Effective Primary Leadership
Leadership has different emphases depending on the context and place in which schools are situated but research shows that the most effective leaders in primary schools share some core characteristics in relation to their attributes and values, what they do and how they do it.
Matthews, Rea, Hill and Gu (2014) found that whether school leaders were turning round an inadequate school or sustaining excellence, it was a consistent purpose or vision that made the difference.
They found that successful primary schools do the right things consistently well and this was supported by a quality curriculum and teaching which focuses clear learning objectives, effective instruction for all, the steps needed to make progress, feedback and assessment, is essential to children's good progress.
Matthews et al note that school leadership is key to raising standards and the most effective leaders readily model good teaching, recognise the most effective support comes from other expert practitioners and all teachers can be good or better. They know that very high-quality teaching and an emphasis on the progress of each individual child is key.
School leaders believe that the primary years determine life chances, that all children can succeed and background should not limit outcomes.
Freedom to lead: inspirational leadership of primary schools draws together the lessons learned from more than 20 examples of outstanding primary leadership in a range of situations.
The report notes that school leadership has to be judged ultimately in terms of how well it serves its children by asking:
- What will children be like having attended that school?
- What has it done for them?
- What sort of people are they?
In outstanding schools, leaders:
- Adhere to the hedgehog concept by maintaining a single-minded focus on teaching and learning, so as to maximise the achievement of all
- Have very high expectations, a no-excuses culture and a single-minded focus on making the school a place of learning for all
- Are people of exceptional character, determination and courage – firm in their values, clear about priorities and with the leadership and interpersonal skills needed to carry people with them
- Are committed to not only distributing leadership but developing it at all levels among adults and children in the school
- Are child-centred, put children first and are driven by a commitment to do the best for every child
- Have a strong sense of social justice and seek to remove barriers to achievement
- Are visionary, inspiring and passionate
- Are determined, resilient, tenacious, driven and act according to the courage of their convictions,
- Have a moral purpose, are honest, transparent, emotionally intelligent and action-orientated
- Take risks, do not ascribe blame and always look for the positive
- Lead by example, respect each individual and do not shirk difficult conversations or hard decisions
- Trust and empower their staff and pupils by harnessing their potential
- Have a propensity for seizing new opportunities
- Are confident, self-assured and ambitious
- Have an appetite for challenge
- Multiply the efficacy of the school many times by instilling everyone being a learner and a teacher by giving rein to both staff and pupils to show what they can do
- Are enquiry-led and so engage staff through questions and not answers
- Always do something different
- Look outward at what other schools are doing and ‘magpie’
- Are prepared to accept external support and challenge from a leader or leaders in other schools as well as from other agents
The Teaching Schools Council (TSC) report ‘Effective Primary Teaching’ states that effective leaders have a clear vision for the school, drawing on evidence, which is understood, owned, and implemented by all staff.
The best leaders make sure that this vision is driving all the decisions in the school, including:
- How to teach and develop teaching;
- How to use resources effectively; and
- How to organise their school so that teachers and pupils’ flourish.
The TSC report found that regardless of a school’s structure, the most senior leader in a school takes responsibility for leading teaching and learning including decision-making and priorities relating to the use of resources.
The best leaders are passionate pedagogues with a relentless drive to continually improve outcomes and do not allow themselves to be distracted from their core business as leaders of teaching and learning.
What is clear, authentic leaders pour considerable effort into building social capital. They develop relationships with key stakeholders such as teachers, parents, and students and they also work hard to build infrastructure to cultivate and improve relationships among, within and between stakeholders (Spillane and Sun, 2020).
Effective school leaders don’t tilt at windmills but focus on what is real and tangible and don’t waste time and energy fighting imaginary enemies, sensations and fads. They are central to school improvement and focus on what matters.
And finally…
School leaders work in demanding and chaotic circumstances where the pressure is relentless, the support is limited and the sleepless nights are frequent. But not all leaders are walking a tightrope without a safety net. Some leaders make it work, excel and thrive even in dire circumstances because of their multilateral, relational and ethical intelligence.
Crisis and change management are now essential skills of a school leader and they have to be context responsive, sense makers and outward looking. As Harris and Jones (2020) note that because of the COVID-19 pandemic,
“Through absolute necessity, rather than by design, effective school leadership is now connected, collaborative, creative and responsive.”
Leaders now have to mirror environmental complexity, translate empathy into compassion and sustain engagement with evidence to support ongoing learning and adaptation. They are ‘Bucks Fizz’ leaders that aren’t superheroes but share the responsibility and the glory.
About the author
John Dabell
John is an ex-primary school teacher and Ofsted inspector who has spent the last 20 years working in the education industry as a teacher, writer and editor. John’s specialist area is primary maths but he also loves teaching science and English. John has written a number of educational and children’s books, and contributed over 1,000 articles and features to various educational bodies. John is Eteach’s school leadership and Ofsted advice guru, sharing insights on best practice for motivating and enriching a school team, as well as sharing savvy career steps for headteachers and SLT.