Key findings from a new report by the EPI

A report on the movement and communities of senior leaders in schools by The Educational Policy Institute (EPI) has revealed that senior leaders benefit most when exposed to new environments and people, rather than staying in a single school.

The study used a sample of 37,680 headteachers (or those who go on to be headteachers) at English state-funded schools working between 2010 and 2019, across both primary and secondary schools. The study tracks the movements of these teachers to identify schools that are linked together by the movements of senior leaders between them, establishing “communities” across England. EPI then explores the characteristics of these communities, their influence on these senior leaders, and the features of schools that produce and cultivate effective leaders. 

The overarching finding by the report declares: “There is no national labour market for heads and future heads. They operate in tight-knit communities of schools.”

The report found that three-quarters of headteachers (and future headteachers) work in only one or two schools during the decade studied; the majority thus move infrequently. Those who do change schools thereby establish communities: groups of schools that teachers move frequently across. The study found 521 communities of primary schools and 146 communities of secondary schools across England.

The study found that these communities vary in size. 88 per cent of primary school communities and 70 per cent of secondary school communities include 10 schools or fewer. But in seven per cent of primary school communities, there are more than 200 schools, and eight per cent of secondary school communities have more than 100 schools.

Schools that senior leaders move to exist almost exclusively in their community. For example, a secondary school senior leader is 20 times more likely to move to a school within the same community than to a school in a different community.

The report finds that a number of schools are ‘isolated’ ; that is, not connected to any other school and therefore not part of a community. The report finds: “Most isolated primary schools are in the North West. Most isolated secondary schools are in the West Midlands, the East of England, and the South East.”

The study found that: “Communities are clustered geographically and schools in the same community differ significantly from schools in other communities.” Statistics show that 81 per cent of primary school communities are made up of schools in the same geographical region, as are 55 percent of secondary school communities. 

These communities are also directly linked to student performance. The report highlights: “Communities of primary schools with higher average attainments (above the 84th percentile) have pupils with an average of nine extra months of progress compared to communities of primary schools with lower average attainment (below the 16th percentile).” This is a difference of over 12 months of progress for secondary school communities.

School communities also spotlight correlation between a child’s socio-economic background and their academic attainment. For primary school communities with high levels of disadvantaged pupils (above the 84th percentile), an average of 30 per cent are eligible for free school meals (FSM), while communities with much lower levels of disadvantaged pupils (below the 16th percentile) have an average of six per cent eligible for FSM. Similar statistics are present in secondary school communities, with 37 per cent eligible for FSM in schools with high proportions of disadvantaged students, and five per cent eligible in schools with lower numbers of disadvantaged students.

The report affirms that: “Not all differences should be seen as problems. Leaders may develop expertise in specific types of schools and then move to similar schools where they can be most effective.”

EPI’s study collected data on the location of the senior leaders involved in the study, and reached the conclusion that: “The most effective primary heads often stay in London or move to schools in London but do not necessarily learn their craft there, while the most effective secondary heads are trained in, and are attracted to, the North East.”

Although London trains almost half of effective primary leaders, this is less than the number that end up working there. For secondary headteachers, the North East produces the most senior leaders (around one fifth), followed by the East of England (14 per cent). The report says: “These regions are disproportionately successful in developing and attracting highly effective headteachers despite having a smaller share of the overall teacher workforce.”

However, the study also asserts that effective headteachers are not found in schools with a particular size, level of attainment, or percentage of disadvantaged pupils; that is, effective leaders are found in schools across all demographics. The study says that other factors, like school culture or leadership opportunities, are bigger factors in schools attracting or producing very effective senior leaders. EPI said: “Schools hiring from a pool of teachers or headteachers come from schools with a certain size, level of attainment, or percentage of FSM pupils are not more likely to hire a very effective headteacher.”

Following their investigation, the EPI suggested recommendations for further researchers, policymakers, and decision makers across the education sector. For isolated schools, they recommend structures that would help to diffuse information where communities aren’t an option, such as relying on more Multi-Academy Trusts (MATs) or local teachers’ groups. To aid with recruiting and retaining leaders, they recommend: “well designed GYO (grow your own) schemes, that would support local teachers to become leaders in their local schools.”

The study recommends that policymakers must consider that school networks work locally, and there is not a national labour market for school leaders. This is particularly important when considering recruitment and retention in schools.

The EPI also said: “The most effective teachers are not gravitating towards schools that need them the most, such as those with more disadvantaged pupils or lower attainment. MATs and local authorities should explore ways to motivate their better performing school leaders to take on roles in the most challenging schools.”