Secondary Heads Association

Secondary Heads Association
Name	Secondary Heads Association
Formation	20th century
Type	Professional association
Headquarters	London
Region served	United Kingdom
Membership	Secondary school leaders
Leader title	President

Secondary Heads Association is a professional association representing leaders of secondary schools and academies in the United Kingdom. It provides collective representation, professional development, policy advocacy, and practical services to headteachers, principals, deputy heads, and senior leaders working in secondary institutions. The association interacts with national institutions, regional bodies, inspection agencies, trade unions, and charitable foundations to influence standards, funding, and accountability frameworks.

History

The association traces its origins to post-war efforts to coordinate secondary school leadership alongside bodies such as the Board of Education, Ministry of Education (United Kingdom), and local education authorities like the London County Council. In the latter 20th century it evolved in response to major reforms including the Education Act 1944, the Education Reform Act 1988, and the expansion of comprehensive and grant-maintained schools associated with the Conservative Party (UK) administration of the 1980s. During the 1990s and 2000s it negotiated shifting relationships with agencies such as Ofsted, the Department for Education (England), and funding streams connected to the Office for Standards in Education and academy sponsors like United Learning. The association engaged with professional networks established by organizations including the National Governors' Association (England and Wales), the Association of School and College Leaders, and teacher unions such as the National Education Union to shape responses to initiatives like the Academies Act 2010 and curriculum revisions linked to the National Curriculum (England).

Organization and Membership

Membership comprises headteachers, principals, deputy heads, assistant heads, and senior leaders from state secondary schools, academy trusts, and independent secondary institutions. The association interfaces with regional consortia, local authorities such as the Greater Manchester Combined Authority, and multi-academy trusts including Ark Schools, Academies Enterprise Trust, and E-ACT. Corporate partners and legal advisers sometimes include firms active in the education sector like Tes Global and legal chambers that handle school employment disputes. Membership categories align with career stages recognized by professional frameworks like those promulgated by the Teaching Regulation Agency and leadership standards referenced by inspectorates.

Roles and Activities

Core activities include collective bargaining support, advisory services on finance and staffing, and representation in consultations with national bodies such as the Department for Education (England), Scottish Government education directorates, and the Welsh Government when devolution matters arise. The association provides briefing notes for members on statutory requirements arising from legislation such as the Children Act 1989 and guidance issued by agencies like Ofsted. It collaborates with research bodies including the Institute for Fiscal Studies and the Education Endowment Foundation to interpret evidence on attainment, assessment reforms linked to the GCSE and A-levels, and school improvement strategies promoted by trusts like Outwood Grange Academies Trust.

Policy Positions and Advocacy

The association formulates positions on funding formulas, accountability measures, and curriculum requirements, submitting responses to consultations hosted by the Department for Education (England) and parliamentary select committees including the Education Select Committee. It advocates on matters such as school funding allocations under the National Funding Formula, staff recruitment issues tied to visa regimes administered by the Home Office, and safeguarding guidance influenced by legislation like the Children and Families Act 2014. The association has engaged in coordinated lobbying alongside groups such as the Local Government Association and the Confederation of British Industry on issues that affect school-business partnerships and vocational pathways like T-levels.

Professional Development and Services

Professional development offerings include conferences, leadership programmes, and accreditation aligned with national standards developed by bodies such as the National College for Teaching and Leadership and sector training providers. The association runs regional networks, bespoke coaching, and peer review models similar to those advanced by the British Educational Leadership, Management & Administration Society and partners with universities and institutes offering postgraduate qualifications like the University of Birmingham and the Institute of Education, University College London. Member services often cover legal helplines, insurance for employment disputes, and model contracts referencing case law from courts such as the Employment Appeal Tribunal.

Governance and Leadership

Governance typically rests with an elected executive committee or board chaired by a president drawn from serving or recently retired heads, supported by a salaried chief executive and professional staff. The association’s standing orders, strategic plans, and annual reports reflect accountability practices similar to charitable trusteeship overseen by regulators comparable to the Charity Commission for England and Wales. Leadership transitions have at times coincided with sector-wide debates involving figures and organizations such as the Association of School and College Leaders and major academy trust chief executives.

Impact and Criticism

Supporters argue the association has influenced policy debates on funding, accountability, and safeguarding while providing practical support that reduces administrative burdens for headteachers in contexts shaped by centralised inspection regimes like Ofsted. Critics have questioned its representativeness relative to larger unions and federations, and its stance on issues such as academisation and performance tables has been challenged by stakeholders including governors, parent groups associated with campaigns like Parentkind, and academic commentators publishing in outlets tied to the Institute for Public Policy Research. Debates continue over the balance between advocacy, professional support, and independence from government reforms.

Category:Educational organisations in the United Kingdom