School leadership
WALES
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 (as amended in 2024), 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 an acting head teacher. The 2014 Education (Wales) Act (as amended in 2024) states that the ‘relevant principal’ includes the head teacher of a school, the principal of a further education institution, and any other person with overall responsibility for registered persons providing relevant services.
The 2002 Education Act (as amended in 2024), similarly applicable to both England and Wales, uses the term ‘head teacher’.
The term ‘head teacher’ or ‘headteacher’ is also used in documents such as the 2002 School Teacher Appraisal (Wales) Regulations, the 2005 Head Teachers' Qualifications and Registration (Wales) Regulations, the Professional Standards for Teaching and Leadership, and the School Teachers’ Pay and Conditions Document (STPCD).
2. School principals
2.1. Leadership standards and roles
Competency standards and leadership frameworks and guidelines
Wales uses the Professional Standards for Teaching and Leadership to support educators, originally published in 2017 and applicable from 2018. Nationally Qualified Teachers (NQTs) are required to provide evidence that they meet all of the lower descriptors for teaching within the five standards in order to complete their induction. Teachers and leaders must continue to meet the standards as they fulfil their work. The five standards which educators have to meet are: pedagogy, collaboration, leadership, innovation, and professional learning. These standards are framed by the following values and dispositions: professional entitlement; Welsh language and culture; rights of learners; literacy, numeracy and digital competence; the professional learner; and the system role.
The 2014 Guidance Document on the Capability of Headteachers and School Teachers’ Pay and Conditions Document (STPCD) detail the professional responsibilities of a headteacher but do not have legal force.
Roles
Setting expectations/objectives: A highly effective leader, in the Professional Standards for Teaching and Leadership, develops strategies, structures and systems to ensure that the school is working effectively towards the achievement of its vision. The strategy is also shared, challenged and communicated at all levels to align infrastructure arrangements with purpose and outcome. The School Teachers’ Pay and Conditions Document (STPCD) states that a headteacher is required to “provide overall strategic leadership and, with others, lead, develop and support the strategic direction, vision, values and priorities of the school” as well as “develop, implement and evaluate the school’s policies, practices and procedures.”
Developing teaching and learning: According to the “Pedagogy” standard in the Professional Standards for Teaching and Leadership, effective leaders familiarize themselves with a range of pedagogic approaches and consider their potential effective implementation. They build enthusiasm in teachers' fascination with learning to encourage them to better themselves for learners. Leadership also ensures that the use of cross-curricular themes is routinely employed. Leadership actively promotes and facilitates collaborative opportunities for all staff, both in routine aspects of learning organisation and through innovative approaches, including embracing new technologies. The School Teachers’ Pay and Conditions Document (STPCD) requires headteachers to lead and manage teaching and learning throughout the school; and organise and deploy resources within the school.
Promoting collaboration: School leaders are expected to create and sustain an effective and inclusive learning environment conducive to effective learning. The Professional Standards for Teaching and Leadership also notes the importance of school leaders to promote collaboration with all partners including external agencies, the wider school community, and other schools and departments. According to the School Teachers’ Pay and Conditions Document (STPCD), headteachers promote harmonious working relationships within the school and maintain relationships with organisations representing teachers and other members of the staff. They “consult and communicate with the governing body, staff, pupils, parents and carers” and “collaborate and work with colleagues and other relevant professionals within and beyond the school including relevant external agencies and bodies.”
Supporting staff development: According to the Professional Standards for Teaching and Leadership, a highly-effective formal leader helps to enable all staff to be the best they can be, recognising and realising potential in all learning contexts. They ensure the sustained and focused professional learning of their staff by creating development opportunities within and beyond the school. Once a year, the head teacher is required to make a written report to the governing body about the operation of appraisal at the school under the 2002 School Teacher Appraisal (Wales) Regulations about the training and development needs of the school teachers and the head teacher. The School Teachers’ Pay and Conditions Document (STPCD) states that the headteacher may participate in arrangements for their staff members. They must promote the participation of staff in relevant continuing professional development.
Acting in accordance with the ethical principles of the profession: Under the 2014 Education (Wales) Act, all educators registered by the Education Workforce Council must follow the Professional Standards for Teaching and Leadership prepared by Welsh Ministers which specifies the standards of professional conduct and practice. According to the 2014 Guidance Document on the Capability of Headteachers, Head teachers are expected to be aware of the requirements of the Practising Teacher Standards and the GTCW Code of Professional Conduct and Practice.
Others: The Professional Standards for Teaching and Leadership, dedicates several aspects to promoting the Welsh language and culture. Leadership is expected to seek out and use “every opportunity to value and promote Welsh culture and extend the use of the Welsh language in formal and informal situations”. The School Teachers’ Pay and Conditions Document (STPCD) does state that a headteacher is required to teach (45.5), though this responsibility may be able to be delegated.
According to the 2002 Education Act (as amended in 2024), head teachers of maintained schools must additionally provide the governing body or local authority with reports in connection with the discharge of their functions. Head teachers of maintained schools may also exclude a student from the school for a fixed period or permanently.
2.2. Selection and working conditions
Degree requirements and prior teaching experience
According to the 2002 Education Act (as amended in 2024), only qualified teachers may serve as head teachers of a school. The 2005 Head Teachers' Qualifications and Registration (Wales) Regulations mandates that a person may only serve as head teacher of a school if he or she holds any of the valid certifications for headship in the UK: the National Professional Qualification (NPQ) for Headship in Wales, the NPQ for Headship in England, the Scottish Standard for Headship, or the Professional Qualification for Headship in Northern Ireland, or a qualification with equivalent effect. The person must also be a qualified teacher who is registered. Under the 2014 Education (Wales) Act, the Education Workforce Council establishes and maintains the register. Furthermore, in order to be considered for the NPQH candidates must be: qualified teachers; suitably experienced practitioners who intend to become serving headteachers in the very near future; and have evidence to demonstrate experience of leadership and demonstrate attainment against the leadership standards.
Appointment decision
If a headteacher post is, or will become, vacant, the governing body notifies the local authority and advertises the vacancy in publications circulating throughout England and Wales. The governing body then establishes a selection panel of 3-7 persons with a majority of members who are governors. The panel selects applicants for an interview and recommends one to the local authority who then rejects or approves the decision.
Employment equity measures
It is unlawful to give one candidate a better chance than another. Governors and local authorities must make reasonable changes to their employment arrangements or premises if they disadvantage a disabled employee. Under the 1970 Equal Pay Act, women are entitled to the same pay as men if they are employed to do the same work.
Working conditions
The pay and conditions of teachers and head teachers is fixed by law and contained in the School Teachers’ Pay and Conditions Document (STPCD). The salary for school leaders depends on factors such as the number of students in the school, the number of students with special education needs (SEN), the proportion of staff to pupils, the stage of the pupils, and how many schools the head teacher manages. Additional points may be awarded based on performance. Head teachers can receive pay progression as determined by the relevant body. The salary ranges from £54,316 to £133,350. Governing Bodies are required to ensure that the head teacher complies with the duties, and receives the benefits, under the statutory provisions of the STPCD. Teachers and head teachers are guaranteed at least 10 per cent of their timetabled teaching time for planning, preparation and assessment (PPA). They must also be able to enjoy a reasonable work-life balance. Head teachers are also entitled to dedicated headship time to discharge their leadership and management responsibilities. Headteachers may be permanently appointed or hired under a fixed-term contract.
2.3. Leadership preparation and training
Pre-service training
The Welsh Government has announced in 2023 plans to develop a new National Professional Qualifications for Headteachers (NPQH) and open it for candidate applications from Autumn 2024, with the first pilot cohort scheduled to start in Spring 2025. The following information is for the programme prior to this change.
To be eligible for the NPQH programme, applicants are expected to be serving deputy headteachers endorsed by the school’s Headteacher. Candidates apply to join the year-long Aspiring Headteacher Development Programme in January with an assessment for the NPQH a year later. The NPQH programme consists of five modules which cover topics such as: the role of the headteacher; developing a shared vision and strategic planning; effective leadership and effective teams; leadership styles; leading pedagogy using data, measure, and reporting; schools as Learning Organisations; sustaining collaborative culture; accountability of self and others; and more. During this training, candidates are assigned a Leadership Coach and a membership of a peer support group. After completion of the programme, candidates are assessed at a NPQH Assessment Centre. Those who pass receive the qualification.
Induction and in-service training
New principals may go through the National Programme for New and Acting Headteachers. The programme takes place over two years and is designed to support new headteachers to obtain the information they need to work effectively on a local basis along with providing individual development focusing on the knowledge and skills required to become a successful headteacher. It is expected that all new and acting headteachers participate. The new headteacher is supported by their peers and a Leadership Coach who is an experienced headteacher.
Experienced headteachers also have the opportunity for professional development through the National Experienced Headteachers Development Programme, in which headteachers can reflect on their current performance and determine their next steps in ensuring effective leadership.
Head teachers are expected to go through annual performance reviews after which they may be assigned any necessary further training. Head teachers are to participate in arrangements for their own further training and professional development.
According to the 2014 Guidance Document on the Capability of Headteachers, the head teacher is responsible for committing to continuous professional development and taking any necessary action to improve their performance and achieve the highest professional standards expected.
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 Wales, governing bodies must consist of “(a) persons elected or appointed as parent governors; (b) persons elected or appointed as staff governors; (c) persons appointed as [local authority] governors; (d) except in the case of a voluntary aided school, persons appointed as community governors; (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 governing body is responsible for adopting a yearly strategic framework and then establishing policies, setting targets, and reviewing progress and achieving the aims and objectives. employs the head teacher and the other staff members of the school. They are also responsible for dealing with staff disciplinary and dismissal matters, though they may delegate grievance procedures to specific governors or the head teacher. The governing body also manages the school budget, makes sure the curriculum for the school is balanced and broadly based and maintains relationships with the wider community.
3.2. Middle leaders
Wales has several leadership programme opportunities for teachers to become middle leaders such as the Middle Leadership Development Programme (MLDP). The MLDP is a one-year course that teaches skills such as leading pedagogy, management strategies, and effective collaboration. After this, teachers may apply for the National Senior Leader Development Programme (NSLDP) which is the next step on the professional learning pathway. The programme allows for professionals to develop the knowledge and skills an effective senior leader should know and be able to adopt. Middle leaders who have extra responsibilities must be given the time necessary to perform their extra tasks. Their pay must also reflect the extra responsibilities.
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.
According to the Professional Standards for Teaching and Leadership, headteachers are expected to establish a school-wide ethos which expects learners to offer their views to inform all stages of learning which are taken seriously, considered and acted upon where practicable.
The 2005 School Councils (Wales) Regulations mandates that the “governing body of a school must establish a school council, the purpose of which is to enable pupils to discuss matters relating to their school, their education and any other matters of concern or interest and to make representations on these to the governing body and the head teacher.” The head teacher is responsible for ensuring that the school council holds meetings that are supervised by at least one member of the school staff. School council members consist of at least one registered pupil of each year group from Year 3 and above and one registered pupil who has a special education needs resource base. Appointment to the school council is through a secret ballot. Up to two pupils may be nominated as associate pupil governors on the school’s governing body.
4. Governance
4.1. Autonomy of school leaders
Generally, the autonomy of the school is given to the school’s governing body. The governing body is responsible for hiring and dismissing teachers. They also manage the budget of the school and makes the final decisions on adopting the school’s strategic framework. Together, the school’s governing body, the headteacher, and the local authority work together to ensure the school is following the national Curriculum for Wales and that the appropriate assessment arrangements are carried out.
4.2. Assessment and accountability of school leaders
School leaders are expected to use the EWC Professional Learning Passport (PLP) to reflect on their professional experiences and map them to the Professional Standards for Teaching and Leadership. Part II of the 2002 School Teacher Appraisal (Wales) Regulations outlines the appraisal process for head teachers. According to the regulations, the governing body of the school appoints two or three governors who are responsible for the appraisal of the head teacher. The appraisal cycle is one year and is continuous. Before the start of the appraisal cycle, all the appraisers, the external adviser, and the head teacher agree to monitoring procedures and set objectives relating to school leadership and management and pupil progress. These objectives may be revised at any time. At or near the end of the appraisal cycle, the external advisor and the head teacher hold an appraisal review to: review the head teacher’s performance, identify achievements, assess the extent to which the head teacher has met the recorded objectives, and identify any training or developmental needs. Prior to this meeting, the head teacher may prepare their own self-assessment, training desires, or particular factors which might have affected their performance. These performance reviews must be saved for at least three years.
The 2014 Guidance Document on the Capability of Headteachers outlines the capability procedures for all headmasters. The document states that at all stages headteachers are to be provided with opportunities to be informed how or why their performance is considered to be unsatisfactory. Headteachers should also be offered tailored and enhanced support, with clear success criteria and agreed expected outcomes. Governing bodies are responsible for initiating any investigation, developing support programmes, issuing warnings and any decision to dismiss in accordance with this procedure.
4.3. Teacher assessment by school leaders
According to part III of the 2002 School Teacher Appraisal (Wales) Regulations, each schoolteacher’s performance is monitored by an “appraiser” who is appointed by the head teacher. The appraiser may be another school teacher at the school or the head teacher. The School Teachers’ Pay and Conditions Document (STPCD) states that the head teacher leads, manages, and develops the staff. This includes “appraising and managing performance.” The head teacher participates in the appraisal and review of their staff members where appropriate and also advises the relevant body on pay recommendations for teachers. Head teachers do monitor teacher performance and include that information in yearly reports where they inform the governing body of the staff’s training and development needs. Teachers also apply to the head teacher for assessment against the post-threshold teacher standards. The head teacher also has the power to suspend a staff member on full pay if deemed necessary.
The 2014 Education (Wales) Act (as amended in 2024) states that the Welsh Ministers may by regulations require the appraisal of the performance of registered persons (Article 23) by a local authority, governing body, any other employer, the head teacher, or any other person responsible for registered persons.
This profile was reviewed by Matthew Hutt, Head of Education, University of South Wales.
