The facts are that seven out of 10 of the poorest children are still leaving school without five good GCSEs including English and maths.
The achievement gap between the richest and poorest is greater in the UK than in almost any other country in the developed world – but it is not inevitable and it can be closed.
In 2009 the largest and most extensive study of contemporary leadership to be conducted in England, The Impact of School Leadership on Pupil Outcomes, found that effective inspirational school leadership can eradicate educational disadvantage. Ofsted reports show that 93 out of 100 schools with good leadership also have good standards of achievement, while only one out of 100 schools without good leadership will have good standards of achievement .
Given that school leadership is arguably the most important factor in school improvement; those schools in disadvantaged areas have no alternative but to appoint head teachers and senior leaders who are able to make an impact in the shortest time possible. It is also imperative that they receive training in the specific strategies and practices identified as effective in meeting the needs of pupils from disadvantaged communities in raising their aspirations, attainment and ultimately life chances. This is what schemes like Future Leaders provides.
First and foremost, successful school leaders must be involved in meaningful conversations about teaching and learning, whether on a formal or informal basis with staff and students as well as parents and carers; high quality interactions and high quality relationships are key. As a leadership team and in my role as principal, we must be fully involved in school life and visible in every facet of the academy.
What has also been most useful in my progression to headship has been the support network (through Future Leaders) and access to highly experienced ex-Heads who've succeeded in challenging schools. Across the teaching practice, at all levels, sharing of best practice and learning from others is arguably the best way to improve day to day practice and to raise standards across the board; leadership should be no exception.
Effective leadership tools and strategies should be familiar to teachers and staff throughout the school, coupled with clear targets. With the repeated message of inclusion and the staff's ability to raise attainment, they will be motivated by the raised expectations and responsibility that come with widespread leadership.
As part of the Maori community in New Zealand, I am unrepentant in my belief in the saying: "He tangata, he tangata, he tangata", which means, "It is people, it is people, it is people'" We have to remember that in a world of targets and standards it is the people we work with, and for, that will get us there.
If we are to really address the issues facing our education system today, there simply is no other choice except to ensure that strong, effective and motivated teachers who have the drive and potential to become leaders in challenging schools have the support structures and networks available to fulfil their own potential and to have the greatest impact on pupil outcomes.
Glen Denham is principal, Oasis Academy Shirley Park
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