Headmaster/Headmistress key terms

A short public statement describing the future the school wants to create for its pupils and community, used to guide decisions, priorities and the behaviour expected of staff.

A multi-year document setting out the school's main priorities, measurable targets, resources and timescales, showing how leaders intend to move from the current position to the vision.

An operational plan, usually covering one academic year, listing specific improvement priorities, named leads, actions, success criteria and review dates, derived from self-evaluation and the strategic plan.

The deliberate sharing of leadership responsibility across staff at different levels, so that decisions are taken close to the work while remaining aligned with the school's vision and accountability structures.

A leadership approach in which the head focuses directly on the quality of teaching and learning, through setting expectations, observing practice, giving feedback and aligning professional development with instructional priorities.

The process of recording what is taught, when and in what sequence across year groups and subjects, so leaders can check coverage, progression, duplication and alignment with agreed curriculum aims.

Ongoing checks of pupil understanding during teaching, used to adapt explanations, tasks and support in the moment rather than to assign a final grade.

A judgement of what a pupil has learned at the end of a unit, term or key stage, typically used for reporting, progression decisions and evaluating the curriculum's impact.

Adjusting content, task difficulty, support, grouping or outcome expectations so that pupils with different starting points can access the same core learning and make progress.

Temporary structured support, such as worked examples, prompts or guided steps, that helps a pupil complete a task they could not yet manage alone and is gradually withdrawn as competence grows.

A subject or year-group plan showing the sequence of units, key content, assessment points and resources, translating the curriculum into a practical teaching programme over time.

Pupils' awareness and regulation of their own thinking and learning, including planning, monitoring progress and choosing strategies when they are stuck.

A cyclical process in which staff agree objectives with a line manager, receive evidence-based feedback and support, and are assessed against agreed standards and pupil outcomes.

Planned learning activities for staff, such as training, coaching, research or observation, intended to improve practice and ultimately pupil outcomes, and evaluated for impact.

A structured, non-judgemental cycle in which a coach and teacher discuss a specific practice, observe it, and rehearse improvements together, focused on pupil learning rather than appraisal.

A planned or unannounced visit to a classroom to gather evidence on teaching and learning, which should be followed by feedback and used for development, not only judgement.

The structured support given to new staff, including information about policies, safeguarding, routines and mentoring, to help them become effective and confident members of the school community.

A formal process used when a member of staff is not meeting the required standard of performance despite support, setting targets and timescales and potentially leading to sanctions or dismissal.

The portion of school funding allocated directly to the school to spend on its priorities within legal and funding rules, with the governing body accountable for how it is used.

The recurring annual sequence of planning, drafting, approving, monitoring and reviewing the school's budget, linking spending decisions to improvement priorities and pupil numbers.

The process of sourcing goods and services, including specifying need, seeking quotes or tenders, comparing value and meeting legal duties on transparency and fairness.

The duty to secure continuous improvement in services by balancing cost with quality and outcomes, showing that spending decisions achieve good educational value for money.

A maintained list of identified risks, their likelihood and impact, the controls in place and the named owner, reviewed regularly by leaders and governors.

The group of volunteers responsible for the strategic direction of the school, holding the head to account, overseeing finances and ensuring legal duties are met without managing day-to-day operations.

A written document setting out which decisions and spending powers belong to the governing body, its committees and the head, and what must be reported back.

A visit by an authorised outside body that evaluates the school's quality and compliance against a published framework, producing a public report and recommendations.

Deliberate school practices that build parents' involvement in their children's learning and in the school community, such as clear communication, workshops and accessible meetings.

A published staged process for handling concerns from parents or others, with timescales, named contacts, investigation and escalation to governors or an external body.

The wider duty to protect children's health, safety and wellbeing, including preventing harm, promoting safe environments, and responding to concerns about abuse, neglect or exploitation.

The specific actions taken when there are concerns that a child is suffering, or is at risk of suffering, significant harm, including referral to local authority children's services.

The senior staff member appointed to take lead responsibility for safeguarding and child protection, advising colleagues, maintaining records and liaising with external agencies.

The principle and practice of ensuring all pupils, regardless of background or need, can participate fully in school life and access teaching that enables them to succeed.

Special educational needs and disabilities: learning difficulties or conditions that require provision additional to, or different from, the school's usual curriculum and teaching.

A document setting out expectations for attendance, procedures for recording absence, support for persistent absentees, and the legal steps available when attendance does not improve.

A set of expected behaviours for staff or governors, covering professional relationships, confidentiality, use of social media and consequences for breaches, usually signed on appointment.

A situation where a person's private interests, relationships or financial dealings could improperly influence their public duties, requiring declaration and management, often by withdrawal from decisions.

The protected disclosure of wrongdoing, such as unsafe practice or financial irregularity, to an appropriate person or body, with legal protection against retaliation for the person raising it.

The legal rules governing how personal information about pupils, staff and families is collected, stored, shared and disposed of securely, giving individuals rights over their data.

The requirement that decisions affecting a person are made impartially, after hearing their side, with reasons given and a route to appeal, often called natural justice.