Research School Network: Primary Subject Leadership: Purpose, Process and People Primary Subject Leadership: Purpose, Process and People

So, you think you’ve got it sorted…then someone throws a subject at you to lead!

Whether the subject is one you love or one that brings back nightmares, you have an opportunity – a precious opportunity. You can influence how the young people in your school view that subject. You can open their minds to a whole world of opportunity. You can give them new ways to create, to discover, to express and to make meaning of the world in which they live. What’s more, you can influence how staff and the whole community do the same. The reach of your leadership is endless.

You may grasp this opportunity eagerly with both hands. You may cradle it gently for fear of mishandling it. Either way, you’ll likely have some questions buzzing in your mind.

What’s expected? Where do I start?

Cue: purpose, process and people.

I’ve found that the most helpful starting point when leading any subject is the big picture. What is the point of the primary phase? What is my school’s vision? How does my subject reflect and support that whole-school vision? 

We have developed a rationale document for each of our subjects (Curriculum – Chetwynd Spencer Academy). In it, subject leaders outline key research that underpins the approach taken to the teaching and learning of their subject. They explain what it looks like to be a ​‘musician’…a ​‘mathematician’…a ​‘historian’…at our school.

Share with staff this vision for your subject. Make clear the why. Be sure that the curriculum for your subject – the what – is clearly outlined. What do you expect to see being taught, and when? Then show them the how.

When you consider the progression and sequencing of your subject, be sure to know how it is represented in Early Years. What are the foundations for success as children journey through your subject in school?

The greatest confidence-builder for me in subject leadership has been to invest in my own CPD. Linking up with leaders in other schools, reading books, blogs, and listening to podcasts have all been invaluable. Aside from subject-specific research, the EEF’s guide to implementation (2024) has been a game-changer. In it, implementation itself is outlined as ​‘making, and acting on, evidence-informed decisions’. Know your why and act on it.

A School’s Guide to Implementation | EEF

In order to do any kind of implementation or subject leadership, processes are key. What are the rhythms of subject leadership in your school? Everything you do should be aligned with your overall aims. Action plans are helpful in focusing your thinking and setting realistic goals, but they need to be flexible and responsive. Staff meetings and reminders in briefings will go some way to achieving your goals but, until you get in and see your subject on the ground, can you be sure of what your subject really looks like in practice? My biggest tip – don’t make assumptions. There is a risk of seeing what you want to see. Try to be aware of your own bias.

Be clear in your mind:

What do you expect to be taught?

What do you expect to see in planning?

How should this reflect whole school teaching and learning expectations?

What should it look like in each year group?

Choose your monitoring activities based on what you want to know. Pupil voice, book looks, environment walks, staff voice, lesson visits, planning audits, data analysis – they all have their place. What will you choose, when and, more importantly, why?

Following your monitoring, reframe those questions:

What is being taught?

What do you see in planning?

How does this reflect whole school teaching and learning expectations?

What does it look like in each year group?

Then, reflect and act. Look for small nudges in the right direction rather than instant overhaul. Team planning, modelled lessons, tweaking the curriculum, staff workshops, staff meetings – one size generally won’t fit all so tailor your response to meet the need. Remember to celebrate the successes too with your feedback.

When it comes to championing your subject, you’re best off not being a lone ranger! As the EEF implementation guidance report points out, ​‘People value what they feel part of.’ If you want people to care, then show them why they should. Generally, I’ve found that people will invest in your vision if you invest in them. Come alongside rather than dictate from afar. Build others up and thank them for the part they play. Appreciate those who champion alongside you, and support those who might appear to be hesitant. Dig a little deeper – what may appear to be resistance may, in fact, be fear of change, or lack of understanding.

For yourself, in your leadership role, look for accountability and support. Process your thinking with someone and invite feedback.

So, grasp it with both hands and enjoy the challenge!