Improving pupils’ leadership skills can have a positive impact on many areas of school life and PESS provides a key opportunity to develop, hone and improves them, explains Jill Wyatt

What are the essential characteristics for a school leader? Roger Smith reflects on what leadership is and what makes it work

Analysing how critical leadership roles are being performed in your school can be a worthwhile exercise, says Richard Bird, former headteacher and now legal consultant to the Association of School and College Leaders (ASCL)

The NLE programme, which provides additional leadership to schools in difficulty, is now in its second year. Crispin Andrews meets an NLE headteacher and discusses the role his school is playing

Early Years Update looks at the opportunities available for practitioners to gain Early Years Professional Status

In the first of new series on managing people, Early Years Update looks at the distinction between leadership and management

Deputy headteacher David Morley examines how best to provide feedback, how to prepare for it and how to train others to do it

Joan Sallis gives advice for governing bodies on appointing a headteacher

From taking assemblies to sharing your professional expertise, there are many ways for business managers to raise the profile of their work. Paul Ainsworth and Josephine Smith explain how to make a bigger contribution and climb the career ladder at the same time

The headteacher is absent: every deputy head’s nightmare or a chance to show your true potential? David Morley looks at what to do when a headteacher is away from school ‘for a short while’ or ‘for the foreseeable future’

The advantages of having a ‘blended’ senior leadership team are explained by Ray Chatwin and Maggie Turner, directors of school leadership and management training specialists SISU Professional

Headteacher Anne Clark looks at why it is so important for schools to establish effective links with outside agencies

Richard Bird, former headteacher and now legal consultant to the Association of School and College Leaders (ASCL) looks at the part that the old head can play in helping the new head to be successful

Everyone seems to be a constructivist these days, but what do people mean by ‘constructivism’ and what are the implications for education?

A major new report could herald a new era in the leadership of schools, paving the way for the first headteachers to be appointed from finance, not teaching backgrounds

How do you respond if a parent starts complaining about your setting or your staff? Steve Mynard advises that you start with prevention

How can you make judgements about the performance of your assistants when they are in the room working alongside a teacher/ practitioner? Kevin Bullock provides one solution

Vision into Practice – Ensuring Every Child Matters is a self-evaluation tool for inclusive learning. Trish Lowson, school link officer for Inclusive Learning at Calderdale Metropolitan Borough Council, explains

Schools’ relationships with the media are increasingly important. Brian Rossiter, headteacher of Valley School, Worksop, North Nottinghamshire describes his approach

Can – and indeed should – someone from a background other than teaching become a school leader? Join this growing debate

Recognising and minimising risk in the school environment is a vital part of a headteacher’s management role, says former head Roger Smith.

David Dixon adds his voice to the debate about the role of the headteacher in today’s schools and suggests that ‘fast-track’ and non-teaching heads may be the poorer for missing out on the daily detail of school life

Working to meet the standards laid down by Investors in People (IIP) is an effective way of raising standards and improving staff morale, argues former head Roger Smith.

Headteachers Anne Clarke and Annabelle Guyver analyse the benefits that trips abroad bring to participating pupils and to the staff leading them.

Bringing school and community expectations into line with national priorities and targets is just one of the many challenges facing new heads. Richard Bird, former headteacher and now legal consultant to the Association of School and College Leaders (ASCL), charts the road to success.

Richard Bird, former headteacher and now legal consultant to the Association of School and College Leaders (ASCL), analyses the vital role an outgoing head has to play in the succession process.

Teacher Colin Smith, supported by fellow teacher/researchers seconded to a TLRP-funded project looking at the early professional learning (EPL) of teachers, reports on findings on what helps new teachers feel welcome in a school.

Susannah Temple, Giles Barrow, Julie Leoni and Trudi Newton describe how teachers can use the principles of transactional analysis (TA) to build relationships that stimulate learning.

Judy Durrant and John Bartholomew of Canterbury Christ Church University describe developments that are leading to real and sustainable improvements in CPD and pupil’s learning.

Anne Clarke explores the role of the headteacher and asks: ‘Is the notion of a headteacher an out-of-date concept?’

Headteacher David Dixon muses on the nature of headship and how partnerships outside the world of education can lead to school improvement.

Who is responsible for what? When do you delegate — and where do responsibilities overlap? Richard Gold explains.

Julie Jennings considers how you can go about monitoring the effectiveness of your Foundation Stage team.

Julie Jennings considers how to build your Foundation Stage staff into an effective team.

In this first of a short series on leadership Julie Jennings, an experienced teacher and educational consultant, looks at what it takes to be a leader.

Carole Farrar starts a series on communicating with parents by looking at what makes effective communication.

Communicating the change agenda in a cruising school

Distributed leadership has the potential to transform schools, raising achievement and inspiring more effective practice from staff. Trevor Arrowsmith shows how.

Networking to engage student voice

Creating an effective school

Deputy head Rob Bray considers how his responsibilities have changed over the years as the core function of deputy headship has developed from ‘management’ into ‘leadership’.

School leadership is being reviewed by the DfES. Former head Roger Smith looks at assumptions about what makes a good leader and ponders on where the review will lead.

Headteacher Anne Clarke takes a close look at the roles and responsibilities of school governors and highlights the importance of creating a positive and trusting relationship with them.

Richard Bird, former headteacher and now legal consultant to the Association of School and College Leaders (ASCL), suggests that heads – and those appointing them – should consider the myths they need to match.

A review of the attitudes of the whole school towards global citizenship resulted in changes to the School Development Plan.

Many communities are keen to know what is happening in local schools and the profile of your school can be raised and presented in a positive light by successful use of the media. This counters a great deal of the damage done to the public view of education by more generalised central reporting, where sensationalism is the main criterion for publishing/reporting. By Linda Trapnell

Rob Sheffield examines three techniques to help your team explore problems.

How can school leaders and managers create an environment in which highly effective work can take place at all levels and all times? Former deputy head John Jackson suggests an approach.

Former headteacher Edward Gildea explores the ways in which disagreements with parents can be resolved and used to improve the school’s partnership with them.

Peter Kent, headteacher of Lawrence Sheriff School, Rugby, and his deputy Annabel Kay, describe how a new model of ‘professional friendship’ has reaped dividends at their school.

In July 2005, there were 1,557 poorly performing schools in England, according to the National Audit Office’s recent report, Improving Poorly Performing Schools in England. Around 23% of secondary schools were in the ‘poorly performing’ category.

Michael Wilson, Lecturer in Education Management, and Jon Prosser at School of Education, University of Leeds.