“Subject Leadership in the small Primary School;
making the role manageable”
Introduction
There are 177 small, or very small schools, in Hertfordshire. A small
School has between 101 and 200 pupils on roll, and a very small has
less that 100.
All staff in primary schools, apart from NQTS, are expected to be
Subject Leaders. The role has much changed from Subject
Coordinators in 1975, where responsibilities might have been not
much more that ordering resources, to Subject Leaders today who
have to actively manage their subjects. They have to help lead
improvements in the teaching and l
“Subject Leadership in the small Primary School;
making the role manageable”
Introduction
There are 177 small, or very small schools, in Hertfordshire. A small
School has between 101 and 200 pupils on roll, and a very small has
less that 100.
All staff in primary schools, apart from NQTS, are expected to be
Subject Leaders. The role has much changed from Subject
Coordinators in 1975, where responsibilities might have been not
much more that ordering resources, to Subject Leaders today who
have to actively manage their subjects. They have to help lead
improvements in the teaching and learning in their subject areas and
see their role as developmental.
In 1998 the Teacher Training Agency Standards set out the criteria
for a Subject Leader, and how they can help raise standards in
school. See appendix 1.
OFSTED inspection criteria focus on the effectiveness of high
quality, active subject leadership. See appendix 2.
A small scale survey showed many small schools have developed
strategies to make the role of subject leader effective. They are
outlined in the following sections and have the potential to be used
in a wide range of primary schools.
Problems for Small Schools
There are 16 subject areas to be led but small schools often have
fewer than 6 staff to cover them. Staff in small schools often lead
2 or 3 subjects and 5 is not unknown.
Where several subjects are covered by one person it is more likely
that they will be in charge of a subject which is not their specialism.
Small schools have less money available for release time for Subject
Leaders and their head Teachers are less available for cover as
they may well have teaching commitments of up to .5 of a timetable.
Staff changeover has more impact in small schools.
Maternity cover and long term sick leave make Subject Leadership
very difficult in small schools.
Models of Subject Leadership in Small Primary Schools in
Hertfordshire
1
Using a Subject Focus
One subject focus per term depending on school/staff need at that
time. Could be INSET led by Subject Leader to inspire confidence in
colleagues. Could include whole school work sampling, looking at end
of Key Stage levels and progression within the school as a whole. For
example in art the Subject Leader could give an INSET session for
colleagues on colour mixing and portrait painting. This could be
followed by all classes painting their portraits and a whole school
display, from which levels and progression could be seen easily.
2
A Rolling Programme
Several schools operate rolling programmes over different periods in
order to cover the ground with fewer colleagues.
One two year programme looks at Literacy and Numeracy in depth in
the Autumn term in Year A and then as a “top up” in Autumn term in
Year B.
Others use 2,3 and 4 year programmes to bring subjects into the
foreground in turn, on top of termly monitoring of plans and work
sampling. See appendix 3.
3
Planned use of time
Using directed time in staff meetings to work sample and develop
levelled portfolios of work. This has the advantage of ensuring
consistency of standards within the school and enabling colleagues to
be trained as Subject Leaders, by others, where applicable.
Using other directed time and non-contact time for specific Subject
Leader tasks e.g. subject audits, lesson observations, pupil
interviews, data handling and monitoring of plans.
Using a slot at the end of staff meetings for Subject leaders’
request and updates.
Monitoring/sampling Foundation subjects in the summer term only to
get end of Key Stage standards.
Mini monitoring through Showing Assemblies and school walkabouts.
Within a school policy on supervision of support staff and others by
teachers, using final year students or other appropriate
professionals could release colleagues for Subject Leadership work.
Establishing a culture in school where good practice and achievement
is shared, makes it easier for Subject Leaders to know what’s going
on in their areas.
4
Sharing Experience
Subject Leaders to be facilitators who can find out answers to
queries via others.
Where geography permits, Subject Leaders’ specialist knowledge
could be shared between schools.
Visiting music or ICT staff bring expertise and also release
colleagues for their work as Subject Leaders.
Summary
Effective Subject Leadership has the potential to raise standards in
schools. A school can become more effective as more staff are then
working towards agreed goals. It is harder for small schools with
fewer colleagues available but hopefully some of these strategies
might be something to consider.
Appendix 1
The National Standards for Subject Leaders state that Subject
Leaders should aim:
to provide professional leadership and management for a subject
(or area of work)
to secure high quality teaching, effective use of resources and
improved standards of learning and achievement for all pupils
They go on to say that Subject Leaders will be effective if:
.
.
.
.
they possess a high level of knowledge essential to the curriculum
that pupils are following
they are able to relate their subject to the curriculum as whole
they have a secure grasp of the strategic development needs of
the school and their subject.
they are very good teachers who can and do model good practice
.
.
.
.
.
they can lead staff by inspiring them to believe pupils can achieve
better results
they can communicate effectively and build good relationships
with staff, pupils and parents
they know how to plan and implement change
they manage resources effectively
they monitor staff and pupil performance and give objective
feedback whenever possible
These criteria are helpful to schools but they have left a training
need for some. This is partly because the new role is different
from that in the 1980s when a teacher did not so much lead a
subject but rather co-ordinate resources for a particular area.
The previous role was very much less active and did not
necessarily link to the management of the school directly.
Appendix 2
See Co-ordinator Self Evaluation form (using S4 guidelines)
Appendix 3
Example of 4 year rolling programme of curriculum development
for St. Michael’s Woolmer Green School. Termly monitoring of
plans and work sampling takes place additionally.
St. Michael’s Woolmer Green Programme of curriculum
development
Year 1
Review
Autumn
English
ICT
Spring
Maths
PE
Summer
Science
Develop
Year 2
Review
Develop
Year 3
Review
Develop
Year 4
Review
Develop
English
Autumn
English
ICT
Spring
Maths
Maths
History
Spring
Maths
Maths
Maths
Music
Geography
Spring
Maths
D&T
PE
Summer
Science
English
Music
Maths
D&T
History
English
Autumn
English
Geography
English
Autumn
English
Art
PE
PE
Summer
Science
Art
Summer
Science