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Primary School Leadership – What actually does the role of Head or Deputy mean?
Whether you’re an experienced assistant headteacher looking to take the next step, or a middle leader wondering if a move into SLT is the right progression, it’s important to understand what a Senior Leadership role in a primary school really looks like—both in terms of salary and workload. One of the most common concerns we hear from colleagues is, “Am I being paid fairly?” and “How much actual leadership time should I be getting?” The problem is of course that school leadership is a never ending piece of string! There is always more care you could be giving the children, more refined lessons you could be teaching, more support you could be giving your team. However it is just not possible – school leadership is a role that never finishes. Have you ever seen a Head with a completed to do list? No! One of the big issues as well around Primary School Leadership and Headship and salaries is the wide gulf that seems to exist. Leadership Pay Range Briefly is an outline of the Leadership Pay Range (also known as the L scale), which is separate from the main classroom teacher or upper pay scales.
However within this you may find that you are also SENCo, DSL, Head of Geography, the list goes on and on. So pay cannot be determined by purely looking at the size of the school – and conversely the smaller schools can often lead to more responsibility as the TLRs are not available due to tight budgets with staff doubling up in many areas. How Much Teaching? Understanding Protected Leadership Time Leadership roles should come with dedicated non-contact time to allow leaders to fulfil their duties: school improvement, monitoring, mentoring, data, safeguarding, and strategic planning. Here’s a rough guide to what’s typical (though not legally prescribed):
Without protected time, leadership is squeezed into evenings, weekends, or snatched moments—none of which are sustainable in the long term. So for anyone looking for a new role or feeling burnt out in their current Primary Headteacher or Deputy role do take stock of all that you do. Are you being paid fairly? Have you got enough protected time? How and when will you lead? Primary School leaders and headteachers naturally want their schools to thrive, however this should not mean taking everything on as the Head or Deputy. To be a good leader you need to have time, space and trust to lead the school. Picking up the pieces of under resourced areas of the school is not the role of the Head or Deputy – and you want to work in an environment where this is recognised and valued. My final advice would be if you are looking to move roles or questioning your current salary as a primary school leader then speak to the governors or trust leaders. Transparency around pay and workload is a sign of a strong school culture. A good school will be happy to have this conversation.
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AuthorDavid Winfield The COVID-19 pandemic presented an unprecedented challenge for schools in the UK and around the world. Virtually overnight, schools had to adapt to new ways of teaching, learning, and leading. The disruption affected every aspect of school life, from curriculum delivery to pastoral care, testing the resilience of both staff and students. As we reflect on these challenges, it is clear that building a resilient school culture is essential for future success. School leaders must now consider how to cultivate an adaptable and supportive environment that can weather future crises while prioritising the well-being of all.
The Challenges of the Pandemic The pandemic forced schools to navigate a series of rapidly evolving challenges. Almost overnight, face-to-face teaching was replaced by remote learning, requiring educators to adapt quickly to online platforms. For many schools, the sudden shift to digital education exposed gaps in infrastructure, resources, and teacher training. Some students, particularly those from disadvantaged backgrounds, struggled with limited access to technology or a lack of conducive learning environments at home. This digital divide highlighted inequalities that had long been present but often overlooked. The pandemic also took a heavy toll on mental health. Students faced isolation, uncertainty, and anxiety about their education and futures, while teachers were stretched thin as they juggled their professional duties with personal challenges. For school leaders, the task of managing these pressures while maintaining a sense of normalcy was daunting. Yet, out of this crisis, valuable lessons were learned about how schools can build resilience and better prepare for the future. Fostering Adaptability in School Culture One of the most critical lessons from the pandemic is the need for adaptability. Schools that were able to pivot quickly to remote learning had already embedded a culture of innovation and flexibility. Moving forward, school leaders should continue to foster a mindset that embraces change, innovation, and creativity. To achieve this, it is important to provide ongoing professional development that equips staff with the skills to use technology effectively and think creatively in solving problems. Schools should invest in digital tools and platforms that support blended learning, ensuring that both teachers and students are comfortable with online as well as in-person teaching methods. This will allow schools to transition more smoothly between different modes of learning in the event of future disruptions. Additionally, promoting collaboration and open communication across the school community can foster a sense of collective resilience. Staff should feel empowered to share their ideas, and students should have a voice in decisions that affect their learning experience. Encouraging flexibility and open-mindedness at every level of the school will create a culture where change is viewed not as a threat, but as an opportunity for growth. Prioritising Mental Health and Well-Being Another key takeaway from the pandemic is the importance of mental health and well-being. The challenges of the past few years have underscored the need for schools to be environments where students and staff feel supported, both academically and emotionally. School leaders must prioritise well-being as part of their school culture. This can be achieved by establishing comprehensive pastoral care systems that provide ongoing emotional support to students. Regular mental health check-ins, access to counsellors, and peer support programmes can help students navigate the pressures they face both in and out of school. For staff, creating opportunities for professional support and promoting work-life balance are crucial in preventing burnout. Resilience also comes from fostering a strong sense of community. Schools that maintained a sense of connection and belonging during the pandemic were often those that had already invested in creating a positive and inclusive school culture. Building strong relationships among students, staff, and parents is key to ensuring that the school community can pull together in times of crisis. Regular communication, celebrations of achievements, and opportunities for social interaction—even virtually—are all ways to strengthen these bonds. Effective Leadership in Uncertain Times The role of school leaders in fostering resilience cannot be overstated. During the pandemic, school leaders had to make quick, sometimes difficult, decisions while managing uncertainty and fear. Effective leadership in such times requires transparency, empathy, and a clear vision. Leaders should be proactive in developing contingency plans that address potential future crises, from health emergencies to environmental disruptions. These plans should be communicated clearly to staff, students, and parents, so that everyone understands the steps that will be taken in the event of a crisis. However, plans must remain flexible, allowing for adjustments as situations evolve. Equally important is the ability to lead with empathy. The pandemic highlighted the importance of understanding and responding to the emotional needs of both students and staff. School leaders who are approachable, who listen, and who provide support in times of difficulty are better positioned to cultivate a trusting and resilient school environment. Looking Ahead The COVID-19 pandemic was a powerful reminder that the future is uncertain, and schools must be prepared for whatever challenges lie ahead. Building a resilient school culture means fostering adaptability, prioritising well-being, and leading with empathy. By embedding these values into the fabric of school life, leaders can create an environment where both staff and students are equipped not just to survive in times of crisis, but to thrive. As we move forward, the lessons learned from the pandemic should serve as a guide for shaping a more flexible, compassionate, and resilient education system—one that is ready for the challenges and opportunities of the future. -- Are you a school leader? Have you joined us for one of our online supplier showcase and market research evenings? If not, we love you to join us! In return for watching online 6 presentations over 90 minutes (whilst filling in a feedback form), we will share a £40 Amazon voucher with you on the night as thanks. Not only this, but you will learn about new opportunities to enhance teaching and learning in your school. The evenings are informal, friendly and fast-paced. We've now shared over £150,000 in vouchers to over 2000 school leaders. We have a 100% recommendation rate and 92% class the evenings as CPD. To check available currently available dates, click this link. |
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