Case Studies
Rachael James
NPQ Participant
Rachel Kilminster
Headteacher
Rebecca Woodall
Headteacher
Simon Maxfield
Headteacher
Sharna Randhawa
Trainee Teacher
Abbie Richardson
Trainee Teacher
Jack Groom
Trainee Teacher
Case study from an NPQ participant - Rachael James
NPQ Completed: NPQLTD
Why did I choose this NPQ?
As a new Deputy at the time, where I would be taking on CPD with staff, it was important that I developed my knowledge further with leading teacher development understanding how pupils and adults learn.
What impact has this NPQ had on your leadership?
A great impact, I know how to balance CPD with workload for staff. I have learnt further how to tailor CPD for individuals. I know how important it is to start at the right point for people with their development.
How has this NPQ benefited the importance of implementation and developed your whole school profile?
At Hateley, we pride ourselves on strong bespoke CPD for staff. Other members of my SLT also completed the NPQ which supported us as a new team.
Your three top tips for NPQ participants
• Manage your workload whilst doing it.
• Arrange sessions with your buddy as it really does add value to doing it when you can discuss what you have learnt with staff.
• Use what you learn!
Case study from a Head - Rachel Kilminster - Headteacher, St Bartholomew's CE Primary School
Which NPQs did your staff undertake in 2022/23
• NPQLT (3 members of staff)
• NPQLL
• NPQSL (2 members of staff)
What criteria did you use to select you staff to undertake the NPQ?
It depended on career point to a certain extent. Staff on M4 and above were all asked, others who had shown early potential for leadership were also asked. Ultimately, everyone who expressed an interest (either through raising it with SLT themselves or being asked) had the opportunity to complete an NPQ. Staff were all sent the overview of the NPQ programmes and asked to approach me (The headteacher) if they wanted to discuss completing an NPQ. For NPQSLT, staff needed to have completed NPQLT or NPQLTD first and be aspiring senior leaders.
What impact has this NPQ had on your leadership team members?
As so many have undertaken an NPQ it has given a very wide reaching understanding of some of the core principles. This has impacted at both teaching level (for example principles around the science of learning and leadership at all levels. It also means that we have a shared vocabulary so that whole school impact and training is easier to disseminate. A wider range of staff have led training and it has led to greater confidence amongst the leadership team. At a staff INSET day, 4 middle leaders delivered a short training session on scaffold and support in their subjects. As a Head, I felt I could walk away and they would all be confident both as practitioners and leaders. This has led to greater capacity and a more sustainable work place as well as helps for succession planning. It has also demonstrated the value of all our staff as we have provided them with the time and support as we invest in their career so it is mutually beneficial.
How have the NPQs undertaken benefited your school?
• Succession planning
• Increased confidence in staff
• A valued workforce
• More distributed leadership
• Improved classroom practice
• A sustainable leadership model
Three reasons why a Headteacher should invest in NPQs for their staff
• You get back the time investment through improved knowledge, confidence and leadership potential/development.
• If staff feel invested in and supported in their career development, this will help them to thrive in your school. No one who has completed an NPQ over the last few years has left our school.
• A shared and consistent message has reduced time needed for training but increased coverage.
Case Study from Head - Rebecca Woodall - Headteacher, Glenthorne Community Primary School
Which NPQs did your staff undertake in 2022/23
• NPQLBC
• NPQLT
What criteria did you use to select you staff to undertake the NPQ?
• On the threshold of UPS
• Experienced
• Had an interest/have a skill in that area
• They had asked for development
What impact has this NPQ had on your leadership team members?
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Increased confidence
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Take more of an active role within school
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More knowledgeable
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Have developed an excellent skill set in either understanding behaviour and culture and developing/leading teaching.
How have the NPQs undertaken benefited your school?
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Have experienced teachers, who take a lead and are professional in their approach.
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We have developed Teams which they are a influential part of as they are able to share their knowledge and impact across school
Three reasons why a Headteacher should invest in NPQs for their staff
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Up-to-date high-quality training which is relevant for school
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Grows teachers into leaders who can make an impact across school
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Teachers feel valued and invested in
Case study from a Head - Simon Maxfield - Headteacher, Codsall Community High
Which NPQs did your staff undertake in 2022/23
NPQLTD, NPQSL, and NPQLT
What criteria did you use to select you staff to undertake the NPQ?
After collating expression of interest forms from staff, we shortlisted using job role suitability; career aspirations identified through line management and appraisal meeting and prior knowledge of engagement with CPD.
What impact has this NPQ had on your leadership team members?
All but one member of staff who started an NPQ in 2022, is still teaching in the school; therefore, it has helped with staff retention of middle and aspiring middle leaders. Leadership of departments and professional development has improved due to the quality of evidence-informed research staff are exposed to, and how the modules reinforce over the duration of the course that leading on change takes time and needs to engage all stakeholders.
This led to an improvement in both teaching and learning and the leadership of departments as leaders have been able to put their reading into practice. The use of implementation cycles and the ring-fencing of time to address biases, rehearse and revisit is now embedded and leading to a change in culture across the school.
How have the NPQs undertaken benefited your school?
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Improvement in outcomes
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Staff retention
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More effective strategic planning from middle leaders
Three reasons why a Headteacher should invest in NPQs for their staff
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Development opportunities are a good tool for retention and staff are also upskilled giving additional benefits.
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Keeps staff expertise fresh and current with latest research
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Allows succession planning and development of future leaders.
Case study from a Trainee Teacher - Sharna Randhawa - Barr Beacon SCITT
Why I chose Barr Beacon SCITT:
I was drawn to apply for this programme because I wanted to gain hands-on, practical experience in a real classroom setting. Choosing a SCITT over a traditional university route reflected my desire to learn through immersive, on-the-job training. Barr Beacon SCITT stood out to me as the ideal choice due to its outstanding Ofsted rating and the convenience of the main placement school being local.
What I have learnt during the programme:
Throughout the programme, I have developed a strong understanding of the professional knowledge and skills outlined in the teaching standards and the SCITT curriculum. I have gained confidence in areas such as lesson planning, classroom management, and effective assessment strategies. A particular highlight has been working across a variety of year groups and school settings, which has broadened my perspective and helped me adapt my teaching approach to suit different learning needs.
How I have developed as a teacher:
Over the course of the programme, my teaching practice has developed significantly. I’ve grown in confidence and become more assured in delivering effective lessons in real-life classroom settings. One of my key strengths has been creating a positive and inclusive learning environment where pupils feel motivated and supported. I’ve also focused on making learning enjoyable and engaging through creative teaching strategies. A major personal challenge I’ve overcome is self-doubt, and through this, I’ve built greater resilience and a stronger belief in my capabilities as a teacher.
Impact of the SCITT on My Teaching and Confidence:
The SCITT programme has had a significant impact on both my classroom practice and personal confidence. Through its comprehensive and well-structured curriculum, I’ve gained a deeper understanding of effective teaching strategies and behaviour management techniques, which I’ve been able to apply in real classroom settings. As a result, my lessons have become more purposeful and responsive to pupils’ needs.
Benefits of the Barr Beacon SCITT Programme:
One of the greatest advantages of the Barr Beacon SCITT programme is the confidence and readiness it instils by the end of the course. Its comprehensive structure ensures that trainee teachers are fully equipped for every aspect of school life, from planning and behaviour management to pastoral care. What truly makes it distinctive is the immersive, school-based approach—it bridges the gap between theory and practice far more effectively than traditional university routes. The high level of support, combined with practical classroom experience from day one, has made this programme an invaluable foundation for my teaching career.
Top Tips for New Trainee Teachers:
Tip 1: Organisation is key – to do lists will become your best friend!
Tip 2: Good things take time, and nothing good ever comes easy.
Final Reflections:
I have thoroughly enjoyed my placements across Manor MAT and am genuinely grateful for the breadth of experience I’ve gained. The opportunity to work in diverse school settings has helped shape my practice and deepened my understanding of effective teaching.
I would confidently recommend training with Manor MAT due to its supportive environment and high-quality mentoring.
Case study from a Trainee Teacher - Abbie Richardson - Barr Beacon SCITT
Why I chose Barr Beacon SCITT:
Very broad training opportunities and CPD.
Hoping to gain a QTS and professional experience within an educational environment.
What I have learnt during the programme:
Classroom management, behaviour management, proactive approach.
How I have developed as a teacher:
I am now more confident and fluent within my teaching.
Strengths I have built on are time and pacing, managing low-level disruptions and lesson planning.
Impact of the SCITT on My Teaching and Confidence:
Improved Practice: The SCITT programme enhanced my lesson planning, behaviour management, and adaptive teaching, leading to noticeable improvements in pupil progress—particularly among lower-attaining students.
Increased Confidence: I’ve grown from feeling apprehensive to confidently leading lessons, managing classrooms effectively, and contributing to the wider school community.
Positive Feedback: Mentor observations and pupil outcomes reflect strong professional development, especially in differentiation and building positive relationships.
Benefits of the Barr Beacon SCITT Programme:
Biggest advantage: Practical, hands-on training with continuous mentor support enables rapid skill development.
Distinctive feature: Real classroom experience from day one, combined with personalised mentoring, sets SCITT apart from more theoretical routes.
Top Tips for New Trainee Teachers:
Tip 1: Stay organised—plan your lessons and reflections carefully to make the most of your learning and manage workload effectively.
Tip 2: Embrace feedback openly; it’s key to improving your practice and building confidence.
Tip 3: Build strong relationships with mentors and colleagues—they’ll support you through challenges and help you grow.
Final Reflections:
My experience with Manor through the SCITT has been very positive, with strong support and practical training. I’m looking forward to continuing to develop my skills and applying them confidently in the classroom.
Yes, I would recommend the SCITT. However, it felt more focused on secondary teaching, I feel like I enjoyed it so much due to the placement schools I was at.
Case study from a Trainee Teacher - Jack Groom - Barr Beacon SCITT
Why I chose Barr Beacon SCITT:
I wanted to study at Manor, and the SCITT were offering the partnership with the school. I was impressed by the rigorous standards on offer and the overall approach to being a professional in education matched my own outlook. I hoped to gain QTS and a PGCE, but also to gain experience within an excellent programme and in an outstanding school.
What I have learnt during the programme:
The approach to pedagogy, particularly how children learn; SEND CPD at Manor and conference days; the opportunity to receive CPD for Colourful Semantics and reading for pleasure; phonics; being encouraged in a nurturing approach; EAL training morning at Barr Beacon; behaviour for learning sessions; opportunities to plan lesson sequences to be taught by colleagues in both placement schools.
How I have developed as a teacher:
My teaching has changed from being a novice in the classroom, to feeling like a competent practitioner. I have been able to embrace reflective practices within my teaching to continually improve over the year. My strengths, such as teacher presence, nurture, subject knowledge and creating a positive classroom environment have become mainstays of every one of my lessons. Challenges I continue to overcome and still work on include time and pace and planning effective lessons for the year group in which I will be teaching in September.
Impact of the SCITT on My Teaching and Confidence:
I have been able to zero in on my approach to behaviour for learning and now feel very confident in choosing appropriate ways to deal with any issues that arise. Systems and routines, creating a positive classroom environment and my subject knowledge and language choice for the year groups I have taught have all been acknowledged in lesson observations. I think the biggest surprise for me, has been the discovery of a nurturing side to my teaching that I wasn’t expecting to become a key strength. My confidence in the classroom and in life outside school has improved tremendously, thanks to the SCITT programme and the environment in which I was training and the fantastic mentors I have been lucky enough to have on my journey (Kiran Sajid, Liz Meddings and Sanita Chandel).
Benefits of the Barr Beacon SCITT Programme:
The biggest advantages of the programme are the class-based approach to learning, the opportunities to observe expert colleagues teach every single day, the opportunity to learn as you teach with guidance and advice from excellent mentors and colleagues and the opportunity to work collaboratively within the Primary cohort. Learning to teach in the classroom makes this course distinctive from other routes and getting the PGCE as well as QTS, make it incredibly worthwhile.
Top Tips for New Trainee Teachers:
Tip 1: Be organised and do your best to keep on top of paperwork – you will fall behind at times and this is ok, but don’t let that gulf open too wide!
Tip 2: Talk to your colleagues within the cohort – the chances are that if you are feeling anxious about something on the course, they will be as well.
Tip 3: Try to cultivate a growth mindset as early in the process as possible – it will allow you to receive feedback in the spirit in which it is given and use it to help you to develop your practice.
Final Reflections:
I am looking forward to beginning my ECT journey at Manor Primary and developing my practice to encompass the Reception/Year 1 transition. I would recommend Barr Beacon SCITT to anyone wanting to become a teacher. It is the most difficult thing I have ever taken on, but the most rewarding. The SCITT year is incredibly busy, but the payoff for one’s investment in time is invaluable.