School leadership
ENGLAND
2.1. Leadership standards and roles
2.2. Selection and working conditions
2.3. Leadership preparation and training
3. Teachers, parents and students
3.1. School management committees and boards
4.1. Autonomy of school leaders
4.2. Assessment and accountability of school leaders
4.3. Teacher assessment by school leaders
1. Terminology
The 1996 Education Act, applicable to both England and Wales, uses the term “head teacher,” and though it is not specifically defined, the act does mention that it includes acting head teacher.
The 2023 Guidance on School Teachers’ Pay and Conditions defines “headteacher” as “a person appointed to the teaching staff of a school as headteacher, and includes a person appointed as acting headteacher to carry out the functions of a headteacher pursuant to section 35(3) or 36(3) of the Act but not a teacher who is assigned and carries out duties of a headteacher without being so appointed.”
Although there is no legal definition, according to the government, an “executive head” is a headteacher who is responsible for more than one school. They provide support and leadership to all schools within their trust, federation or partnership.
2. School principals
2.1. Leadership standards and roles
Competency standards and leadership frameworks and guidelines
The Department for Education has developed the 2020 Headteacher’s Standards Guidance document, which sets the standards in England. However, they are non-statutory and intended as guidance to be interpreted in the context of each headteacher and school. The standards are made up of several interlinked domains. For executive heads there remains a lack of clarity over the role of executive heads
The National Professional Qualification for Headship Guidelines issued by the Department for Education (DfE), detail the standards required for those aspiring to obtain qualifications for school leadership. It sets out the knowledge, skills and behaviours that will be developed by school leaders when they participate in the National Professional Qualification for Headship (NPQH). They are voluntary and are designed to support the professional development of teachers and school leaders at all levels, across primary and secondary schools.
There are several competency guidelines for executive heads which may be referenced. The National College for Leadership of Schools and Children’s Service has developed a skills profile of the knowledge, qualities and attributes required to be an effective executive head using the National Standards for Headteachers as the basis. The National Governor’s Association has similarly published a document outlining the necessary skills an executive head should have. Finally, the National College for School Leadership has prepared a report outlining the leadership skills and behaviours of executive headteachers in secondary schools. These serve as guidance documents and are not mandated.
Roles
Setting expectations/objectives: Headteachers are expected to establish and sustain the school’s ethos and strategic direction in partnership with those responsible for governance and through consultation with the school community. They uphold ambitious educational standards which prepare pupils from all backgrounds. One section in the 2020 Headteacher’s Standards Guidance focuses on behaviour. Headteachers are expected to “establish and sustain high expectations of behaviour for all pupils, built upon relationships, rules and routines, which are understood clearly by all staff and pupils”.
Developing teaching and learning: According to the 2020 Headteacher’s Standards Guidance, the headteacher “establishes and sustains high-quality, expert teaching across all subjects and phases, built on an evidence-informed understanding of effective teaching and how pupils learn.” They ensure teaching is underpinned by high levels of subject expertise and approaches while ensuring effective use of formative assessments. In regards to the curriculum, the headteacher “ensure a broad, structured and coherent curriculum entitlement which sets out the knowledge, skills and values that will be taught.” They also ensure that valid, reliable, and proportionate approaches are used when assessing pupils’ knowledge and understanding of the curriculum.
Promoting collaboration: School culture is part of section 2.1 of the 2020 Headteacher’s Standards Guidance, which states that headteachers “create a culture where pupils experience a positive and enriching school life” and “promote positive and respectful relationships across the school community and a safe, orderly, and inclusive environment.” The standards include a section on “working in partnership” where it describes headteachers forging constructive relationship beyond the school, working in partnership with parents, carers and the local community. They also commit their schools to work successfully with other schools and organisations while working with fellow professionals and colleagues as individuals. The National Professional Qualification for Headship Guidelines lists skills for building relationships with parents and carers as well as other schools and school trusts alongside the community and other organisations including professional associations and local authorities.
Supporting staff development: A successful headteacher should create and ensure a culture of high staff professionalism. The 2020 Headteacher’s Standards Guidance also states that the headteacher establishes curricular leadership and develops subject leaders with high levels of relevant expertise with access to professional networks and communities. For all staff, the headteacher ensures access to high-quality, sustained professional development opportunities aligned to balance the priorities of whole-school improvement, and team and individual needs. The professional development opportunities should draw on expert provisions from beyond and within the school, such as nationally recognised career and professional frameworks and programmes to build capacity and support succession planning
Acting in accordance with the ethical principles of the profession: Headteachers are expected to uphold and demonstrate the Seven Principles of Public Life at all times. These form the basis of the ethical standards expected of public office holders: selflessness, integrity, objectivity, accountability, openness, honesty, and leadership. According to the 2020 Headteacher’s Standards Guidance, “Headteachers uphold public trust in school leadership and maintain high standards of ethics and behaviour.” As leaders of their school community and profession, headteachers “conduct themselves in a manner compatible with their influential position in society by behaving ethically, fulfilling their professional responsibilities and modelling the behaviour of a good citizen.”
Others: Consideration for additional and special educational needs and disabilities is a necessary skill. Headteachers “work in partnership with parents, carers and professionals to identify additional needs and special educational needs and disabilities of pupils, providing support and adaptation where appropriate”.
2.2. Selection and working conditions
Degree requirements and prior teaching experience
The 2002 Education Act, applicable to both England and Wales, states that regulations may require the person who serves as the head teacher of a school to be a qualified teacher and to have a specified qualification. Since 2012, it is no longer mandatory for headteachers to have the National Professional Qualification for Headship. According to the National Careers Service, one can become a headteacher after working as a teacher in a school. The applicant needs several years’ experience as a senior manager or deputy head.
While there are no official documents detailing the requirements for an executive head, research shows on average they have over 10 years of experience as a head before becoming an executive head. Samples of job postings showed person specification requirements of three to five years of experience.
Appointment decision
In accordance with the 1996 Education Act, the articles of government for a county, controlled, special agreement or maintained special school shall provide- for the constitution of a selection panel in relation to the appointment of a head teacher or deputy head teacher. The local authority advertises the vacancy. The selection panel interviews the applicants and recommends one. The 2009 School Staffing (England) Regulations clarify that the governing body appoints the selection panel which has three members besides the head teacher. The governing body then makes the final decision to appoint the person recommended by the selection panel.
The majority (87%) of executive heads were reported to have been appointed to their positions after being approached directly about taking on the role.
Employment equity measures
As stated by the 2017 Recruiting a Headteacher. A guide to the recruitment and selection of headteachers and other leadership Roles, prepared by the DfE , “pursuant to section 149 of the Equality Act 2010, employers of school staff and boards will be required to comply with the Public Sector Equality Duty when recruiting a headteacher. In particular, they are required to have due regard to the need to: eliminate discrimination, harassment, victimisation and any other conduct prohibited by the Equality Act 2010; and advance equality of opportunity between people who share a relevant characteristic and people who do not share it”
Working conditions
The 2023 Guidance on School Teachers’ Pay and Conditions sets the salary and working conditions for head teachers and other school staff. This includes breaks, work/life balance, guaranteed planning and preparation time, and more. The relevant body must assign a school to a headteacher group and determine the headteacher’s pay range based on the school situation. Pay may depend on location, experience, or the size of the school(s). At a minimum, a head teacher earns £53,380 up to £131,056. The relevant body appoints a headteacher on a fixed-term contract. According to the 2009 School Staffing (England) Regulations, once the governing body has selected a person for appointment, they may appoint that person under a contract of employment.
The government has provided guidelines for setting the pay of executive heads. Ultimately, it is the decision of the school or academy trusts.
2.3. Leadership preparation and training
Pre-service training
The National Professional Qualifications (NPQ) for school leaders who are, or are aspiring to be, a headteacher or head of school is the NPQ for Headship. For those who wish to be senior leaders, the NPQ for Senior Leadership is also available. To obtain either qualification, applicants must participate in an 18-month course and pass a written assessment. However, as of 2012, these certifications are not mandatory for becoming a headteacher in England.
Induction and in-service training
According to the 2020 Headteacher’s Standards Guidance, headteachers are expected to “take responsibility for their own continued professional development, engaging critically with educational research.” Headteachers who did not previously complete the National Professional Qualifications (NPQ) for school leaders, may do so as continuous professional development. There are no set requirements from the Department for Education on the continuous professional development of school leaders.
3. Teachers, parents and students
3.1. School management committees and boards
The 1996 Education Act, applicable to both England and Wales, gives many powers and responsibilities to the governing body of schools. Members of the governing body may include parent governors, who are elected by registered parents of pupils at the school; teacher governors, elected by teachers at the school; a first governor, who is appointed by the governing body; foundation governors, appointed by the local authority; or sponsor governors, a person appointed as a sponsor of the school. Core governors must be members of the local business community. Core governors and parent governors must outnumber the other governors.
The 2002 Education Act, also applicable to both England and Wales, states “Each maintained school shall have a governing body.” For England, governing bodies must consist of “(a) persons elected or appointed as parent governors; (b) the head teacher of the school; (c) a person elected as a staff governor; (d) a person appointed as a local authority governor; (e) in the case of a foundation school... persons appointed as foundation governors or partnership governors, and; (f) such other persons as may be prescribed.”
The Department for Education provides guidance for the Board of Governors at the higher secondary education level (sixth form, college). The board must include staff, students, and parent members. The boards should have a mix of backgrounds, skills, knowledge and perspectives. The board is responsible for the leadership and oversight of the college as well as the educational outcome of its college. T
he Department for Education in 2017, has also prepared the “Competency Framework for Governance,” which details all the responsibilities and competencies required for members of the board. For example, everyone on the board should have the knowledge and skills required for effectiveness in setting the strategic direction of the organisation, planning and prioritising, monitoring progress and managing change. Other important qualities include setting the cultural value and ethos of the organisation; operating effectively as a strategic decision-maker; working collaboratively with key stakeholders (such as parents and carers); setting and managing risk appetite and tolerance; data analysis; financial management and monitoring; staffing and performance management; and having accountability and evaluation.
3.2. Middle leaders
Middle leaders include heads of year or key stage managers, heads of department, and advanced skills teachers. The 2023 Guidance on School Teachers’ Pay and Conditions states “Schools have the discretion to create posts for qualified teachers whose primary purpose is modelling and leading improvement of teaching skills. There are no national criteria for appointment to such posts.”
The National Professional Qualifications (NPQ) system has replaced the previous NPQ Middle Leadership with three new NPQs for teachers and school leaders: the NPQ for Leading Teacher Development, for teachers aspiring to have responsibilities for leading the development of other teachers in their school; the NPQ for Leading Behaviour and Culture, for teachers aspiring to have responsibilities for leading behaviour and/or supporting pupil wellbeing in the school; and the NPQ for Leading Teaching, for teachers aspiring to have responsibilities leading teaching in a subject, year group, key stage, or phase.
3.3. Parents
The 2002 Education Act, valid for England and Wales, states that a “qualifying school” must establish “a body known as a parent council”, the purpose of which is to advise the governing body on matters relating to the conduct of the school.
Parents are encouraged to set up their own PTA if their school does not have one. The national council of PTAs, Parentkind, is active in England, Wales, and Northern Ireland. According to Parentkind, “a PTA is a group of volunteer parents and teachers who work together to make their school a better environment for children to learn. They raise extra funds through a wide range of fun and creative initiatives, events, and much, much more.”
3.4. Students
The second part of the 1994 Education Act, which governs England, Wales, and Scotland, defines student unions and sets out the rules and regulations regarding their establishment and maintenance. A student union is an association of the generality of students whose principal purposes include promoting the general interests of its members as students or in academic, disciplinary or other matters relating to the government of the establishment. Student unions must have a written constitution and a code of practice. Appointment to major union offices is by election in a secret ballot.
4. Governance
4.1. Autonomy of school leaders
The 2020 Headteacher’s Standards Guidance states that headteachers “prioritise and allocate financial resources appropriately, ensuring efficiency, effectiveness and probity in the use of public funds.” They also deploy and manage staff. After the 2010 Reform, a significant difference occurs between Standalone schools (SATs) and those belonging to a Multiple Academies Trusts (MATs). SATs stand for a decentralised system in which each single school is responsible for all the decisions and services, with increase headteachers’ autonomy. Conversely, MATs are based on a centralised system in which functions and operations are carried out by the central teams/governors, whose knowledge of business practices can be expected to be better than that of school head-teachers. In addition, a number of local authority schools (11,392 in 2024), with up to 70% of the budget managed by the school, represent a third traditional headship model.
4.2. Assessment and accountability of school leaders
The 2012 Education (School Teachers’ Appraisal) (England) Regulations states that the governing body of a school must appraise the performance of the head teacher. The governing body is responsible for informing the headteacher of the standards by which their performance will be assessed and setting objectives for the head teacher. An external advisor must also be appointed “for the purpose of providing it with advice and support in relation to the appraisal of the head teacher.”
According to the Department for Education’s guidance for the Board of Governors at the higher secondary education level (sixth form, college), the board is responsible for the formal appraisal of the school leader. The appraisal takes into account feedback from governors and staff.
4.3. Teacher assessment by school leaders
According to the 2012 Education (School Teachers’ Appraisal) (England) Regulations, the head teacher of a school is responsible for appraising the performance of every other teacher employed at that school. The head teacher also must inform the teacher of the standards against which the teacher’s performance will be assessed, and set objectives for that period. The 2020 Headteacher’s Standards Guidance also states that headteachers have the responsibility to prioritise the professional development of staff, including through evaluation. From the results, the head teacher may assess the teacher’s professional development needs and identify any action that should be taken to address them.
This profile was reviewed by Pamela Sammons Professor (emeritus) of Education at the University of Oxford and Monica Mincu of the University of Torino.
