The recent DfE research into promotions provides some food for thought School leadership in England 2010 to 2020: characteristics and trends
Page 69 of the report contains the following paragraph.
‘Teachers may enter a leadership grade more than one step above their current grade or may enter a leadership grade after being outside the system. These non-sequential promotions make up a significant minority of promotions. In primaries schools, for example, for every 100 senior leaders in 2016 who were heads in 2020, 12 classroom teachers, 12 middle leaders and 11 system entrants also became heads. In secondary schools, for every 100 senior leaders from 2016 who were heads in 2020, 3 classroom teachers, 5 middle leaders and 5 system entrants also became heads. Non-sequential promotions appear to be more common in primary schools, where leadership roles are more limited and ‘linear’ progression may be more difficult.’
Interestingly no mention is made in the text of the position in special schools, a disturbing oversight in view of the current concerns about SEND.
Following on from the text there is a histogram of ‘The Grade occupied by 2020 heads in 2016, split by school phase in 2020, in terms of FTE’.
| Grade | Primary | Secondary | Special |
| Head | 64 | 52 | 52 |
| Senior Leader | 26 | 39 | 32 |
| Middle Leader | 3 | 1 | 4 |
| Classroom Teacher | 3 | 1 | 3 |
| System Entrant | 3 | 6 | 9 |
There is no mention in the text of the fact that in many small primary schools there may be no senior leader, so any internal appointment would inevitably come from either a middle leader or classroom teacher.
What is interesting is the fact that almost one in ten headteachers in special schools in 2020 were system entrants in 2016. Where did these entrants come from, were they from special schools outside the state sector or did they bring other expertise to the post of headteacher.
How long does it take to become a headteacher?
In view of the fact that most headteachers seem to be appointed as a result of ‘linear’ progression through the different grades, especially in secondary schools, how long does it take to reach headship?
Is there an age or length of service by which, if a teacher has not reached assistant head grade, they unlikely to ever make it to a headship? If so, do mature entrants that become teachers after the age of thirty face a promotion ceiling in their careers? Is the position different in primary schools, with their flatter leadership teams, than in secondary schools with assistant, deputy and headteachers roles, often now overseen by an executive head.
The DfE research showed that in 2010, headteachers had a median of 27 years since qualification, and that this reduced to 23 years in 2016 and then rose slightly to 24 years in 2020. The median years of experience of senior leaders reduced from 18 years in 2010 to 17years in 2014 where it remained until 2020. The reduction between the upper quartiles for years since qualification was greatest for senior leaders, 24 years since qualification in 2020 compared with 30 years in 2010. There was virtually no change in the lower quartile between 2010 and 2020, for example, this was 13 years since qualification for senior leaders in both 2010 and 2020.
As this data covers both primary and secondary schools, it is difficult to know whether promotion is faster in the smaller primary schools, if you are lucky with turnover, that in large secondary schools with many more layers of leadership. Clearly, some mature entrants achieve headship, but the message must be that if you want promotion as a mature entrant, start your journey quickly and use the skills you have brought to the profession from your former career. A decade ago, I wrote this blog about the career of Mrs Clarke who went from volunteer to headteacher in the same school. Congratulations Mrs Clarke | John Howson
Sadly, the research is silent about entrants from different subject backgrounds. Do historians and geographers, generally joining smaller department, find progress to a headship easier than teachers of English and mathematics where there may be several grades of middle leadership within the department?
We should encourage mature entrants, but make it clear that those joining after the age of thirty may find career progression more of a challenge, especially where governing bodies value length of service rather than skills and expertise for the role. No doubt MATs with more professionals involved in promotion decisions will be more open to those entering teaching later in life.
John Howson 