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“The litmus test of all leadership is whether it mobilizes people’s commitment to putting their energy into actions designed to improve things. Michael Fullan

As a school we have a commitment to improve what we provide for our young people. We are working hard to extend leadership throughout the school so that may be achieved

The New Leaders Programme is a series of five twilight sessions which aim to provide the opportunity for teacher to reflect on facets of leadership within school. The sessions look at professional standards, leadership skills, strengths as a leader, managing others through appraisal, challenging conversations, data at a classroom level, and action planning. As part of the programme, participants identify a project which they will undertake in school where they Will develop their leadership skills and make an impact on student experience and learning.

The Aspiring Middle Leaders Programme follows the same pattern as above but the scope of leadership is broader and the thinking encouraged reflects this. This course is for those who are considering a more formal leadership position.

Middle Level Leaders Training has taken on a variety of forms. Some phases of the training are being delivered by external consultants (Stephen Webb and Ruth Winterson).

A. Phase One (two full days)

  • What do leaders do?
    Understanding my role: being strategically and operationally effective. What does this mean? Knowing myself and my team: behaviour of self and others. Managing self: the emotionally intelligent leader.
  • How do leaders do it?
    Leadership styles: what are they; why and when should they change? Leading an effective team: how to make it work. Holding staff to account: removing barriers and holding challenging conversations.

B. Phase Two (five two-hour twilight sessions)

  • Understanding team members and contributing to an effective team. This session builds upon the previous work on social awareness and relationship management. It enables leaders to understand what motivates and drives a successful team and its individual members. It explores skills which will help leaders achieve an improved understanding of their team dynamic.
  • Successfully building and leading your team.
    Leaders will be able to apply the learning from the previous session and explore a range of tools and structures which underpin effective team organisation and leadership.
  • Motivating the team and setting achievable goals.
    How do leaders engage their team, motivate and enable them to achieve goals which range from the desirable to the most challenging? What can they do to address the potential for negativity and disengagement from team members, particularly when faced with challenging goals
  • Holding others to account and helping them grow.
    How do successful leaders challenge under-performance? What skills are required to deliver honest feedback which holds team members to account? How can a leader remove barriers and build bridges to ‘grow’ potential in their team?
  • So what? Theory into practice.
    Middle Leaders are presented with very real and relevant scenarios. They work together in small groups to identify the key issues and construct a strategy to respond to them which details how they would apply their learning from the workshops to achieve a positive outcome. They present their strategy and justify their leadership thinking back to the other groups.

C. Coaching Training

  • Full day on ‘Client-Centred Coaching’ (five hours)
  • Follow-up one-to-one ‘Coaching Supervision’ for the subsequent term (three hours)

D. In-House Training

Professional development has also been delivered through internal twilight sessions on relevant issues such as:

  • Leading and managing the performance of your team
  • Quality assurance and monitoring
  • Being Ofsted-ready
  • Observing lessons effectively to evaluate provision and to bring about improvement
  • Progress 8 (delivered by Capita consultant, Will Wilson)

Senior Leaders Training has also had external input from educational consultants (Stephen Webb and Ruth Winterson)

Leadership Weekend (two-day off-site training)

  • Coaching, followed by individual supervision
  • Making appraisal effective and giving feedback

Leadership themes (four two-hour twilight sessions)

Roles & responsibilities of leaders:

  • What do SLT members do/expectations
  • Being strategic v operationa
  • Being accountable

Leadership behaviours styles:

  • Emotionally intelligent leadership
  • Personal styles/leadership styles

Influencing and challenging others:

  • nfluences styles and behaviours
  • Using feedback [Johari window]
  • Constructive challenging conversations


  • What creates climate & why is it important.
  • Motivation and delegation: how can we improve?

In addition a small number of our teaching staff are partaking in national professional development programmes. Two are close to completing the NPQML (National Professional Qualification for Middle Leaders) and two are working towards the NPQSL (National Professional Qualification for Senior Leaders) .

Teachers also complement their professional learning through attendance at subject specific conferences and workshops. Recent examples would be Ofsted National Conferences and training on new qualifications organized by the examination boards.


In Partnership with Liverpool John Moores University.

  • Are you thinking of becoming a teacher?
  • Have you thought about the ‘School Direct’ route?

School Direct is an innovative Initial Teacher Training programme offering an outstanding, in school, experience with the highest and most rigorous expectations and intended outcomes. Our commitment is to train confident, creative and innovative classroom practitioners who share and embrace our aspiration to excellence.

Ellesmere Port Catholic High School is part of the Cheshire Vale Teaching School Alliance (CVTSA).

The CVTSA can offer you:

  • A full year’s quality training in a variety of schools and support from LJMU
  • Bespoke training from outstanding practitioners
  • Opportunities to get involved in exciting curricular and extra-curricular activities
  • A supportive and professional environment in which to develop

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