School Direct Places
EKLA School Direct places are now closed.
EKLA School Direct places are now closed.
Collaborative Teaching Phase - Terms 1 and 2 | |
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Trainee activities | Mentor activities |
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Developing Teaching Phase - Terms 3 into 4 | |
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Trainee | Mentor |
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Independent Teaching Phase – Terms 4, 5 and 6 | |
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Trainee | Mentor |
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For leaders qualified to at least Level 3 with a full and relevant qualification 1 who are, or are aspiring to be, managers of Private, Voluntary and Independent nurseries, headteachers of school-based or maintained nurseries, or childminders with leadership responsibilities.
12 months
1.5 - 2.5 hours per week
This course is designed for leaders qualified to at least Level 3 with a full and relevant qualification 1 who are, or are aspiring to be, managers of Private, Voluntary and Independent nurseries, headteachers of school-based or maintained nurseries, or childminders with leadership responsibilities.
To register for a programme:
1. Follow this link which will take you to the DfE registration portal
2. Select Early Years Leadership as your programme
3. Select Education Development Trust (EDT) as your lead provider
4. Have your Teacher Reference Number (TRN) ready for registration
Once your details have been validated by the Department of Education, you will receive an email from EDT asking you to select your preferred delivery partner at which point you need to:
5. Select LLSE as your delivery partner
6. Select your local delivery partner if you know it, or leave blank and LLSE will allocate you to the nearest provider
Once that step is complete, you will receive a further email from EDT with a link to an application form which you will need to complete to proceed.
NPQs are currently fully funded by the DfE for teachers and leaders working in:
- providing childcare on non-domestic premises (people or organisations - providing care for individual children in premises that are not someone’s home. e.g., nurseries
pre-schools, holiday clubs and other group-based settings)
- providing childcare on domestic premises (providers where four or more people look after children together in a home that is not the child’s own).
- Childminders, registered on the Ofsted Early Years Register (where the care takes place in a home that is not the child’s own)
- Childminders, registered with an Ofsted-registered Childminder Agency, caring for early years children.
In addition to the scholarship funding, this year there will be Targeted Support Funding available for small schools to enable them to support their teachers and leaders to undertake NPQs. State-funded schools and 16 to 19 education settings in England, that have between 1 and 600 pupils on roll, will be paid £200.00 for each teacher or leader they employ who undertakes an NPQ. Eligibility will be based on the roll numbers that were submitted in the January 2022 pupil census and will be updated on GIAS in July 2022. Further information can be found here.
The course is comprised of four modules. As part of each module, you will undertake some face-to-face training and tutoring (approximately 4 hours), some online training (approximately 5 hours) and carry out some self-study (approximately 11 hours).
You will be expertly guided through your modules by your facilitators.
The key topics covered in the course are:
Throughout the course, there are opportunities for you to complete formative assessment activities which will enable you and your facilitator to reflect on and evaluate the progress you make whilst completing the qualification.
Formative assessment takes place throughout the programme, helping you to understand the progress you are making, and facilitators to adapt your learning experiences.
There are two overall criteria to achieving the qualification:
Summative assessment takes the form of a 1500-word response to a case study, completed in a single 8-day window at the end of your programme. The assessment will give you the opportunity to demonstrate how you would deploy the knowledge, skills and understanding gained through the NPQ to lead and implement a specific aspect of change.
LLSE is delivering the NPQEYL in partnership with Education Development Trust.
As with any professional development the more you put into the process of learning the more you will be able to take from it. This qualification requires commitment and time as well as a willingness to try new things, make mistakes and extend your knowledge, skill and understanding. We have designed the course with flexibility in mind and whilst you might complete the online elements of the course on your own and at a time which best suits you and your wellbeing, you will be part of both a local and national cohort of other teachers and leaders studying exactly as you are, we refer to this as your community of practice. You will gain most from the course by seizing each opportunity to engage with your community of practice – an enquiring mind is a must.
We recognise that each school and college, whilst similar to others will operate with its own unique culture, set of strengths and challenges, it is for this reason that we have engaged with practitioners across the country to provide contextualised case study input and allow you to see how the ideas covered in the course work in the real world. This means we welcome collaboration with you as the course participant to create new content for others to learn from, so, as you complete the course, if you think you have a case study within your own school or college, get in touch and let us celebrate what you and your colleagues are achieving.
In short we expect that participants are teachers and leaders who will be able to meet all of the following criteria:
The taught elements of your course will take place over a 12-month period. This will be followed by the completion of your summative assessment which must be submitted within an 8-day period following completion of your course. The whole of the assessment process including submission of your summative assessment, marking and moderation will take a total of 3 months.
As part of the training year, School Direct trainees complete 3 school based experiences.
Second school experience
A minimum 20-day block placement undertaken in term 3. Trainees and their base school begin to arrange the placement during term 2. EKLA recommends the second school experience extends across the whole of term 3.
This placement will take place in a different school setting and provide a contrasting experience to the base school. Trainees will be given a timetable for the placement and are required to plan, teach and assess during the placement.
Adjacent age range experience
Every trainee should have a teaching experience across their training age ranges/key stages. The adjacent age range experience is the arrangement to make sure this requirement is met.
Primary Trainees
This experience can take place in the base school or during the second school experience. It is important that this is the equivalent of 15 days with at least 10 in a block, if undertaken in the base school. Trainees need to evidence that they meet the standards in first and second age phase/key stage.
Secondary Trainees
Trainees must evidence that they have taught and are evidencing CCCU Key Spotlight Questions across the age phase they are training. By the end of the training year timetables should include teaching a range of lessons across at least two key stages i.e. Key Stages 3 and 4. For those completing the PGCE top up, it is recommended that timetables include a range of lessons across all three key stages by the end of the training.
Trainees in both Primary and Secondary must be observed in both age phases / key stages.
Prior and post age phase experience
A minimum of 5 days which does not need to be taken in a block.
The purpose of the visit is for trainees to gain experience in the key stages both before and after the age range in which they are training in. For example, primary trainees may spend time in a secondary school and in early years; secondary trainees might spend time in a primary school and an FE college. This experience can be driven by the trainee and mentor following discussion on development needs. It could be undertaken over a number of days, and involve a range of settings. Trainees are not expected to teach but may have the opportunity to do so. EKLA recommends that the five days are completed before the end of term 2.
Additional experience
The Second School Experience, adjacent age range experience and prior and post age phase experience are all mandatory parts of the School Direct course. Trainees can however, also spend further time in other relevant settings such as a day in a SEND school or time in a residential setting as part of a school trip. Whilst such additional experiences are not compulsory, they can and do enhance the training experience.
Placements
Trainees and their mentors often have ideas of potential schools for the various placements that are completed over the training year and can contact them directly to arrange a placement.
The base school Professional Mentor should organise the placement for Second School Experience (SSE) in conjunction with the trainee and the placement school Professional Mentor. Ideally it will be arranged by schools amongst themselves, and this might be through clusters that schools already belong to. Indeed, EKLA schools often accommodate each other’s trainees. This placement must be arranged well in advance and certainly before the end of Term 2 as trainees will carry out a preliminary visit to the placement school in December.
CCCU tutors may be able to support the facilitation of the Second School Experience, but only once other avenues have been explored.
EKLA is both delighted and excited to be delivering NPQs in partnership with LLSE and Thames Gateway Teaching School Hub.
The National Professional Qualifications (NPQS) provide and support for teachers and school leaders at all levels, from those who want to develop expertise in high quality teaching practice, such as behaviour management, to those leading multiple schools across trusts.
12 months
1.5 - 2.5 hours per week
This course is designed for teachers who have, or are aspiring to have, responsibilities for leading teaching in a subject, year group, key stage or phase.
NPQs are currently fully funded by the DfE for teachers and leaders working in:
If you are an international applicant, please contact This email address is being protected from spambots. You need JavaScript enabled to view it. for information on prices.
In addition to the scholarship funding, this year there will be Targeted Support Funding available for small schools to enable them to support their teachers and leaders to undertake NPQs. State-funded schools and 16 to 19 education settings in England, that have between 1 and 600 pupils on roll, will be paid £200.00 for each teacher or leader they employ who undertakes an NPQ. Eligibility will be based on the roll numbers that were submitted in the January 2022 pupil census and will be updated on GIAS in July 2022. Further information can be found here.
The course is comprised of three modules. Each of the modules takes 12 weeks to complete. As part of each module, you will undertake some online study (approximately 2 hours per week of the 12 weeks), participate in two live interactive webinars (90 minutes each), and attend a face-to-face session (half day).
As part of the online learning, you will have the opportunity to engage with relevant research and evidence, learn how leaders in other schools carry out their role and participate in discussion forum activities with everyone else completing the same qualification as you. You will also complete a series of activities to build a personal online learning journal. This will record your progress, help you to reflect on the new knowledge, understanding and skill you are acquiring and act as a repository for all of the key information you don’t want to forget.
You will be expertly guided through your modules with support from your two facilitators and your in-school coach.
The key topics covered over the course of the three modules are:
Within each module there are opportunities for you to complete formative assessment activities which will enable you and your facilitator to reflect on and evaluate the progress you make whilst completing the qualification.
Formative assessment takes place throughout the programme, helping you to understand the progress you are making, and facilitators to adapt your learning experiences.
There are two overall criteria to achieving the qualification:
Summative assessment takes the form of a 1500-word response to a case study, completed in a single 8-day window at the end of your programme. The assessment will give you the opportunity to demonstrate how you would deploy the knowledge, skills and understanding gained through the NPQ to lead and implement a specific aspect of change.
Find out further information about assessments
As with any professional development the more you put into the process of learning the more you will be able to take from it. This qualification requires commitment and time as well as a willingness to try new things, make mistakes and extend your knowledge, skill and understanding. We have designed the course with flexibility in mind and whilst you might complete the online elements of the course on your own and at a time which best suits you and your wellbeing, you will be part of both a local and national cohort of other teachers and leaders studying exactly as you are, we refer to this as your community of practice. You will gain most from the course by seizing each opportunity to engage with your community of practice – an enquiring mind is a must.
We recognise that each school and college, whilst similar to others will operate with its own unique culture, set of strengths and challenges, it is for this reason that we have engaged with practitioners across the country to provide contextualised case study input and allow you to see how the ideas covered in the course work in the real world. This means we welcome collaboration with you as the course participant to create new content for others to learn from, so, as you complete the course, if you think you have a case study within your own school or college, get in touch and let us celebrate what you and your colleagues are achieving.
In short, we expect that participants are teachers and leaders who will be able to meet all of the following criteria
The taught elements of your course will take place over a 12-month period. This will be followed by the completion of your summative assessment which must be submitted within an 8-day period following completion of your course. The whole of the assessment process including submission of your summative assessment, marking and moderation will take a total of 3 months.
EKLA is both delighted and excited to be delivering NPQs in partnership with LLSE and Thames Gateway Teaching School Hub.
The National Professional Qualifications (NPQS) provide and support for teachers and school leaders at all levels, from those who want to develop expertise in high quality teaching practice, such as behaviour management, to those leading multiple schools across trusts.
12 months
1.5 - 2.5 hours per week
This course is designed for teachers who have, or are aspiring to have, responsibilities for leading behaviour and/or supporting pupil wellbeing in their school.
NPQs are currently fully funded by the DfE for teachers and leaders working in:
If you are an international applicant, please contact This email address is being protected from spambots. You need JavaScript enabled to view it. for information on prices.
In addition to the scholarship funding, this year there will be Targeted Support Funding available for small schools to enable them to support their teachers and leaders to undertake NPQs. State-funded schools and 16 to 19 education settings in England, that have between 1 and 600 pupils on roll, will be paid £200.00 for each teacher or leader they employ who undertakes an NPQ. Eligibility will be based on the roll numbers that were submitted in the January 2022 pupil census and will be updated on GIAS in July 2022. Further information can be found here.
The course is comprised of three modules. Each of the modules takes 12 weeks to complete. As part of each module, you will undertake some online study (approximately 2 hours per week of the 12 weeks), participate in two live interactive webinars (90 minutes each), and attend a face-to-face session (half day).
As part of the online learning, you will have the opportunity to engage with relevant research and evidence, learn how leaders in other schools carry out their role and participate in discussion forum activities with everyone else completing the same qualification as you. You will also complete a series of activities to build a personal online learning journal. This will record your progress, help you to reflect on the new knowledge, understanding and skill you are acquiring and act as a repository for all of the key information you don’t want to forget.
You will be expertly guided through your modules with support from your two facilitators and your in-school coach.
The key topics covered over the course of the three modules are:
Within each module there are opportunities for you to complete formative assessment activities which will enable you and your facilitator to reflect on and evaluate the progress you make whilst completing the qualification.
Formative assessment takes place throughout the programme, helping you to understand the progress you are making, and facilitators to adapt your learning experiences.
There are two overall criteria to achieving the qualification:
Summative assessment takes the form of a 1500-word response to a case study, completed in a single 8-day window at the end of your programme. The assessment will give you the opportunity to demonstrate how you would deploy the knowledge, skills and understanding gained through the NPQ to lead and implement a specific aspect of change.
Find out further information about assessments
As with any professional development the more you put into the process of learning the more you will be able to take from it. This qualification requires commitment and time as well as a willingness to try new things, make mistakes and extend your knowledge, skill and understanding. We have designed the course with flexibility in mind and whilst you might complete the online elements of the course on your own and at a time which best suits you and your wellbeing, you will be part of both a local and national cohort of other teachers and leaders studying exactly as you are, we refer to this as your community of practice. You will gain most from the course by seizing each opportunity to engage with your community of practice – an enquiring mind is a must.
We recognise that each school and college, whilst similar to others will operate with its own unique culture, set of strengths and challenges, it is for this reason that we have engaged with practitioners across the country to provide contextualised case study input and allow you to see how the ideas covered in the course work in the real world. This means we welcome collaboration with you as the course participant to create new content for others to learn from, so, as you complete the course, if you think you have a case study within your own school or college, get in touch and let us celebrate what you and your colleagues are achieving.
In short, we expect that participants are teachers and leaders who will be able to meet all of the following criteria:
The taught elements of your course will take place over a 12-month period. This will be followed by the completion of your summative assessment which must be submitted within an 8-day period following completion of your course. The whole of the assessment process including submission of your summative assessment, marking and moderation will take a total of 3 months.
Apply by clicing the Apply Now button. Delivery partner is Thames Gateway and Cluster is EKLA.