the programme.

The LAwNs programmes are apprenticeships with NPQs mapped in. Both the apprenticeship and NPQ elements of each programme must be undertaken to progress to the assessment phase. It is not possible to start on programme and withdraw from the apprenticeship, keeping the NPQ element.

The apprenticeship standards for the LAwNs programme are shared below, accompanied by the NPQ frameworks that are embedded into the programmes:

Apprenticeship Standard (Skills England)

Leader Apprenticeship with NPQLT

Leader Apprenticeship with NPQLTD

Level 3 Team Leader Apprenticeship:

https://skillsengland.education.gov.uk /apprenticeships/st0384-v1-4

Level 3 Team Leader Apprenticeship: https://skillsengland.education.gov.uk /apprenticeships/st0384-v1-4

NPQ Framework (DfE)

NPQLT Framework:

https://assets.publishing.service.gov.uk/ media/66c4ae9567dbaeb97a13e4c7/ NPQ_Leading_Teaching_.pdf

NPQLTD Framework: https://assets.publishing.service.gov.uk/ media/66c4908b057d859c0e8fa7c4/ NPQ_Leading_Teacher_Development_.p df

Leader Apprenticeship with NPQLBC

Level 3 Team Leader Apprenticeship: https://skillsengland.education.gov.uk /apprenticeships/st0384-v1-4

Leader Apprenticeship with NPQSL

Leader Apprenticeship

Level 5 Operations Manager Apprenticeship Standard: https://skillsengland.education.gov.uk /apprenticeship-standards/st0385

Level 5 Operations Manager Apprenticeship Standard:

NPQLBC Framework: https://assets.publishing.service.gov.uk/ media/66c49042b75776507ecdf46e/ NPQ_Leading_Behaviour_and_Culture_. pdf

NPQSL framework: https://assets.publishing.service.gov.uk/ media/63a1dc7a8fa8f539198d9bca/ NPQ_Senior_Leadership_FINAL_Ref.pdf

NPQH framework: https://assets.publishing.service.gov.uk/

with NPQH https://skillsengland.education.gov.uk /apprenticeship-standards/st0385 media/63a1dc9d8fa8f539169b1d74/ NPQ_Headship_FINAL_Ref.pdf

The broad programme structures highlight key elements of the curriculum and delivery method:

Leader Apprenticeship with NPQLT

Level 3 Team Leader Apprenticeship with NPQLT

Leader Apprenticeship with NPQLTD

Level 3 Team Leader Apprenticeship with NPQLTD

Leader Apprenticeship with NPQLBC

Level 3 Team Leader Apprenticeship with NPQLBC

Leader Apprenticeship with NPQSL

Level 5 Operations Manager Apprenticeship with NPQSL

Leader Apprenticeship with NPQH

Level 5 Operations Manager Apprenticeship with NPQH

The ‘monthly tripartite progress reviews and coaching’ will mostly be synchronous (live) on Zoom and some will be asynchronous to support your workload. Your first monthly tripartite review, the induction meeting, will be synchronous and will take place soon after your First Day of learning (FDoL) event.

Enrolment & Onboarding

For information, your learner will be asked to undertake the following activities to enrol and onboard on to their programme.

Initial activities & Documentation evidence

Following their application, your learner will have been asked to complete a variety of tasks, including:

 Some enrolment tasks in BUD

 Complete their Skills Scan on BUD

 Undertake their maths and English Initial Assessments on BKSB

 Evidence eligibility to be on programme (including residency in England)

These are all very important and a requirement of your learner starting on programme with ease. Following these initial activities, they will be invited to a short enrolment call with a member of the BPN team to ensure everything is in place for a successful start on programme. The AM/Employer is not required to attend this enrolment call.

Enrolment call summary

Following completion of the initial enrolment tasks, your learner will have been invited to a virtual video enrolment meeting with a member of our Participant Support Team.

This enrolment meeting covers essential aspects required for your learner’s successful start on programme, including:

 Checking in on prior required actions

 ID verification

 Qualifications

 Off-the-job-training requirements and hours

 Overview of BUD (and access)

 Evidence of relevant or recognised prior learning or experience

 Residency status

 Details of nominated Apprenticeship Mentor (AM)

 Answering the learner’s questions

 Selecting an FDoL date

 Issuing the Learner and Employer Handbooks

 Issuing the Essentials Form

Following this enrolment meeting you and your learner will receive your contracts. These contracts include the Apprenticeship Agreement and Training Plan which are vital for starting their programme. Your apprenticeship contracts must be signed by both the learner and you as the Employer. These are sent via Bud for digital signatures.

Following these contracts being signed your learner will be invited to their First Day of Learning (FDoL) event which is your learner’s official start to the programme.

Programme phases

Dates for your learner’s diary are in Appendix A of this Handbook for your information.

All activities are required as part of your learner’s programme. Your support in helping your learner to commit to them is outlined further on in this handbook.

Induction phase

Once accepted onto programme, induction is vital in engaging in a new learning programme effectively. The Induction phase of the Leader Apprenticeship with NPQ programmes includes a variety of activities.

First Day of Learning (FDoL)

Your learner’s FDoL event is their first official learning activity, and it is important that they attend and complete a piece of work as a result. This is in order to ensure your learner has all the initial information they need for the start of the programme and undertake their first formal piece of learning to release the funding and comply with the requirements of starting their programme.

As the AM/Employer, you are not required to attend the FDoL, but encouraging your learner to share their experiences of it is vital for your active involvement in their programme.

The FDoL event takes the following form:

FDoL live event: virtual introduction, orientation and first learning (approx. 4560 minutes)

To get an overview of and introduction to the programme

To understand who the key supporting people are on programme

To undertake some initial leadershipfocused learning

To register your learner’s attendance (to the full session) and begin their programme funding

During your learner’s enrolment call, they will have selected one of the FDoL date options to attend. This is a requirement of them starting on programme. Whilst rescheduling is possible, it would mean your apprenticeship contracts would need to be resigned ahead of their FDoL attendance, which would delay the start of their programme; so we encourage all learners to attend the

FDoL expert library learning (approx. 60 minutes)

FDoL reflection piece (approx. 30 minutes)

To undertake your learner’s first piece of learning on programme

To learn something new, relevant to your learner and their context, about leadership

To reflect on their learning from the recording

To demonstrate their reflection of learning

To comply with funding requirements of the apprenticeship

one they have originally selected

Access the FDoL expert library (we will share a link in the live event), engage with at least one recording on the same day as the live FDoL introduction (selecting whichever one is most relevant to what your learner wants to learn).

Write 300-500 words of reflection on their new learning from the FDoL expert recording your learner engaged with. Upload reflection piece to BUD for your learner’s new APC to offer feedback on. Instructions about the reflection piece and how to upload it to BUD can be found alongside the recordings.

This must be uploaded within 5 working days of the FDoL live event and feedback will be provided by the APC within a further 5 days.

Following successful completion of the FDoL activities, you and your learner will hear from their new Apprenticeship Performance Coach (APC) who will contact you both to set up your first tripartite meeting: the induction meeting.

Induction meeting

When the APC emails you and your learner to introduce themselves, they will send some documents to get your tripartite relationship started, and you will arrange with them for the tripartite induction meeting to take place within 10 working days of the FDoL

During this meeting, you and your learner will use the Essentials Form (provided during enrolment) to get to know each other, set learning goals, understand the tripartite relationship a little more, and set the most relevant learning tasks on BUD (apprenticeship activities). NB: Your learner’s NPQ activities will be on School Suite Virtual Learning Environment (VLE). Once they have been notified that they have access to School Suite later in the induction cycle, they can begin their NPQ activities.

During this meeting you will also discuss the importance and purpose of the tripartite interacting via progress reviews monthly.

Main learning cycles (including off-the-job training)

Learning is at the heart of the Leader Apprenticeship with NPQ programmes. All elements demonstrated in the programme structure are designed to build your learner’s leadership knowledge, skills and behaviours to apply, with relevance, in their setting. All activities are required as part of the programme to ensure learners are fully engaged, supported and compliant. In undertaking all required learning, it means that they are compliant with all off-the-job training (OTJT) requirements (a requirement of the apprenticeship).

Apprenticeship learning criteria

Your apprenticeship will teach and assess your understanding and demonstration of a series of Knowledge, Skills and Behaviours (KSBs) outlined in the Skills England Apprenticeship Standard. These are the criteria assessed in the Apprenticeship Assessment (AA) in the assessment period.

Knowledge (K)

The information, technical detail and ‘know-how’ that someone needs to have and understand to successfully carry out the duties. Some knowledge will be occupation-specific, whereas some may be more generic. Think of this as the underpinning knowledge you need to have to perform the role safely and competently. Knowledge covered in the apprenticeship are labelled as ‘K’ in BUD activities.

Skills (S)

This is where knowledge is applied in a practical manner. Skills will have been learned through learning, training and experience. Skills covered in the apprenticeship are labelled as ‘S’ in BUD activities.

Behaviours (B)

Behaviours are mainly referring to the mindset that the learner demonstrates. Behaviours are measured at A. The behaviours outlined in the apprenticeship standard for your Leader Apprenticeship with NPQ programmes are labelled in BUD activities as ‘B’.

NPQ learning criteria

The NPQ will teach and assess your learner’s understanding of a series of content areas, Learn That and Learn How To statements outlined in the DfE NPQ Framework. These are the criteria assessed in the Summative Assessment Task (SAT) in the assessment period (following AA).

Content Areas

The NPQ leadership frameworks that are embedded into the LAwNs programmes contain ten content areas that guide the NPQ-specific content. These content areas contain a series of Learn That and Learn How To statements.

Learn That statements

Learn That statements denote the school-specific knowledge you will learn on your Leader Apprenticeship with NPQ programme.

Learn How To statements

Learn How To statements denote the school-specific skills you will learn about and apply on your Leader Apprenticeship with NPQ programme.

Maths and English (formerly Functional Skills)

As we all know, maths and English underpin success in all jobs and career paths. All apprenticeships include opportunities for learners to develop their knowledge, understanding and use of maths and English; and the subjects are holistically embedded through discussions about relevant aspects of maths and English pertaining to leadership, throughout their programme.

It is up to employers if they wish their adult apprentice learners (over 19 yrs at programme start) to study maths and/or English and take these qualifications (where Level 2 English and or maths have not been achieved previously). This will have been discussed at your learner’s enrolment call.

For the Leader Apprenticeship with NPQ programmes, your learner will need to undertake initial assessments in Level 2 maths and English on BKSB to demonstrate their working knowledge and understanding of English and maths. This is a requirement under DfE funding rules.

Assessment

Following completion of the learning cycles and successfully meeting the engagement and compliance requirements of the programme, your learner will transition into the assessment period. This is their opportunity to showcase all that they have learnt and for you to support them as they move toward certification and qualifications. There are several parts to it.

More detail is provided later in this Learner Handbook, and in the Employer Handbook. You will also receive Assessment Guidance later in your programme.

Skills England are currently reviewing apprenticeships and some of the approaches and terminology around assessment. This may mean that, on your programme, you see the terms below used interchangeably whilst the review takes place:

The period between the practical period of the apprenticeship and the completion of the End Point Assessment (EPA).

End Point Assessment (EPA) Apprenticeship Assessment (AA)

An assessment that takes place, to make sure apprentices have reached the necessary level of competence to be awarded an apprenticeship certificate. The requirements for End-Point

End Point Assessment Organisation (EPAO) Assessment Organisation (AO)

Assessment are set out in the assessment plan for each specific apprenticeship standard.

The approach and parameters of the new Apprenticeship Assessment formulate the review.

The independent body/organisation responsible for conducting the final assessment of a learner on an apprenticeship programme.

Supporting leadership learning

Commitment

Commitment from all involved in the learners’ experience is both a priority and incredibly important to the success of learners on programme.

In line with our values, Best Practice Network promises to help your learner to:

 gain confidence and develop skills, knowledge and behaviours as a leader in their setting

 successfully complete their programme

 develop high aspirations for their leadership as well as personal goals

 have a clear understanding of democracy, the rule of law and individual liberty

 experience high quality, well-planned and sequenced content and training

 be enabled to own their learning in a contextually relevant way

 access appropriate and relevant careers information and guidance

 access learning around personal development, wellbeing, health and safety as is relevant

As part of your learner’s commitment, we ask them to:

 commit to their learning from the outset

 actively seek support and challenge from you as their Apprenticeship Mentor (AM) (the ‘employer’)

 engage with all monthly tripartite coaching-focused progress reviews reliably

 attend all face-to-face events and webinar sessions

 complete all online tasks and activities as set in a timely manner

 undertake a worthy project for EPA (School Leader programme only)

 complete all tasks and activities themselves and not attempt to use someone else’s work and submit it as their own (plagiarism) or use artificial intelligence (AI) to support them

There is more detail below, but broadly, as part of your commitment as the learner’s employer, we ask you (and in some cases other colleagues) to:

 support the learner to commit to their learning from the outset

 encourage the learner to actively seek support and challenge from their APC

 engage with all monthly tripartite progress reviews reliably and consistently

 support the learner to attend all face-to-face events

 support the learner to complete all online tasks and activities as set in a timely manner (and not attempt to use someone else’s work and submit it as their own [plagiarism] or use artificial intelligence [AI] to support them)

 support the learner to undertake an appropriate project (School Leader programme only)

If they need any support around understanding some learning, changing a scheduled monthly review meeting, or getting advice about pastoral/circumstantial issues, please encourage them to speak with their APC as soon as they can to seek advice. If any of these commitments are not met, it could affect learner engagement and compliance on programme. In these unusual cases, the Participant Support Team will offer support to learners and employers to enable full engagement and commitment.

People and progress

There are a number of people and organisations with direct and indirect involvement in your learner’s Leader Apprenticeship with NPQ programme. To provide a little more detail, the key people your learner will be working with on programme are outlined below, detailing (grey rows) the different roles and colleagues classed as the ‘employer’.

People with direct involvement in the programme

Employer A representative from the learner’s employer to sign off contracts and funding (e.g. MAT/LA representative, school bursar/business manager) – light touch in terms of involvement with the learner.

Sponsor A senior person in the learner’s setting (e.g. headteacher, chair of governors, ‘employer’ above, or learner’s line manager) who will complete the formal declaration of support for the learner, and allocate the AM.

In-setting; representing the ‘employer’

In-setting; representing the ‘employer’

Apprenticeship mentor A colleague allocated by the Sponsor who will offer In-setting; representing

(AM)

Apprenticeship performance coach (APC)

practical and real-time support for the learner through monthly reviews, formative dialogue about the learner’s progress and development and support for the learner to fully engage with all elements of the programme.

Appointed by BPN, the APC will be the main point of contact for the learner throughout their programme. They will offer feedback on task submissions, support the learner to obtain evidence for the portfolio, and coach the learner during the monthly tripartite reviews (alternating between live synchronous and asynchronous reviews) with the AM, preparing the learner for EPA and SAT.

the ‘employer’

Face-to-face event facil itator(s)

Appointed by BPN, the facilitators lead the face-toface events and support learners’ learning and networking.

Other learners Learners across the country (online elements) and locally (FTF events) support and challenge each other, and network to share best practice.

BPN-appointed, virtual interaction (synchronous: monthly; asynchronous: ongoing)

BPN-appointed, inperson interaction

Nationally, virtual interaction

As your learner is undertaking an apprenticeship, it is important that you also both have some context about the other people and organisations supporting their programme indirectly:

People with indirect involvement in the programme

BPN Quality Team (incl. Internal Quality Assurers; IQAs)

BPN Assessment Team

This team will ensure the portfolio of evidence your learner builds whilst on programme meets the required quality standard and ensure all aspects of the programme delivery are of the highest standard so that they are well prepared for assessment. They also support assessment appeals, ensure learners have completed all induction elements and your learner, their APC and you as their employer, are consistently working at the required standard.

This internal team manage the operations of both the Apprenticeship Assessment and SAT (NPQ) during the assessment period of your learner’s programme. They provide all assessment guidance and support. They also manage all BPN-appointed assessors of the NPQ SAT.

BPN Support Team

Assessment Organisation (AO)

This internal team offer support to learners around programme operations, engagement, feedback and evaluation, face-to-face events and changes of learner circumstances.

All apprenticeship standards contain an Apprenticeship Assessment (AA). The AO is the independent, registered organisation who marks and oversees the assessment of the apprenticeship.

Ofsted Ofsted is the Office for Standards in Education, Children’s Services and Skills. They

Department for Education (DfE)

inspect organisations providing education and skills for learners of all ages. Ofsted are responsible for inspecting and reporting on the quality of training provision for apprenticeships.

They are funded by the government. Best Practice Network, as a training provider, is inspected based on the various Ofsted Inspection Frameworks relevant to its work.

The Department for Education is responsible for children’s services and education, including early years, schools, higher and further education policy, apprenticeships and wider skills in England. The DfE created the reformed National Professional Qualification (NPQ) frameworks that are part of your programme.

Skills England

Ofqual

Skills England is an executive agency, sponsored by the DfE. It is accountable for funding education and skills for children, young people and adults.

They oversee the development approval and publication of Apprenticeship Standards and Assessment Plans as well as the occupational maps for T Levels and Apprenticeships.

Ofqual is the independent regulator for qualifications in England. Ofqual regulates the assessment of apprenticeship standards in England, set by Skills England.

‘Employer’ responsibilities

Apprenticeship Mentor (AM) role and responsibilities

If you are reading this Employer Handbook as the learner’s Apprenticeship Mentor (AM), you are the nominated person representing the ‘employer’ and can expect to support your learner as follows.

Opportunities

 Provide opportunities for your learner to practice, apply and develop knowledge, skill and behaviours appropriate to the apprenticeship standard and the NPQ framework.

 Encourage and challenge your learner to step out of their comfort zone to stretch and challenge their leadership learning.

 Provide a supportive environment and ethos for them to complete their programme and all associated tasks (and project for School Leader programme learners)

Your AM role

Monthly tripartite progress reviews

You will be invited to all monthly tripartite reviews (formally on BUD) with your learner and their Apprenticeship Performance Coach (APC). You and are asked to:

 Attend a section of all the synchronous tripartite reviews (alternating months). You are not required to be present for the entirety of each monthly session, as much of the time may focus on coaching between the learner and APC, and this is an opportunity for the learner to have confidential, individualised support and challenge. Your contribution in writing to the ‘progress reviews’ in BUD (via comments and signature) is essential. These dates will be mutually agreed by the tripartite.

 Contribute in writing to the ‘progress reviews’ in BUD (via comments and signature) to all asynchronous tripartite progress reviews (in opposite alternating months). The dates that these asynchronous reviews take place on will be mutually agreed by the tripartite during the previous month’s synchronous (live) progress review.

These monthly progress reviews provide an opportunity to collaboratively review your learner’s progress on programme, how they are applying that learning, and what else is needed for them to progress effectively, as well as formally commenting on and signing in BUD to acknowledge your involvement.

The APC will ensure things are working well for all involved, including the address of any concerns, as well as supporting you all to identify any additional developmental opportunities in the workplace. You can also request the opportunity to speak with the APC in private if you wish.

It will be crucial that you all agree in the induction meeting (the first tripartite monthly meeting) how you will be working together over the course of the learner’s programme.

The APC will also interact with your learner in between monthly reviews to provide feedback and challenge in response to online task and activity submissions, so where possible, your learner will need additional check-ins with you about the support required to act on feedback effectively.

Feedback

Feedback is an essential part of effective learning and ensures that your setting needs are being met. We expect the AM to give regular verbal feedback to their learner to let them know when they are/are not meeting expectations and to set targets for further professional development.

Mentoring

The value of mentoring in supporting a high-quality professional development programme plays an extremely important part in the learner’s success, providing day-to-day support to them and helping them to understand and develop their role and the expectations of the organisation.

Evidence

Providing witness testimonies is a useful way to authenticate your learner’s work/learning, providing an honest appraisal of their skills and behaviours.

Off-the-job training time and opportunities

All learners must be given the opportunity to carry out off-the job training. This is a compliance requirement for all learners on programme and is explained in full below.

Off-the-job training (OTJT)

Definition and requirement

All elements of the programme contribute to the statutory overall compliance and engagement requirements for the practical (funded) period, with the intended purpose of achieving the knowledge, skills and behaviours of both the apprenticeship and NPQ parts of the programme, as set by the Department for Education (DfE), respectively. It is extremely important your learner is fully engaged and compliant in order to complete their programme.

To support them in engaging and complying throughout, all off-the-job training (OTJT) hours are built into the programme and include all NPQ-related tasks as well as additional activities on BUD.

OTJT is a vital requirement for all apprenticeships. It helps to reinforce the practical, work-based skills completed on the job by the learner. It is defined as time spent during working hours, learning and/or applying new knowledge that is outside of the learner’s normal day-to-day duties. It must take place in the learner’s paid working time and involve acquiring new knowledge, skills or behaviours relevant to their apprenticeship standard, in this case akin to leadership development. If learning takes place out of the learner’s working hours and time off is given to the learner to compensate, that can be counted as OTJT hours.

The OTJT hours are shown on BUD on the Learner Plan ‘Home’ page. Achieving the OTJT hours is relatively simple for learners to do on the Leader Apprenticeship with NPQ programmes, as their interactions on programme and all naturally arising instances of new learning during work time satisfy the requirements.

OTJT opportunities

All OTJT hours are built into the Leader Apprenticeship with NPQ programmes, and choice is offered to enable relevance to all learners’ individual contexts. However, if there are other naturally arising activities applicable to learners, they can undertake those. Any activity that is not part of the learner’s normal job and that relates to the apprenticeship can count. Below are some examples of the more common types of activities:

 Training programmes, e.g. lectures, training days, in-house CPD sessions, informal discussions related to the apprenticeship standard

 Shadowing, being mentored or coached (including any coaching time during progress reviews with their APC)

 Parts of learners’ contractually directed working hours that have not been allocated to their current role that can be allocated to new learning

 Practical application of all new learning in-setting

 Meetings with other leaders about something new to the learner

 Webinars, podcasts, reading and online learning

 Learning support provided by the ‘employer’

 Visiting other settings or educational organisations

 Writing assessments and assignments (including the project for School Leader only)

 Revision sessions for Apprenticeship Assessment

How will it be recorded?

Learners and you as their Apprenticeship Mentor (representing the ‘employer’) will be supported by APCs to capture all OTJT activities throughout the programme. BUD (our electronic portfolio) will be used to record the OTJT hours.

What can’t be counted?

 Employer or BPN generic induction (the coaching-focused aspects of the induction meeting are permitted to be used as OTJT)

 Evidence-building, compliance and operational aspects of the progress reviews are not permitted (the coaching-focused parts of the progress reviews are permitted to be used as OTJT)

 Parts of Planning, Preparation and Assessment (PPA) time that are relevant to the learner’s current role

 The majority of learner’s contractually directed working hours (that have been allocated to their current role)

 English and maths tuition, assessments or exams

 Training that takes place outside of the learner’s working hours

OTJT support

Each learner plans for opportunities as is relevant to them with their APC and AM during the induction meeting, selecting activities on BUD for their individual learning plan. The learning activities are reviewed monthly to support learners and employers in tracking OTJT hours and identifying appropriate opportunities for future OTJT.

As a representative of your learner's ‘employer’, you are vital in the process of ensuring the OTJT requirement is met, as you are crucial in allowing time and offering support for the learner in completing it and complying with programme engagement requirements. Contractually, the person nominated as ‘employer’ signs to agree this at the beginning of the programme. The nominated ‘sponsor’ then nominates you as the in-setting Apprenticeship Mentor and formally agrees to support the learner. The AM then acts that out in practice. This is why learners are encouraged to develop a strong and supportive relationship with their in-setting Apprenticeship Mentor (AM).

Engagement and compliance

It is extremely important the learner is fully engaged and compliant with the programme requirements in order to successfully complete their programme. To help them do that we have outlined a simple checklist of headline engagement requirements* to ensure they are engaged and compliant at all times. As a representative of the ‘employer’, you have contractually signed to support them with this.

Offer support where a learner has selected to study maths and/or English and take the qualifications

Face-to-face events

Monthly tripartite progress reviews

Monthly learning (all

Attend all FTF events

Attend (and comment on and sign review on BUD) all monthly tripartite reviews (synchronous and asynchronous)

Undertake 90%+ of NPQ tasks

Attend (and comment on and sign review on BUD) all monthly tripartite reviews (synchronous and asynchronous)

Provide coaching-style feedback, linked to the

Enable time and cover for learner to study as necessary and undertake exams if they have been selected with the learner

Enable time and cover for learner to attend all FTF days in person

Attend (and comment on and sign review on BUD) all monthly tripartite reviews (synchronous and asynchronous)

Enable time, discussion, resource and opportunity

contributing to OTJT)

Undertake all tasks on BUD set by APC

Undertaking both of these will ensure the learner is actively learning every month.

Assessment Attend apprenticeship Gateway to Completion (GWtC) Review

Sign off apprenticeship GWtC documentation

Successfully prepare for and complete Apprenticeship AA methods 1 and 2 before SAT (Appendix B)

Attend NPQ Impact Review

Ensure all NPQ learning is complete and SAT can be entered

Complete NPQ SAT (after AA)

apprenticeship KSBs and NPQ Learn That and Learn How To statements on all online submissions, marking complete for learner’s online task completion and application

Attend apprenticeship Gateway to Completion (GWtC) Review

Sign off apprenticeship GWtC documentation

Support learner in preparing for and completing AA

Attend NPQ Impact Review

Ensure all NPQ learning is complete and SAT can be entered

Attend apprenticeship Gateway to Completion (GWtC)Review

Sign off apprenticeship GWtC documentation

Enable time for learner to undertake EPA project (School Leader programme only) and complete AA

Attend NPQ Impact Review

Ensure all NPQ learning is complete and SAT can be entered

Enable time for learner to complete SAT (after AA)

*There are more detailed engagement and compliance requirements not listed here that the APC will support you and your learner with.

Additional learning support

Our aim at Best Practice Network is for all learners with additional learning needs to have equal access to the curriculum and work towards meeting their full potential. We can offer discrete 1:1 specialist teaching, 1:1 specialist assignment support, in-class support, mentoring, exam access arrangements and assistive technology support.

Learners are encouraged to speak with their APC for further details.

Online platforms

To engage in their Leader Apprenticeship with NPQ programme, your learner will need access to a set of linked online platforms:

Platform What you and your learner will use it for

BUD The majority of the programme, online activity and compliance checks will take place through BUD. Learners will start by uploading relevant personal profile information and completing some initial tasks. Your learner’s APC will support you and your learner with navigation and identifying the most relevant activities for them.

Each time you have a tripartite progress review; you will all record your comments and signatures via BUD.

Materials on BUD are consistently available and will be allocated to your learner by the APC as they are relevant for them to complete.

As AM, you will have access to BUD and be asked to comment on and sign reviews in there.

The release of NPQ materials aligns with dates assigned by the DfE for the NPQ part of the programme. These release dates are fixed and sequenced to ensure an appropriate pace of learning, submission, and feedback. We carefully consider the academic year and holidays so that learners can access the materials at the most appropriate times.

Participant/ AM

Dashboard

BKSB

You, your learner and the APC will all have access to this dashboard.

Your learner’s version will contain all the information they need for the face-to-face events and allows them to view their event details and let us know about any dietary requirements or allergy information. As this information is unique to your learner, event details are not available on School Suite or BUD.

Your learner will also access your synchronous tripartite reviews on alternate months on Zoom via a ‘meet now’ button on their version of the dashboard.

Your version of the dashboard, as AM, will give you a ‘meet now’ button for these reviews, also.

BKSB is an online programme that is used for your learner’s maths and English initial assessments and then in preparation for maths and English testing for LAwNs learners who have opted in. Learners should have already completed their initial assessments and have had this explained to you during their onboarding; if not, please contact us.

For those who have opted in to taking maths and English whilst on programme, please speak to your APC for further support.

As AM, you will not have access to BKSB.

Zoom Zoom is used to host all synchronous monthly reviews.

In addition, it hosts online events such as your learner’s FDoL (first day of learning) live event and our expert-led talks.

The registration links for any additional sessions, such as our expert-led webinars, will be on your learner’s Participant Dashboard.

If your learner is part of a virtual set of face-to-face events (instead of in-person), the registration links for these events will be on the Participant Dashboard.

A link to meet with your learner and their APC can be found on the ‘Meet now’ tab of your dashboard.

To avoid missing out of important communications regarding any changes, we would suggest adding NPQ@bestpracticenet.co.uk, notifications@infrastructure.co.uk and noreply@bestpracticenet.co.uk to your safe senders list in your email settings.

Assessment

When embarking on any learning programme, it is useful for the learner and their supporting colleagues to understand from the beginning what they are working towards in terms of assessment. An overview of the assessment phase is provided here; and more detailed information will be provided by your APC and the Assessment Guidance at a later stage.

Gateway to Completion Review

Undertaking Gateway is a requirement of the apprenticeship assessment (AA).

To begin this period, the learner will undertake a tripartite Gateway to Completion Review with the APC and you as AM. To ‘enter Gateway to Completion’, the learner must have completed and achieved the minimum requirements necessary to undertake AA (as set out in their apprenticeship standard assessment plan); and then SAT.

Once the learner, APC and you as the AM (and possibly a member of the Quality Team) are all in agreement that the learner is ready for assessment, Gateway to Completion documentation will be signed by all parties. The learner will then be ready to enter AA, which must be completed before undertaking the NPQ Summative Assessment Task (SAT).

Apprenticeship Assessment (AA)

Apprenticeship Assessment (AA) is the name given to a series of assessments learners must take to pass the apprenticeship. It must be undertaken before learners are able to sit the NPQ Summative Assessment Task (SAT).

The assessments are carried out by an independent Assessment Organisation (AO) and accounts for 100% of the assessment of the apprenticeship standard.

Once the learner has successfully completed the Gateway Review, the EPAO will work with Best Practice Network, the ‘employer’ and learner to schedule AA.

During the AA phase, the learner completes the required assessments with continued support from their employer and BPN, demonstrating their understanding and application of the knowledge, skills and behaviours in the apprenticeship standard. Currently, the assessment methods for AA are as follows:

 Assessment method 1: Undertake and report on a project (School Leader programme); or Present and answer questions on the strategic business proposal (Headteacher and Executive Leader programmes)

 Assessment method 2: Professional discussion underpinned by a portfolio of evidence (all programmes). For more information evidence for the portfolio, please refer to Appendix B.

NB: In the cases of the portfolio of evidence (all programmes) and the project (School Leader programme only), these will be collated/undertaken over the course of your programme.

AA is externally assessed by the AO, resulting in a Distinction, Pass or Fail. On successful completion of all AA activities the AO will request the learner’s certificate from the DfE. This will be sent to the employer’s address marked for the attention of the learner. It can take up to eight weeks for certificates to arrive.

As mentioned earlier, you may see the terms ‘Gateway’, ‘Gateway to Completion’, ‘End Point Assessment (EPA)’ and ‘Apprenticeship Assessment’ used when referencing the assessment of your learner’s apprenticeship.

NPQ Summative Assessment Task (SAT)

Summative Assessment Task (SAT) is the name given to a single assessment learners must take to pass the NPQ element of the programme, and the programme as a whole. To be entered for the SAT, learners must have engaged with 90%+ of programme, including the apprenticeship EPA.

Learners are asked to write a 2,500-word submission in response to an unseen case study assessing learners’ knowledge and understanding of the Learn That and Learn How To statements in the DfE NPQ Framework. Learners have an eight-day window (set by the DfE) in which to submit their response to the case study. Exact dates are given in Appendix A – dates for your diary.

The SAT is internally marked, internally and externally moderated, resulting in either a Pass or Fail, with one opportunity for resitting. Results are awarded approximately 12 weeks after the submission window closes. Best Practice Network will provide further Assessment Guidance for all learners and employers.

Policies and processes – in practice

Policies

Please see full details of all BPN polices

If you have a safeguarding concern, you are asked to log the concern at https://www.bestpracticenet.co.uk/safeguarding Our Safeguarding Leads will follow up according to BPN’s Safeguarding policy.

At BPN, policies are active and working practices, supported by documentation, and as part of your programme, you will regularly speak with your APC about the importance of policy in practice. When in discussion about your learning, it will be vital for you to actively consider how you effectively lead or support the leadership of:

 Safeguarding

 Prevent

 British values

 Health and safety

 GDPR

 Equality, diversity and inclusion

Change of circumstances

If any circumstances change, this may affect the apprenticeship agreement and affect both your learner’s programme and its funding. Please ensure you inform NPQ@bestpracticenet.co.uk with any changes to your circumstances which may affect your programme as soon as possible:

 Your job role or risk to job role

 Address, phone or email

 Any circumstance affecting your programme

 You have any worries or concerns

 You feel at risk at work (safety/harassment, bullying, victimisation)

For a change of employer, please complete the Change of Employer (CHoE) form

Breaks in learning (BIL), deferrals and withdrawals, return to learning

BPN are here to support you and your learner throughout their learning journey. We recognise that, on occasion, some learners may experience extenuating circumstances that mean they are unable to continue

or need a formal break in learning or deferral. In these situations, we ask that learners contact us as soon as possible to discuss options for support on a case-by-case basis and in line with funding rules.

We can offer a variety of options to continue and this process is always learner-led and agreed formally.

Learners considering requesting a break in learning (BiL), deferral and withdrawal will need to contact Best Practice Network by emailing npq@bestpracticenet.co.uk. This will impact on their programme’s funding and the team can talk them through how this will affect their programme moving forward. Please see our terms and conditions for further detail.

All returns to learning will also be treated on a case-by-case basis and in line with appropriate timing of the programme and funding rules, in order to enable the learner to re-engage successfully.

Complaints

Should a learner wish to make a complaint about an aspect of the programme, the procedure for doing so can be accessed here

Additional benefits

Post-nominals and membership

When your learner has successfully completed their Leader Apprenticeship with NPQ programme and assessments, they are eligible to apply for the following post-nominals:

 The Chartered Management Institute Chartered Manager status

 Association of Apprentices Post-Apprenticeship Recognition Scheme

 Masters (MA) in Educational Leadership with University of Chester (Headteacher and Executive Leader learners only)

Careers information and guidance (CIAG) and BPN Boost

Providing insightful support and guidance about career development is vital when looking at your learner’s leadership progression, as well as on all apprenticeships. Our expert Apprenticeship Performance Coaches have all worked in education and will discuss their needs at any point during the programme. Several additional resources are signposted below:

 Skills England Occupational Maps

 The National Careers Service website

BPN provides a series of live webinars and asynchronous learning opportunities to support learners via BPN Boost which is in addition to regular discussions learners have with their APC and you as their AM as part of their monthly review meetings. APCs will provide information about Boost.

Wellbeing Support

Your wellbeing matters, and we are here to support you throughout your apprenticeship.

Our dedicated workforce offer tailored guidance to help you succeed - whether that’s with learning, personal development, coaching and mentoring, or welfare concerns. Support is available for a wide range of needs, and we’ll work with you to make sure you can reach your full potential.

External support can be offered via Mind for mental health support and advice; and ACAS for advice on workplace rights, disputes, and employment laws.

If you have any concerns, speak to your APC or contact NPQ@bestpracticenet.co.uk. We are here to help.

Network groups

We encourage all Leader Apprenticeship with NPQ learners to utilise the networking opportunity the programmes offer via face-to-face events, online discussion fora, expert webinars and group coaching (School Leader programme only).

Additionally, the apprenticeship funding of the programme offers additional opportunities for networking with the Association of Apprentices.

TOTUM

TOTUM is the new name for the NUS extra card, and as your learner is undertaking an apprenticeshipfunded programme, they are eligible to apply for one. The card has been saving UK students and learners cash for a great many years as it offers discounts on the things you buy every day. TOTUM has over 350 big name brands that they can access via the app or website, with a great deal of exclusive brands not available elsewhere. Please contact NPQ@bestpracticenet.co.uk to request a TOTUM card.

Appendix A – Dates for your learner’s diary

Leader Apprenticeship with NPQLT; Leader Apprenticeship with NPQLTD; Leader Apprenticeship with NPQLBC

These date windows are important to make a note of in your diary now for the upcoming 18+ months. This will help you to meet your required programme engagement which is essential for you maintain compliance and to proceed to the assessment period at the end of your programme.

Each stage of your programme is marked in pink; the face-to-face event windows in blue and sections that involve your AM are marked in green.

Date window Element

Enrolment & Onboarding

As programme applications are accepted

Synchronous/ Asynchronous

Initial maths and English assessments via BKSB

BUD access

Enrolment meeting

Following enrolment meeting

Essentials Form –parts 1 and 2

Overview

Asynchronous Undertake initial maths and English assessments in BKSB, regardless of exemption. This is an apprenticeship requirement.

Asynchronous You will be given access to BUD and asked to complete some initial activities and provide enrolment documents in there. These are vital for progressing onto the programme.

Synchronous virtual 121 meeting

A brief virtual discussion via Zoom with a member of our Support Team to cover some important operational aspects, and questions you need answering to get you started successfully. This is between you and a member of the BPN Learner Support Team only. It will be followed up with a summary email, the ‘Essentials Form’ and Learner and Employer Handbooks.

Asynchronous The form provides the opportunity at this stage for your APC to get to know those things about you and to log a formal record of its contents in a way that supports you and meets funding regulations.

Please complete the light pink sections of the Essentials Form (parts 1 and 2) prior to your FDoL and Induction meeting. You will complete

April – May 2026 (we will confirm your FDoL date in your Enrolment Call)

First day of learning (FDoL)

Induction

April – May 2026

APC welcome

Synchronous virtual group meeting

the form during your Induction meeting with your APC (shortly after FDoL).

Part 1 if for the whole tripartite and Part 1 is confidential between learner and APC.

The FDoL contains A supportive virtual synchronous welcome session about orientation and initial leadership learning delivered on Zoom;

The FDoL marks your official programme start date.

April – May 2026 (within 10 working days of FDoL)

Asynchronous

Induction meeting Synchronous virtual tripartite meeting

Once you have completed all three parts of your FDoL learning, you will be allocated an APC, who will send a welcome email to you and your in-setting AM including to set up your Induction meeting (your first synchronous tripartite meeting).

Your first tripartite session between you, your APC, and your AM. You will discuss your goals for the programme, engagement, and compliance requirements, and design how your monthly tripartite relationship will look, so they lead to the most relevant learning for you.

It will be a rich, coaching-focused discussion where you will focus on goals for your learning and initial tasks to undertake in BUD.

In your first month on programme

Induction activities in BUD

Asynchronous After your FDoL activity, the next BUD activity you need to complete is the ‘Induction activity’ which we will set for you.

13/04/26 – Getting Started on Asynchronous An introductory module to the NPQ part of your

01/05/26 AprilMay your NPQ programme, designed to accompany your Learner Handbook and Employer Handbook.

From 01/05/26May

FTF event details

May 2026

Monthly tripartite progress review

04/05/26 –05/06/26

Learning Cycle One

NPQ Induction Cycle online course

You will receive instructions for accessing your Participant Dashboard (this is not the same as BUD) from 1st May. Here you will find the details of your FTF events.

When you log in, you may not see your event information straight away. Please do not worry about this; it just means we are finalising your group and event details. We will notify you via email when these are available.

Synchronous virtual Live tripartite monthly review between you, your APC, and your AM to coach, discuss progress, impacts, and tasks.

The AM will not attend the coaching part of the synchronous discussions. These monthly reviews include the cyclical NPQ coaching (the cyclical sessions are not additional).

Asynchronous Your first asynchronous online NPQ course, including interaction with other colleagues on programme, some self-study, and practice activities.

08/06/26 –12/06/26 Face-to-face –event 1 Synchronous in-person group event

15/06/26 –17/07/26

NPQ Cycle One online course

Launching the learning cycle of the NPQ element of your programme, this event offers opportunities for new knowledge and sharing best practice with other learners.

Facilitated by highly skilled and experienced facilitators.

When your specific face-to-face event dates confirmed, we will notify you via the participant dashboard.

Asynchronous Following on from the FTF event, this online NPQ course includes interaction with other colleagues on programme, some self-study, practice activities, and a formative assessment task. You will also revisit key documents to

record learning and progress to date.

Ongoing online activities and portfolio-building

Your APC will support you in accessing all relevant apprenticeship activities on BUD, based on your feedback and feed forward in coaching and online tasks. You will then consider each completed activity as part of your portfolio-building activity with your APC and AM.

June 2026 Monthly tripartite progress review

Synchronous virtual Live tripartite monthly review between you, your APC, and your AM to coach, discuss progress, impacts, and tasks.

The AM will not attend the coaching part of the synchronous discussions. These monthly reviews include the cyclical NPQ (the cyclical sessions are not additional).

06/07/26 –17/07/26 ISPC Meeting with the AM Synchronous

In School Performance Coaching session between the AM and the Learner. (Only in NPQLT, NPQLTD and NPQLBC)

July 2026 Monthly tripartite progress review

Synchronous virtual Live tripartite monthly review between you, your APC, and your AM to coach, discuss progress, impacts, and tasks.

The AM will not attend the coaching part of the synchronous discussions. These monthly reviews include the cyclical NPQ coaching (the cyclical sessions are not additional).

August 2026 No active learning required

Learning Cycle Two

07/09/26 –11/09/26

Face-to-face –event 2

Synchronous in-person group event

Launching the learning cycle of the NPQ element of your programme, this event offers opportunities for new knowledge and sharing best practice with other learners.

Facilitated by highly skilled and experienced

facilitators.

Ongoing online activities and portfolio-building

Your APC will support you in accessing all relevant apprenticeship activities on BUD, based on your feedback and feed forward in coaching and online tasks. You will then consider each completed activity as part of your portfolio-building activity with your APC and AM.

September 2026 Monthly tripartite progress review Asynchronous virtual Asynchronous tripartite monthly review between you, your APC, and your AM to update on progress, impacts, and tasks.

All members of the tripartite will be ‘invited’ to comment on and sign a progress review on BUD to update, challenge and offer support for your development. You will have agreed a mutually agreed date for this at the previous live progress review.

14/09/26 –06/11/26

NPQ Cycle Two online course

October 2026

Asynchronous Following on from the FTF event, this online NPQ course includes interaction with other colleagues on programme, some self-study, practice activities, and a formative assessment task. You will also revisit key documents to record learning and progress to date.

Monthly tripartite progress review Synchronous virtual Live tripartite monthly review between you, your APC, and your AM to coach, discuss progress, impacts, and tasks.

The AM will not attend the coaching part of the synchronous discussions. These monthly reviews include the cyclical NPQ coaching (the cyclical sessions are not additional).

12/10/26 –06/11/26 ISPC Meeting Synchronous virtual Asynchronous tripartite monthly review between you, your APC, and your AM to update on progress, impacts, and tasks.

All members of the tripartite will be ‘invited’ to comment on and sign a progress review on BUD to update, challenge and offer support for your development. You will have agreed a mutually agreed date for this at the previous live progress review.

Learning Cycle Three

16/11/26 –20/11/26

Face-to-face –event 3

Synchronous in-person

Launching the learning cycle of the NPQ element of your programme, this event offers

November 2026 Monthly tripartite progress review

group event opportunities for new knowledge and sharing best practice with other learners.

Facilitated by highly skilled and experienced facilitators.

Synchronous virtual Live tripartite monthly review between you, your APC, and your AM to coach, discuss progress, impacts, and tasks.

The AM will not attend the coaching part of the synchronous discussions. These monthly reviews include the cyclical NPQ coaching (the cyclical sessions are not additional).

23/11/26 –11/01/27 NPQ Cycle Three online course

December 2026 Monthly tripartite progress review

Asynchronous Following on from the FTF event, this online NPQ course includes interaction with other colleagues on programme, some self-study, practice activities, and a formative assessment task. You will also revisit key documents to record learning and progress to date.

Synchronous virtual Live tripartite monthly review between you, your APC, and your AM to coach, discuss progress, impacts, and tasks.

The AM will not attend the coaching part of the synchronous discussions. These monthly reviews include the cyclical NPQ coaching (the cyclical sessions are not additional).

Ongoing online activities and portfolio-building

Your APC will support you in accessing all relevant apprenticeship activities on BUD, based on your feedback and feed forward in coaching and online tasks. You will then consider each completed activity as part of your portfolio-building activity with your APC and AM.

04/01/27 –22/01/27 ISPC Meeting with the AM Synchronous In School Performance Coaching session between the AM and the Learner. (Only in NPQLT, NPQLTD and NPQLBC)

January 2027 Monthly tripartite progress review

Synchronous virtual Live tripartite monthly review between you, your APC, and your AM to coach, discuss

February 2027 Monthly tripartite progress review

Synchronous virtual

progress, impacts, and tasks.

The AM will not attend the coaching part of the synchronous discussions. These monthly reviews include the cyclical NPQ coaching (the cyclical sessions are not additional).

For some learners, this will be the Gateway to Completion Review .

Live tripartite monthly review between you, your APC, and your AM to coach, discuss progress, impacts, and tasks.

The AM will not attend the coaching part of the synchronous discussions. These monthly reviews include the cyclical NPQ coaching the cyclical sessions are not additional).

For many learners (those who have not already entered Apprenticeship Assessment), this will likely be the Gateway to Completion Review

For learners who have already entered Apprenticeship Assessment, this will be the NPQ Impact Review.

Assessment: Following completion of the learning cycles, and successfully meeting the engagement and compliance requirements, you will transition into the assessment period.

January - June 2027

Apprenticeship assessment (AA)

January - March 2027 Tripartite NPQ impact review

Synchronous Asynchronous

Synchronous virtual meeting

AA assesses (independently) the successful completion of the apprenticeship standard. It takes place approximately 4-12 weeks after Gateway to Completion.

Assessment method 1: Propose, undertake, and report on a project (School Leader learners); Write and present on a Strategic Business proposal (Headteacher and Executive Leader learners).

Assessment method 2: Professional discussion underpinned by a portfolio of evidence.

Live tripartite review session between you, your APC, and your AM to review your goals, engagement, and progress on the NPQ; and readiness for SAT. An opportunity to celebrate achievements, ensure portfolio of evidence is in place, and prepare for SAT.

March - April 2027 SAT Briefing

21/03/27 Last NPQ task submission date

21/04/27 –28/04/27 NPQ Summative Assessment Task (SAT)

Asynchronous A recorded briefing from the BPN Assessment Team about the SAT, available on BUD.

Asynchronous Any outstanding tasks need to be submitted by this date to count towards your 90%+ NPQ programme engagement and compliance.

Asynchronous (during 8-day window)

SAT assesses successful engagement with the DfE’s NPQ framework.

Must take place after AA has been completed.

You will complete and submit a 2,500-word response to an unseen case study in this 8-day window (set by the DfE).

NB: Face-to-face events will each be a full-day event, including lunch and break refreshments.

Please be aware that all dates are subject to change. For up-to-date information, please always refer to your online platforms.

Appendix B – Dates for your learner’s diary

Leader Apprenticeship with NPQSL

These date windows are important to make a note of in your diary now for the upcoming 18+ months. This will help you to meet your required programme engagement which is essential for you maintain compliance and to proceed to the assessment period at the end of your programme.

Each stage of your programme is marked in pink; the face-to-face event windows in blue and sections that involve your AM are marked in green.

Enrolment & Onboarding

As programme applications are accepted

Initial maths and English assessments via BKSB

Asynchronous Undertake initial maths and English assessments in BKSB, regardless of exemption. This is an apprenticeship requirement.

BUD access Asynchronous You will be given access to BUD and asked to complete some initial activities and provide enrolment documents in there. These are vital for progressing onto the programme.

Enrolment meeting

Following enrolment meeting

Essentials Form –parts 1 and 2

Synchronous virtual 121 meeting

A brief virtual discussion via Zoom with a member of our Support Team to cover some important operational aspects, and questions you need answering to get you started successfully. This is between you and a member of the BPN Learner Support Team only. It will be followed up with a summary email, the ‘Essentials Form’ and Learner and Employer Handbooks.

Asynchronous The form provides the opportunity at this stage for your APC to get to know those things about you and to log a formal record of its contents in a way that supports you and meets funding regulations.

Please complete the light pink sections of the Essentials Form (parts 1 and 2) prior to your FDoL and Induction meeting. You will complete the form during your Induction meeting with

AprilMarch – May 2026

(we will confirm your FDoL date in your Enrolment Call)

First day of learning (FDoL)

Synchronous virtual group meeting

your APC (shortly after FDoL).

Part 1 if for the whole tripartite and Part 1 is confidential between learner and APC.

The FDoL contains three parts:

1. A supportive virtual synchronous welcome session about orientation and initial leadership learning delivered on Zoom;

2. An inspiring recorded learning session, selected from our library of expert webinar recordings, to be undertaken on the same day as part one;

3. Submit a reflective learning activity about your FDoL learning in BUD which must be submitted by you to BUD within 5 working days of the FDoL.

The FDoL marks your official programme start date.

Induction

From March 2026 APC welcome

Asynchronous

March - May 2026

(within 10 working days of FDoL)

Induction meeting

In your first month on programme

13/04/26 –01/05/26

Induction activities in BUD

Getting Started on your NPQ

Synchronous virtual tripartite meeting

Once you have completed all three parts of your FDoL learning, you will be allocated an APC, who will send a welcome email to you and your in-setting AM including to set up your Induction meeting (your first synchronous tripartite meeting).

Your first tripartite session between you, your APC, and your AM. You will discuss your goals for the programme, engagement, and compliance requirements, and design how your monthly tripartite relationship will look, so they lead to the most relevant learning for you.

It will be a rich, coaching-focused discussion where you will focus on goals for your learning and initial tasks to undertake in BUD.

Asynchronous After your FDoL activity, the next BUD activity you need to complete is the ‘Induction activity’ which we will set for you.

Asynchronous An introductory module to the NPQ part of your programme, designed to accompany your

From 01/05/26 FTF event details

Learner Handbook and Employer Handbook.

You will receive instructions for accessing your Participant Dashboard (this is not the same as BUD) from 1st May. Here you will find the details of your FTF events.

When you log in, you may not see your event information straight away. Please do not worry about this; it just means we are finalising your group and event details. We will notify you via email when these are available.

May 2026 Monthly tripartite progress review Synchronous virtual Live tripartite monthly review between you, your APC, and your AM to coach, discuss progress, impacts, and tasks.

The AM will not attend the coaching part of the synchronous discussions. These monthly reviews include the cyclical NPQ coaching (the cyclical sessions are not additional).

04/05/26 –05/06/26 NPQ Induction Cycle online course Asynchronous Your first asynchronous online NPQ course, including interaction with other colleagues on programme, some self-study, and practice activities.

Learning Cycle One

08/06/26 –12/06/26 Face-to-face –event 1 Synchronous in-person group event

Launching the learning cycle of the NPQ element of your programme, this event offers opportunities for new knowledge and sharing best practice with other learners.

Facilitated by highly skilled and experienced facilitators.

When your specific face-to-face event dates confirmed, we will notify you via the participant dashboard.

June 2026 Monthly tripartite progress review Synchronous virtual Live tripartite monthly review between you, your APC, and your AM to coach, discuss progress, impacts, and tasks.

The AM will not attend the coaching part of the synchronous discussions. These monthly reviews include the cyclical NPQ coaching (the

15/06/26 –10/07/26 NPQ Cycle One online course

Asynchronous

Ongoing online activities and portfolio-building

cyclical sessions are not additional).

Following on from the FTF event, this online NPQ course includes interaction with other colleagues on programme, some self1-study, practice activities, and a formative assessment task. You will also revisit key documents to record learning and progress to date.

Your APC will support you in accessing all relevant apprenticeship activities on BUD, based on your feedback and feed forward in coaching and online tasks. You will then consider each completed activity as part of your portfolio-building activity with your APC and AM.

July 2026 Monthly tripartite progress review Synchronous virtual Live tripartite monthly review between you, your APC, and your AM to coach, discuss progress, impacts, and tasks.

The AM will not attend the coaching part of the synchronous discussions. These monthly reviews include the cyclical NPQ (the cyclical sessions are not additional).

July 2026 Group coaching Synchronous virtual group session

An opportunity to engage with other school leaders to share best practice and problem solve collaboratively. Facilitated by your APC, your group coaching sessions take place on Zoom.

You and your APC will add comments and signatures to your Progress Review as normal.

Your AM will not need to attend and will therefore not need to add comments or a signature this session

August 2026 No active learning requiredreview required

Learning Cycle Two

14/09/26 –18/09/26 Face-to-face –event 2

Synchronous in-person group event

Launching the learning cycle of the NPQ element of your programme, this event offers opportunities for new knowledge and sharing best practice with other learners.

Facilitated by highly skilled and experienced facilitators.

September 2026 Monthly tripartite progress review Asynchronous virtual Asynchronous tripartite monthly review between you, your APC, and your AM to update on progress, impacts, and tasks.

All members of the tripartite will be ‘invited’ to comment on and sign a progress review on BUD to update, challenge and offer support for your development. You will have agreed a mutually agreed date for this at the previous live progress review. The AM will not attend the coaching part of the synchronous discussions. These monthly reviews include the cyclical NPQ coaching (the cyclical sessions are not additional).

21/09/26 –20/11/26 NPQ Cycle Two online course Asynchronous Following on from the FTF event, this online NPQ course includes interaction with other colleagues on programme, some self-study, practice activities, and a formative assessment task. You will also revisit key documents to record learning and progress to date.

October 2026 Monthly tripartite progress review A Synchronous virtual

Live tripartite monthly review between you, your APC, and your AM to coach, discuss progress, impacts, and tasks.

All members of the tripartite will be ‘invited’ to comment on and sign a progress review on BUD to update, challenge and offer support for your development. You will have agreed a mutually agreed date for this at the previous live progress review.

The AM will not attend the coaching part of the synchronous discussions. These monthly reviews include the cyclical NPQ coaching (the cyclical sessions are not additional).

November 2026 Monthly tripartite progress review

Synchronous virtual Live tripartite monthly review between you, your APC, and your AM to coach, discuss progress, impacts, and tasks.

The AM will not attend the coaching part of the synchronous discussions. These monthly reviews include the cyclical NPQ coaching (the cyclical sessions are not additional).

Ongoing online activities and portfolio-building

Your APC will support you in accessing all relevant apprenticeship activities on BUD, based on your feedback and feed forward in coaching and online tasks. You will then consider each completed activity as part of your portfolio-building activity with your APC and AM.

December 2026 Monthly tripartite progress review A Synchronous virtual Live tripartite monthly review between you, your APC, and your AM to coach, discuss progress, impacts, and tasks.

The AM will not attend the coaching part of the synchronous discussions. These monthly reviews include the cyclical NPQ coaching (the cyclical sessions are not additional). All members of the tripartite will be ‘invited’ to comment on and sign a progress review on BUD to update, challenge and offer support for your development. You will have agreed a mutually agreed date for this at the previous live progress review.

Learning Cycle Three

11/01/27 –15/01/27

Face-to-face –event 3 Synchronous in-person group event

January 2027 Monthly tripartite progress review

Launching the learning cycle of the NPQ element of your programme, this event offers opportunities for new knowledge and sharing best practice with other learners.

Facilitated by highly skilled and experienced facilitators.

Synchronous virtual Live tripartite monthly review between you, your APC, and your AM to coach, discuss progress, impacts, and tasks.

The AM will not attend the coaching part of the synchronous discussions. These monthly reviews include the cyclical NPQ coaching (the cyclical sessions are not additional).

18/01/2712/03/27

NPQ Cycle Three online course

Asynchronous Following on from the FTF event, this online NPQ course includes interaction with other colleagues on programme, some self-study, practice activities, and a formative assessment task. You will also revisit key documents to record learning and progress to date.

February 2027 Monthly tripartite progress review A Synchronous virtual Live tripartite monthly review between you, your APC, and your AM to coach, discuss progress, impacts, and tasks.

The AM will not attend the coaching part of the synchronous discussions. These monthly reviews include the cyclical NPQ coaching (the cyclical sessions are not additional). All members of the tripartite will be ‘invited’ to comment on and sign a progress review on BUD to update, challenge and offer support for your development. You will have agreed a mutually agreed date for this at the previous live progress review.

Ongoing online activities and portfolio-building

Your APC will support you in accessing all relevant apprenticeship activities on BUD, based on your feedback and feed forward in coaching and online tasks. You will then consider each completed activity as part of your portfolio-building activity with your APC and AM.

March 2027 Monthly tripartite progress review Synchronous virtual Live tripartite monthly review between you, your APC, and your AM to coach, discuss progress, impacts, and tasks.

The AM will not attend the coaching part of the synchronous discussions. These monthly reviews include the cyclical NPQ coaching (the cyclical sessions are not additional).

March 2027 Group coaching Synchronous virtual group session An opportunity to engage with other school leaders to share best practice and problem solve collaboratively. Facilitated by your APC, your group coaching sessions take place on Zoom.

Your AM will not need to attend but will need to add comments and a signature to BUD.

Ongoing online activities and portfolio-building

Your APC will support you in accessing all relevant apprenticeship activities on BUD, based on your feedback and feed forward in coaching and online tasks. You will then consider each completed activity as part of your portfolio-building activity with your APC and AM.

Learning Cycle Four

19/04/27 –23/04/27 Face-to-face –event 4 Synchronous in-person group event

April 2027

Launching the learning cycle of the NPQ element of your programme, this event offers opportunities for new knowledge and sharing best practice with other learners.

Facilitated by highly skilled and experienced facilitators.

Monthly tripartite progress review Synchronous virtual Live tripartite monthly review between you, your APC, and your AM to coach, discuss progress, impacts, and tasks.

The AM will not attend the coaching part of the synchronous discussions. These monthly reviews include the cyclical NPQ coaching the cyclical sessions are not additional).

For some learners, this will be the Gateway to Completion Review (learners have to have been on programme for 12 months to be able to undertake Gateway to Completion and begin Apprenticeship Assessment).

26/04/27 –25/06/27 Cycle Four online course Asynchronous

May 2027

Following on from the FTF event, this online NPQ course includes interaction with other colleagues on programme, some self-study, practice activities, and a formative assessment task. You will also revisit key documents to record learning and progress to date.

Monthly tripartite progress review Asynchronous virtual Asynchronous tripartite monthly review between you, your APC, and your AM to update on progress, impacts, and tasks.

All members of the tripartite will be ‘invited’ to comment on and sign a progress review on BUD to update, challenge and offer support for your development. You will have agreed a mutually agreed date for this at the previous live progress review.

For some learners, this will be the Gateway to Completion Review (learners have to have been on programme for 12 months to be able

to undertake Gateway to Completion and begin Apprenticeship Assessment).

Ongoing online activities and portfolio-building

Your APC will support you in accessing all relevant apprenticeship activities on BUD, based on your feedback and feed forward in coaching and online tasks. You will then consider each completed activity as part of your portfolio-building activity with your APC and AM.

June 2027

Monthly tripartite progress review

July 2027

Monthly tripartite progress review

Synchronous virtual Live tripartite monthly review between you, your APC, and your AM to coach, discuss progress, impacts, and tasks.

The AM will not attend the coaching part of the synchronous discussions. These monthly reviews include the cyclical NPQ coaching (the cyclical sessions are not additional).

For many learners (those who have not already entered Apprenticeship Assessment), this will likely be the Gateway to Completion Review (learners have to have been on programme for 12 months to be able to undertake Gateway to Completion and begin Apprenticeship Assessment).

Synchronous virtual Live tripartite monthly review between you, your APC, and your AM to coach, discuss progress, impacts, and tasks.

The AM will not attend the coaching part of the synchronous discussions. These monthly reviews include the cyclical NPQ coaching (the cyclical sessions are not additional).

For learners who have already entered Apprenticeship Assessment, this will be the NPQ Impact Review.

August 2027 No active learning requiredreview required

September 2027 Monthly tripartite progress review

Synchronous virtual Live tripartite monthly review between you, your APC, and your AM to coach, discuss progress, impacts, and tasks.

The AM will not attend the coaching part of the synchronous discussions. These monthly reviews include the cyclical NPQ coaching (the cyclical sessions are not additional).

For the small number of learners who have not

already entered Apprenticeship Assessment, this will be the final opportunity for the Gateway to Completion Review.

For most learners (who have already entered Apprenticeship Assessment), this will be one of the last opportunities for the NPQ Impact Review.

Assessment: Following completion of the learning cycles, and successfully meeting the engagement and compliance requirements, you will transition into the assessment period.

July - November 2027 Apprenticeship assessment (AA)

July - September 2027 Tripartite NPQ impact review

Synchronous Asynchronous AA assesses (independently) the successful completion of the apprenticeship standard. It takes place approximately 4-12 weeks after Gateway to Completion.

Assessment method 1: Propose, undertake, and report on a project (School Leader learners); Write and present on a Strategic Business proposal (Headteacher and Executive Leader learners).

Assessment method 2: Professional discussion underpinned by a portfolio of evidence.

Synchronous virtual meeting

Live tripartite review session between you, your APC, and your AM to review your goals, engagement, and progress on the NPQ; and readiness for SAT. An opportunity to celebrate achievements, ensure portfolio of evidence is in place, and prepare for SAT.

September 2027 SAT Briefing Asynchronous A recorded briefing from the BPN Assessment Team about the SAT, available on BUD.

19/09/27 Last NPQ task submission date Asynchronous Any outstanding tasks need to be submitted by this date to count towards your 90%+ NPQ programme engagement and compliance.

06/10/27 –13/10/27 NPQ Summative Assessment Task (SAT) Asynchronous (during 8-day window)

SAT assesses successful engagement with the DfE’s NPQ framework.

Must take place after AA has been completed. You will complete and submit a 2,500-word response to an unseen case study in this 8-day window (set by the DfE).

NB: Face-to-face events will each be a full-day event, including lunch and break refreshments.

Please be aware that all dates are subject to change. For up-to-date information, please always refer to your online platforms.

Appendix C – Dates for your learner’s diary

Leader Apprenticeship with NPQH

These date windows are important to make a note of in your diary now for the upcoming 18+ months. This will help you to meet your required programme engagement which is essential for you maintain compliance and to proceed to the assessment period at the end of your programme.

Each stage of your programme is marked in pink; the face-to-face event windows in blue and sections that involve your AM are marked in green.

Enrolment & Onboarding

As programme applications are accepted

Initial maths and English assessments via BKSB

Asynchronous Undertake initial maths and English assessments in BKSB, regardless of exemption. This is an apprenticeship requirement.

BUD access Asynchronous You will be given access to BUD and asked to complete some initial activities and provide enrolment documents in there. These are vital for progressing onto the programme.

Enrolment meeting

Following enrolment meeting

Essentials Form –parts 1 and 2

Synchronous virtual 121 meeting

A brief virtual discussion via Zoom with a member of our Support Team to cover some important operational aspects, and questions you need answering to get you started successfully. This is between you and a member of the BPN Learner Support Team only. It will be followed up with a summary email, the ‘Essentials Form’ and Learner and Employer Handbooks.

Asynchronous The form provides the opportunity at this stage for your APC to get to know those things about you and to log a formal record of its contents in a way that supports you and meets funding regulations.

Please complete the light pink sections of the Essentials Form (parts 1 and 2) prior to your FDoL and Induction meeting. You will complete the form during your Induction meeting with

March – May 2026

(we will confirm your FDoL date in your Enrolment Call)

First day of learning (FDoL)

Synchronous virtual group meeting

your APC (shortly after FDoL).

Part 1 if for the whole tripartite and Part 1 is confidential between learner and APC.

The FDoL contains three parts:

1. A supportive virtual synchronous welcome session about orientation and initial leadership learning delivered on Zoom;

2. An inspiring recorded learning session, selected from our library of expert webinar recordings, to be undertaken on the same day as part one;

3. Submit a reflective learning activity about your FDoL learning in BUD which must be submitted by you to BUD within 5 working days of the FDoL.

The FDoL marks your official programme start date.

Induction

From March 2026 APC welcome

Asynchronous

March - May 2026

(within 10 working days of FDoL)

Induction meeting

In your first month on programme

13/04/26 –01/05/26

Induction activities in BUD

Getting Started on your NPQ

Synchronous virtual tripartite meeting

Once you have completed all three parts of your FDoL learning, you will be allocated an APC, who will send a welcome email to you and your in-setting AM including to set up your Induction meeting (your first synchronous tripartite meeting).

Your first tripartite session between you, your APC, and your AM. You will discuss your goals for the programme, engagement, and compliance requirements, and design how your monthly tripartite relationship will look, so they lead to the most relevant learning for you.

It will be a rich, coaching-focused discussion where you will focus on goals for your learning and initial tasks to undertake in BUD.

Asynchronous After your FDoL activity, the next BUD activity you need to complete is the ‘Induction activity’ which we will set for you.

Asynchronous An introductory module to the NPQ part of your programme, designed to accompany your

From 01/05/26 FTF event details

April 2026

Monthly tripartite progress review

Learner Handbook and Employer Handbook.

You will receive instructions for accessing your Participant Dashboard (this is not the same as BUD) from 1st May. Here you will find the details of your FTF events.

When you log in, you may not see your event information straight away. Please do not worry about this; it just means we are finalising your group and event details. We will notify you via email when these are available.

Synchronous virtual Live tripartite monthly review between you, your APC, and your AM to coach, discuss progress, impacts, and tasks.

The AM will not attend the coaching part of the synchronous discussions. These monthly reviews include the cyclical NPQ coaching (the cyclical sessions are not additional).

04/05/26 –05/06/26 NPQ Induction Cycle online course Asynchronous Your first asynchronous online NPQ course, including interaction with other colleagues on programme, some self-study, and practice activities.

May 2026

Learning Cycle One

Monthly tripartite progress review

08/06/26 –12/06/26 Face-to-face –event 1

Synchronous virtual Live tripartite monthly review between you, your APC, and your AM to coach, discuss progress, impacts, and tasks.

The AM will not attend the coaching part of the synchronous discussions. These monthly reviews include the cyclical NPQ coaching (the cyclical sessions are not additional).

Synchronous in-person group event

Launching the learning cycle of the NPQ element of your programme, this event offers opportunities for new knowledge and sharing best practice with other learners.

Facilitated by highly skilled and experienced facilitators.

When your specific face-to-face event dates confirmed, we will notify you via the participant dashboard.

June 2026 Monthly tripartite progress review

15/06/26 –10/07/26 NPQ Cycle One online course

Synchronous virtual Live tripartite monthly review between you, your APC, and your AM to coach, discuss progress, impacts, and tasks.

The AM will not attend the coaching part of the synchronous discussions. These monthly reviews include the cyclical NPQ coaching (the cyclical sessions are not additional).

Asynchronous Following on from the FTF event, this online NPQ course includes interaction with other colleagues on programme, some self2-study, practice activities, and a formative assessment task. You will also revisit key documents to record learning and progress to date.

Ongoing online activities and portfolio-building

Your APC will support you in accessing all relevant apprenticeship activities on BUD, based on your feedback and feed forward in coaching and online tasks. You will then consider each completed activity as part of your portfolio-building activity with your APC and AM.

July 2026 Monthly tripartite progress review Synchronous virtual Live tripartite monthly review between you, your APC, and your AM to coach, discuss progress, impacts, and tasks.

The AM will not attend the coaching part of the synchronous discussions. These monthly reviews include the cyclical NPQ (the cyclical sessions are not additional).

July 2026 Monthly tripartite progress review Asynchronous virtual - 121

Asynchronous tripartite monthly review between you, your APC, and your AM to update on progress, impacts, and tasks.

All members of the tripartite will be ‘invited’ to comment on and sign a progress review on BUD to update, challenge and offer support for your development. You will have agreed a mutually agreed date for this at the previous live progress review.

14/09/26 –18/09/26 Face-to-face –event 2

Synchronous in-person group event

Launching the learning cycle of the NPQ element of your programme, this event offers opportunities for new knowledge and sharing best practice with other learners.

Facilitated by highly skilled and experienced facilitators.

September 2026 Monthly tripartite progress review Asynchronous virtual Asynchronous tripartite monthly review between you, your APC, and your AM to update on progress, impacts, and tasks.

The AM will not attend the coaching part of the synchronous discussions. These monthly reviews include the cyclical NPQ coaching (the cyclical sessions are not additional).

All members of the tripartite will be ‘invited’ to comment on and sign a progress review on BUD to update, challenge and offer support for your development. You will have agreed a mutually agreed date for this at the previous live progress review.

21/09/26 –20/11/26 NPQ Cycle Two online course Asynchronous Following on from the FTF event, this online NPQ course includes interaction with other colleagues on programme, some self-study, practice activities, and a formative assessment task. You will also revisit key documents to record learning and progress to date.

October 2026 Monthly tripartite progress review A Synchronous virtual

Live tripartite monthly review between you, your APC, and your AM to coach, discuss progress, impacts, and tasks.

All members of the tripartite will be ‘invited’ to comment on and sign a progress review on BUD to update, challenge and offer support for your development. You will have agreed a mutually agreed date for this at the previous live progress review.

The AM will not attend the coaching part of the synchronous discussions. These monthly reviews include the cyclical NPQ coaching (the

November 2026 Monthly tripartite progress review

Synchronous virtual

Ongoing online activities and portfolio-building

cyclical sessions are not additional).

Live tripartite monthly review between you, your APC, and your AM to coach, discuss progress, impacts, and tasks.

The AM will not attend the coaching part of the synchronous discussions. These monthly reviews include the cyclical NPQ coaching (the cyclical sessions are not additional).

Your APC will support you in accessing all relevant apprenticeship activities on BUD, based on your feedback and feed forward in coaching and online tasks. You will then consider each completed activity as part of your portfolio-building activity with your APC and AM.

Learning Cycle Three

December 2026

Monthly tripartite progress review A Synchronous virtual

Live tripartite monthly review between you, your APC, and your AM to coach, discuss progress, impacts, and tasks.

The AM will not attend the coaching part of the synchronous discussions. These monthly reviews include the cyclical NPQ coaching (the cyclical sessions are not additional). All members of the tripartite will be ‘invited’ to comment on and sign a progress review on BUD to update, challenge and offer support for your development. You will have agreed a mutually agreed date for this at the previous live progress review.

07/12/26 –11/12/26

Face-to-face –event 3

Synchronous in-person group event

January 2027

Monthly tripartite progress review

Synchronous virtual

Launching the learning cycle of the NPQ element of your programme, this event offers opportunities for new knowledge and sharing best practice with other learners.

Facilitated by highly skilled and experienced facilitators.

Live tripartite monthly review between you, your APC, and your AM to coach, discuss progress, impacts, and tasks.

The AM will not attend the coaching part of the synchronous discussions. These monthly reviews include the cyclical NPQ coaching (the

14/12/26 –12/02/27 NPQ Cycle Three online course

Asynchronous

February 2027 Monthly tripartite progress review A Synchronous virtual

cyclical sessions are not additional).

Following on from the FTF event, this online NPQ course includes interaction with other colleagues on programme, some self-study, practice activities, and a formative assessment task. You will also revisit key documents to record learning and progress to date.

Live tripartite monthly review between you, your APC, and your AM to coach, discuss progress, impacts, and tasks.

The AM will not attend the coaching part of the synchronous discussions. These monthly reviews include the cyclical NPQ coaching (the cyclical sessions are not additional). All members of the tripartite will be ‘invited’ to comment on and sign a progress review on BUD to update, challenge and offer support for your development. You will have agreed a mutually agreed date for this at the previous live progress review.

Ongoing online activities and portfolio-building

Your APC will support you in accessing all relevant apprenticeship activities on BUD, based on your feedback and feed forward in coaching and online tasks. You will then consider each completed activity as part of your portfolio-building activity with your APC and AM.

March 2027 Monthly tripartite progress review Synchronous virtual Live tripartite monthly review between you, your APC, and your AM to coach, discuss progress, impacts, and tasks.

The AM will not attend the coaching part of the synchronous discussions. These monthly reviews include the cyclical NPQ coaching (the cyclical sessions are not additional).

February - March 2027

Monthly tripartite progress review Asynchronous virtual - 121

Ongoing online activities and portfolio-building

Asynchronous tripartite monthly review between you, your APC, and your AM to update on progress, impacts, and tasks.

All members of the tripartite will be ‘invited’ to comment on and sign a progress review on BUD to update, challenge and offer support for your development. You will have agreed a mutually agreed date for this at the previous live progress review.

Your APC will support you in accessing all relevant apprenticeship activities on BUD, based on your feedback and feed forward in coaching and online tasks. You will then consider each completed activity as part of your portfolio-building activity with your APC and AM.

Learning Cycle Four

15/03/27 –19/03/27 Face-to-face –event 4 Synchronous in-person group event

April 2027 Monthly tripartite progress review Synchronous virtual

Launching the learning cycle of the NPQ element of your programme, this event offers opportunities for new knowledge and sharing best practice with other learners.

Facilitated by highly skilled and experienced facilitators.

Live tripartite monthly review between you, your APC, and your AM to coach, discuss progress, impacts, and tasks.

The AM will not attend the coaching part of the synchronous discussions. These monthly reviews include the cyclical NPQ coaching the cyclical sessions are not additional).

For some learners, this will be the Gateway to Completion Review (learners have to have been on programme for 12 months to be able to undertake Gateway to Completion and begin Apprenticeship Assessment).

12/04/27 –28/05/27

Cycle Four online course Asynchronous Following on from the FTF event, this online NPQ course includes interaction with other colleagues on programme, some self-study, practice activities, and a formative assessment task. You will also revisit key documents to record learning and progress to date.

May 2027 Monthly tripartite progress review

Asynchronous virtual Asynchronous tripartite monthly review between you, your APC, and your AM to update on progress, impacts, and tasks.

All members of the tripartite will be ‘invited’ to comment on and sign a progress review on BUD to update, challenge and offer support for your development. You will have agreed a mutually agreed date for this at the previous live progress review.

For some learners, this will be the Gateway to Completion Review (learners have to have been on programme for 12 months to be able to undertake Gateway to Completion and begin Apprenticeship Assessment).

21/06/27 –25/06/27

June 2027

Face-to-face –event 5 Synchronous in-person group event

Launching the learning cycle of the NPQ element of your programme, this event offers opportunities for new knowledge and sharing best practice with other learners.

Facilitated by highly skilled and experienced facilitators.

Monthly tripartite progress review Synchronous virtual Live tripartite monthly review between you, your APC, and your AM to coach, discuss progress, impacts, and tasks.

The AM will not attend the coaching part of the synchronous discussions. These monthly reviews include the cyclical NPQ coaching (the cyclical sessions are not additional).

For many learners (those who have not already entered Apprenticeship Assessment), this will likely be the Gateway to Completion Review (learners have to have been on programme for 12 months to be able to undertake Gateway to Completion and begin Apprenticeship Assessment).

Ongoing online activities and portfolio-building

Your APC will support you in accessing all relevant apprenticeship activities on BUD, based on your feedback and feed forward in coaching and online tasks. You will then consider each completed activity as part of your portfolio-building activity with your APC and AM.

July 2027 Monthly tripartite progress review Synchronous virtual Live tripartite monthly review between you, your APC, and your AM to coach, discuss

progress, impacts, and tasks.

The AM will not attend the coaching part of the synchronous discussions. These monthly reviews include the cyclical NPQ coaching (the cyclical sessions are not additional).

For learners who have already entered Apprenticeship Assessment, this will be the NPQ Impact Review.

August 2027 No active learning requiredreview required

September 2027 Monthly tripartite progress review

Synchronous virtual Live tripartite monthly review between you, your APC, and your AM to coach, discuss progress, impacts, and tasks.

The AM will not attend the coaching part of the synchronous discussions. These monthly reviews include the cyclical NPQ coaching (the cyclical sessions are not additional).

For the small number of learners who have not already entered Apprenticeship Assessment, this will be the final opportunity for the Gateway to Completion Review.

For most learners (who have already entered Apprenticeship Assessment), this will be one of the last opportunities for the NPQ Impact Review.

Assessment: Following completion of the learning cycles, and successfully meeting the engagement and compliance requirements, you will transition into the assessment period.

July - November 2027

Apprenticeship assessment (AA)

Synchronous Asynchronous AA assesses (independently) the successful completion of the apprenticeship standard. It takes place approximately 4-12 weeks after Gateway to Completion.

Assessment method 1: Propose, undertake, and report on a project (School Leader learners); Write and present on a Strategic Business proposal (Headteacher and Executive Leader learners).

Assessment method 2: Professional discussion underpinned by a portfolio of evidence.

July - September 2027

Tripartite NPQ impact review

Synchronous virtual meeting

Live tripartite review session between you, your APC, and your AM to review your goals, engagement, and progress on the NPQ; and readiness for SAT. An opportunity to celebrate

achievements, ensure portfolio of evidence is in place, and prepare for SAT.

September 2027 SAT Briefing Asynchronous A recorded briefing from the BPN Assessment Team about the SAT, available on BUD.

19/09/27 Last NPQ task submission date

06/10/27 –13/10/27 NPQ Summative Assessment Task (SAT)

Asynchronous Any outstanding tasks need to be submitted by this date to count towards your 90%+ NPQ programme engagement and compliance.

Asynchronous (during 8-day window) SAT assesses successful engagement with the DfE’s NPQ framework.

Must take place after AA has been completed.

You will complete and submit a 2,500-word response to an unseen case study in this 8-day window (set by the DfE).

NB: Face-to-face events will each be a full-day event, including lunch and break refreshments. Please be aware that all dates are subject to change. For up-to-date information, please always refer to your online platforms.

Appendix D – Apprenticeship Portfolio

Evidence

The portfolio of evidence is assessment method 2 and illustrates the on-programme work that best demonstrates how you apply the knowledge (K) and skills (S) and demonstrate the behaviours (B) identified in the apprenticeship standard. Further details about how to create your portfolio can be found in ‘EPA Method 2’ in Bud.

This is your opportunity to showcase your leadership skills at their best. The portfolio of evidence is not marked or assessed – it is simply to help you provide a commentary against the criteria in the Apprenticeship Assessment (AA). It should contain a range of unique pieces of evidence to show how you meet the KSBs; drawn from the evidence you have generated during the programme.

The portfolio can consist of a combination of evidence that is:

 anecdotal

 performance

 product

Anecdotal evidence

Explanations and descriptions written by you that provides narrative about what happened whilst performing a specific task, activity, learning, or impact. It relies entirely on personal testimony so therefore should be supported by performance and product evidence. Anecdotal evidence provides an honest, critical analysis of performance and an opportunity to demonstrate integrity in approach and attitude to work. It is designed to allow honest appraisal of performance and look at the impact of the whole experience. The following questions and tips are useful starting points for anecdotal evidence:

 What was your starting point at the beginning of the task/activity?

 What specifically did you do to perform the activity?

 Who was involved, what systems did you use, what policies and procedures did you follow?

 What challenges did you face and how did you overcome them?

 What was the outcome and output of the activity – what did you achieve?

 What knowledge, skills and behaviours did you demonstrate?

 What did you learn and what might you do differently next time?

Your APC will take you through a tool which helps you to effectively record the evidence being gathered in a format that is structured and logical. This is called a STAR (Situation, Task, Action and Result) document.

Performance evidence

Performance evidence can include statements and observations from credible people, such as a line manager or AM, that confirms that the narrative presented in the anecdotal evidence is true and reflects the learner’s performance in that situation. Observations/evidence like this are called a Witness Statement or Witness Testimony.

This is their recollection of various situations they have seen you deal with and an overview of the knowledge, skills, and behaviours that you consistently display. The witness statement/testimony must be signed by the person who provides the evidence.

Product evidence

Product evidence refers to any real work output which you the learner produces, and some examples are listed here:

 letters, emails, documents, reports, risk assessments, etc. that are workplace relevant/contextualised to your job role.

 stakeholder records/files/notes

 feedback/recognition

 case studies

 small project documentation

 performance review information

 learning record entries/development plans

NB: any colleague names, email addresses or any colleague specific details must be redacted prior to submitting as evidence in line with GDPR UK and data protection.

Professional Discussion

The Professional Discussion (PD) is an opportunity for you to make detailed and proactive contributions to confirm your competency across the knowledge, skills and behaviours required for the standard.

The PD is also an invaluable tool to gap fill and gather further information regarding your understanding and knowledge through giving an account or example of when you have demonstrated that knowledge, i.e. put it into practice.

This method also helps support the preparations for the professional discussion that forms part of the end point assessment. Your APC will guide you and take you through each step of the way.