2 The context of leadership in Wales

In reality, few organisations have completely distinct structures, and different leadership approaches may be practised in different parts of the same organisation. Power may appear to exist in a demarcated, hierarchical structure, and this may reflect forms of perceived expert knowledge. However, those who are not in designated leadership roles may nevertheless exert influence on others through the power of persuasion and interpersonal relationships – this may include proposing refinements or alternatives to leadership plans. When you reflect upon leadership, it’s therefore important to consider not only the institutional features of an organisation but also the relationships between the people.

Estyn inspects Welsh schools and provides feedback on leadership and management as part of the current reporting framework. Although Estyn’s reports provide a summary and grading of the school’s leadership and management, the length of the inspection cycle will often mean that this ‘information’ is several years old.

The pace of change in schools is relentless. The latest Estyn report may be an important reference point, but there may be other external evaluative reports available to schools from a local authority (LA) or regional consortia. These other reports can provide more recent feedback on performance that reflects upon, discusses and analyses specific aspects of leadership.