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The Future Leaders Programme.

ARK works in partnership with 'Future Leaders', as well as the NCSL, National College for School
Leadership (now renamed the National College for Leadership of Schools and Children's Services,
Who is leading this programme?
The Future Leaders programme is supported by three of the UK’s most forward-thinking
educationalists: the National College for School Leadership (NCSL), Absolute Return for
Kids (ARK) and the Specialist Schools and Academies Trust (SSAT).

Baroness Sally Morgan, a trustee at 'Future Leaders', is also with ARK (Absolute Return for Kids}.

'Future Leaders' is located at 15 Adam Street (as is ARK, Absolute Return for Kids, and Teaching

Future Leaders website here:

Teaching Leaders website here:
Find out how the programme can help raise achievement in your school: Nominate a high-
potential middle-leader for the Teaching Leaders Core Programme, or find out more about
Teaching Leaders On-Demand, the modular training offering for all the middle-leaders
across your school.

Ark and Future Leaders, from Ark's website:
The first Future Leaders participant has been appointed as a head teacher in a challenging
inner-city secondary school within two-and-a-half years of joining. Andrew Day, part of the
inaugural cohort of the Future Leaders programme (2006), has been appointed the Principal
of Haberdashers’ Aske’s Knights Academy in Lewisham, South London...

*The National Professional Qualification for Headship (NPQH).
Are you ready for headship?
The National Professional Qualification for Headship (NPQH) is the mandatory
qualification for headship. The programme is underpinned by the National Standards for
Headteachers and has been designed for passionate, highly motivated people who are 100
per cent focused on becoming and ready to become a headteacher within the next 12-18
months. If that sounds like you, read on.
NPQH is a personalised programme based on individual development needs. Participants
can access a range of opportunities including national learning materials, placements,
coaching, online resources and local leadership development activities.
Who is NPQH for?
You must aspire to be a headteacher within the next 12-18 months with the full support of
your headteacher or line manager and you should be ready to take up a headship as soon as
you graduate from the programme.....

The Training and Development Agency for Schools is promoting 'leadership development
programmes'. (TDA)
This page outlines the range of leadership development programmes offered by our partner,
the National College for School Leadership (NCSL).

'Professional Development' also at Teachernet:
All those appointed to their first headship post in the LEA-maintained sector, including
nursery schools, and in non-maintained special schools, need to hold the NPQH, or be
working towards it. The Guidance on the mandatory requirement to hold the National
Professional Qualification for Headship (NPQH) will help you understand and interpret the
regulations. ...
The legal powers to make NPQH mandatory are contained in section 135 of the Education
Act 2002.

*The 'Leadership Pathways' course.
'Leadership Pathways' is course for teachers in middle management, which also supports
them on their way to becoming headteachers:
Leadership Pathways offers senior school leaders practical access to the latest in leadership
thinking and school practice, which will benefit their schools as well as them as individuals.
The programme seeks to build on experience that participants have developed in middle
leadership and via National College programmes such as Leading from the Middle and
Teaching Leaders. It can also help support those aspiring to take part in the National
Professional Qualification for Headship (NPQH).

*Governors in Schools.
School Governors Network
The RSA School Governors Network is a space for current, past and future school governors
- and anyone with an interest in education - to share what makes a good governor and how
school governance can help to create schools fit for the 21st century. It will be co-created
with its members to meet their needs and allow them to share their insights, experience and
practice through a mix of face to face events, online communities and research, all supported
by the Projects Team at 8 John Adam Street.

*Are School Business Managers about to control schools?
School Business Managers spell more time for Primary Head Teachers:
Primary school headteachers who employ a school business manager (SBM) can regain a
fifth of their time to lead teaching and learning and improve children's achievement and
wellbeing, new research reveals.
A survey from NCSL – the first of its kind to ask more than 1,000 school leaders about the
benefits of employing an SBM – found that an SBM can free up to 22 per cent of a primary
headteacher's time to reinvest in leading the priority areas for improvement in their school.
More than one in 10 primary headteachers (11 per cent) who took part in the survey revealed
that over half their time has been freed up to concentrate more on their core duties – with
one in three benefiting from 30 per cent of their time being released.
SBMs free up a headteacher's time by managing a wide range of non-teaching duties,
including the effective management of HR, facilities and budgets, health and safety and
major projects.

*Are schools moving into residential arrangements?

2008/9 Residency Schools
NOTE: We are currently recruiting residency schools for the 2009-2010 Academic
year in the West Midlands, specifically in the Black Country, Birmingham, Coventry
and Telford.
A new generation of academy boarding schools would be established by a Tory
government to improve the chances of pupils from deprived backgrounds, the party
said last night.
No other country has such a glaring gap between a well
funded independent school system that dominates places at
top universities and national life, and a state school system
that, however much it improves, is unable to catch up. This
is why I believe it is important that independent schools
support academies, and why more young people in the
state sector should benefit from a boarding experience.
Our governors
were attracted by the idea of extending opportunities
similar to those available at Wellington to a wider group of
students educated in the state system. They were impressed
by the argument that the ‘DNA’ of Wellington College
could be deployed elsewhere to inform the founding ideals
and purpose of a new state school.
In our case, that means a commitment to all-round
education, our eight aptitudes,1 pupil well-being, outdoor
activities and the Combined Cadet Force. The academy
would also have a strong house system, with the house
names at Wellington College replicated, and boarding.
700 of our 850 pupils are boarders. It is very much in our

*More on teacher training here: