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THE BELONGING LEAD

THE BELONGING LEAD

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Question 1 of 10

1. Question

The problem the Belonging Lead role exists to solve is that:

A. Schools lack sufficient training in the science of belonging
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B. Senior leaders do not have capacity to lead belonging work
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C. When belonging is everyone's responsibility, it can become nobody's responsibility
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D. Belonging work is difficult to evidence for inspection
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Question 2 of 10

2. Question

The Belonging Improvement Cycle runs:

A. Diagnose → Understand → Plan → Implement → Measure → Improve
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B. Explore → Prepare → Deliver → Sustain
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C. Plan → Do → Review → Refine
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D. Assess → Design → Deliver → Evaluate
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Question 3 of 10

3. Question

The four phases of the EEF implementation framework referenced in this course are:

A. Diagnose, Design, Deliver, Review
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B. Explore, Prepare, Deliver, Sustain
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C. Understand, Plan, Act, Embed
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D. Scope, Pilot, Scale, Sustain
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Question 4 of 10

4. Question

Research on why good ideas fail in schools indicates that outcomes are determined primarily by:

A. The strength of the evidence behind the idea
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B. The level of funding allocated to the initiative
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C. The seniority of the person leading the work
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D. The quality of the implementation rather than the quality of the idea
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Question 5 of 10

5. Question

The Belonging Lead’s most important function in relation to senior leadership is to:

A. Deliver belonging training to all staff
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B. Report on belonging activity at each senior leadership meeting
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C. Hold the connection between belonging and the outcomes senior leaders are already accountable for, visibly and continuously
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D. Manage the school's pastoral and wellbeing provision
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Question 6 of 10

6. Question

Without leadership of belonging, the costs that compound over time include:

A. Disengagement, reduced participation, attendance concerns, staff turnover and fragmented culture
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B. Increased curriculum workload and reduced planning time
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C. Reduced parental engagement and weaker community links
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D. Higher spending on external intervention providers
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Question 7 of 10

7. Question

The Explore phase of implementation is principally concerned with:

A. Communicating the initiative to all staff
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B. Understanding the specific problem in this school before selecting a response
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C. Identifying which staff will lead the work
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D. Setting measurable targets for the year ahead
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Question 8 of 10

8. Question

Sustaining belonging work over time depends most on:

A. Regular relaunches to maintain staff enthusiasm
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B. Annual external review of belonging provision
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C. Consistent senior leadership presence at belonging events
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D. Embedding the work into existing structures so it no longer depends on individual commitment
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Question 9 of 10

9. Question

A Belonging Lead finds that a well-received initiative has quietly stopped running in three departments. The strongest response is to:

A. Remind departmental leaders of the expectation
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B. Replace the initiative with something simpler to deliver
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C. Investigate what conditions allowed it to continue elsewhere and what is missing where it stopped
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D. Escalate the issue to the headteacher for action
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Question 10 of 10

10. Question

The Belonging Lead course is designed to be:

A. Completed once, in sequence, before implementation begins
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B. Returned to throughout a subscription, alongside live implementation work
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C. Delivered as a whole-staff programme by the Belonging Lead
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D. Completed in place of the other Academy courses
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