Teachers working in small schools often face extra considerations when it comes to professional development. Fewer colleagues means less flexibility for cover, and finding time for learning can feel difficult.
Lauren Roberts, a Year 1 teacher at Morpeth Stobhillgate First School shows how, with the right approach and support, it’s possible to complete a National Professional Qualification (NPQ) in a small school.
What’s different in a small school?
Doing an NPQ in a small school brings unique challenges. “Sometimes we'd learn about ideas that we'd be recommended to practice but it can be difficult finding a colleague to run through that task with. There are only five teachers, and everyone is stretched. Sometimes I’d have to think hypothetically about a task, because it wasn’t realistic to ask a colleague to give up their time.”
Space could also be an issue. “We don’t have spare rooms for online meetings. At one point, I was in the corner of a cupboard with my laptop because the meeting room was being used.”
Lauren’s advice is to agree practical arrangements with your headteacher before you start. “If you need to take meeting time from home or adjust your start time to get to a face-to-face session, make sure that’s possible. The logistics can be a challenge, but they’re not insurmountable if everyone is on board.”
Why professional development matters
Lauren believes that professional development is essential for teachers at every stage of their career. “I think it’s important to grow. Everything in education changes so frequently. As teachers, it’s in our nature to push children to want to get better all the time. So it’s important we do that ourselves too and doing an NPQ has been an opportunity to further my own skills.”
After encouragement from her headteacher, Lauren decided to do the NPQ for Leading Teaching (NPQLT). “I was part-time for a while and my children were very young, so I kept putting it off,” she explains. “But when they were both in school full time and I was back at work full time, it felt like the right moment.”
“I really enjoy leading subjects and supporting colleagues to develop which is why I chose the NPQLT. Mentoring and helping others to improve their teaching is my favourite part of the job.”
“When researching the NPQs, I read that they can benefit children in deprived areas so much, and we are in a highly deprived area. That was part of the reason I wanted to take on an NPQ.”
Making time for professional development
Lauren’s school has around 130 pupils and five full-time teachers, which means she takes on multiple roles within the school. Outside of school, she’s a parent to two young children. She didn’t have much free time to dedicate to her NPQ but she found ways to make it work.
“Every Monday night when I was dashing off at 5pm to get to an NPQ meeting, the teaching assistant would say, ‘I don’t know how you’re doing this, Lauren.’ I had to be very disciplined and set aside protected time. Sunday evenings, after the children were in bed, became my hour for NPQ reading. I knew if I tried to do it at any other time, it wouldn’t happen.”
Lauren’s advice for others is to be realistic and kind to yourself. “Don’t beat yourself up if you only manage half the reading one week. Sometimes, 20 minutes is better than nothing. You can always come back to it later, and you’ll revisit key ideas with your NPQ group.”
Building a larger support network
One of the most valuable parts of the programme for Lauren was the chance to network with teachers from other schools. “There were about 15 to 20 people in my group. I was in a trio with two other primary teachers. We met every other week to work through the content together. On top of building a network of colleagues, I feel like I’ve expanded my friendship group. We supported each other through the assessment window and still keep in touch now.”
These relationships were crucial for both motivation and practical support. “Sometimes we’d start talking about the NPQ task, but then the conversation would go off on a tangent – sharing planning, discussing ideas, learning about how other schools do things. It showed me there isn’t just one way to do things well.”
NPQ learnings in action
Since doing an NPQ, Lauren has changed her approach to certain aspects of her role. “It made me think differently about how I lead CPD and staff meetings. I started to focus more on getting buy-in from staff, sharing the evidence and the ‘why’ behind what we were doing. I’ve had colleagues say, ‘This is so clear, Lauren, I’m going to try this next week,’ and then come back and share what worked.”
She also sees the wider impact of NPQs across her school. “When our English lead, who’s also doing an NPQ, leads staff meetings, you can see the influence of the programme. There’s more structure, more clarity, and staff feel more confident. Ultimately, if staff are teaching better, pupils are learning better.”
Advice for other teachers from small schools
“It’s hard work, but it’s possible.” Lauren’s advice is: “Choose an NPQ in an area you’re passionate about. Set aside protected time, even if it’s just an hour a week. Engage fully with your NPQ group – those relationships make a huge difference. And don’t worry if you don’t do everything perfectly. Progress is what matters.”
“If you’re in a small school, talk to your headteacher about what you’ll need. Think about practicalities like meeting spaces and cover. And remember, you’re not alone, lots of us are juggling the same things.”
Regardless of the size of the school, teachers can keep developing their expertise. Lauren says: “NPQs are a chance to push yourself to continue to get better and become a fabulous teacher. That was always part of my decision why I wanted to take on an NPQ, I just want these children to get the best chance and the best start in life. Doing an NPQ can benefit me and it can benefit them.”
