Flexible working can work for leadership positions
Headship is no exception.
The DfE's guidance on flexible working in schools sets out how, under The Education Act 2002, maintained schools must have a headteacher at all times. But as long as the headship isn't left vacant for part of the week, this requirement can be met by 2 part-time contracts brought together to create a job share (go to the section 'consideration for employers' then 'part-time leadership roles').
The guidance also encourages schools and multi-academy trusts (MATs) to adopt a flexible working policy that responds to the needs of staff and employers.
Headship is often referred to as a lonely position, and some headteachers are finding a better work/life balance through flexible working arrangements that allow them to share the workload and accountability. See how 2 co-headteachers developed a successful job-share partnership at their school.
The DfE sees the improved retention rate as an important benefit of flexible working.
This is good news, because headteachers are stepping down at an increasing rate due to the demands of the role. The fact that this is playing out alongside a headteacher recruitment crisis means that retention is even more vital.
Reasons you might consider co-headship
Co-headships often grow out of an existing relationship, where 2 individuals are either asked or volunteer to jointly step up to the headteacher role.
Your reasons will be unique to your school, but might include:
- The amalgamation of an infant and a junior school, both of which had headteachers
- A headteacher not wanting to return full time following maternity leave
- 2 deputies stepping up to replace a departing headteacher after the school was placed in special measures
- A headteacher wanting new challenges
Given the growing popularity of the concept, you might even find that a pair of co-heads respond to your advertisement for a headteacher with their own proposal for how they'll work together and how co-headship might look in your school.
Consider the possible pros and cons
"There are both opportunities, as well as challenges, in co-headship and, if planned well and with total commitment from the employer, the approach can contribute massively to a school's success. Conversely, there could be serious risks and problems, and therefore negative impact on the school, if not planned for and handled well," notes Phil Preston, a governance expert.
The pros and cons will be unique to your school, but here are some of the most common:
| Pros | Cons |
| Can be an effective way to retain a headteacher that's looking for a way to cut workload | The arrangement can be more expensive than 1 single head |
| The right co-heads bring complementary skills so the whole is greater than its parts | Potential for confusion about who's running the ship |
| Allows an existing head to modify their work and develop new professional skills | More work for the board (and the chair in particular) |
| It's good for succession planning | Accountability issues might not be obvious until a major incident occurs |
| Can improve mental health and wellbeing | Where 1 head might be more ambitious than the other, workload can be disproportionate |
The DfE's flexible working guidance also notes that you'll need to consider how workloads will be managed for people working in leadership roles part time – make sure you keep an eye on your co-heads' workload and wellbeing (go to the section 'considerations for employers' then 'part-time leadership roles').
To consider how the possible cons could be managed at your school, choose the best co-headship model and ask the right questions as a board (more on this below).
Choose the best co-headship model for your school
Just as there's no single way schools end up with co-heads, there's no single model for what co-headship looks like.
The 2 most common models are:
Divided by days of the week
This is what comes to mind when most people think of co-heads: 2 headteachers that both work part-time and share the role more or less equally. 1 headteacher is on duty at a time (sometimes with an overlap) and both are equally responsible for all decisions.
Divided by task
In this model, 1 or both co-heads can work full-time and they divide the workload by task rather than day. For example, 1 might be stronger at strategic planning and budget management, while the other has better people skills and manages staff, pupils and parents/carers. Each is responsible for their specific area of concern.
Questions to ask if you're considering co-headship
How do we make sure that stakeholders are happy with this arrangement?
Who's accountable for what?
How will we afford this?
How will we performance manage co-heads?
How will this change how we function as a governing board?
Follow these tips for long-term success
- Have each co-head go through the interview process so you're confident that each will be able to fill the headteacher position independently
- As a side note: you should still advertise the role, even if you're thinking about promoting from within your school. If you're a maintained school, seek input from your LA, as you would normally
- Don't expect to find 2 people that will work the same way and make the same strategic decisions, but do expect them to have a shared vision and equal capacity to deliver on that vision
- All stakeholders must support the decision to have co-heads and have a clear understanding of who does what, when
- There must be strong leadership from the governing board – and from the chair in particular
- Co-heads should preferably share an existing professional relationship (it's difficult to make 2 people who've never worked together share a leadership role)
- Ideally, your school itself should be stable – with no challenges significantly greater than the day-to-day business of running a 'good' or 'outstanding' school