The role of the sixth form leader has always been one of the most complex in education and today, says Claire Green, it is becoming even more demanding.

Leading through change

Responsible for academic standards, student wellbeing, destinations, safeguarding, curriculum delivery and strategic development, heads of sixth form sit at the point where education policy meets the lived experiences of young people. Today, that role is becoming even more demanding. 

The post-16 landscape is significantly changing.
Curriculum and qualification reform, evolving accountability arrangements, increased focus on enrichment and employability, debates about English and maths resits, the growth of technical pathways, and a renewed emphasis on tackling the number of young people not in education, employment or training (NEET) all have implications for sixth forms.

The Curriculum and Assessment Review highlighted the need to consider the effectiveness of current 16–19 pathways and qualifications, including technical and vocational routes, as part of a system that prepares young people for work, further study and wider life. For sixth form leaders, this means managing rising expectations amid uncertain future reforms.

Alongside delivering strong academic outcomes, sixth forms are increasingly expected to provide high-quality enrichment, careers education and personal development.
Employers and universities consistently tell us that young people need more than qualifications alone: communication skills, resilience, confidence, teamwork, and the ability to navigate an increasingly complex world. Embedding meaningful enrichment within already stretched budgets and timetables requires significant expertise and leadership.

At the same time, accountability continues to evolve. As Ofsted develops its approach, sixth form leaders must ensure outcomes, attendance, inclusion, personal development and destinations remain at the heart of their provision. They are responsible for bringing together multiple strands of school improvement while maintaining a clear focus on student experience.

One of the most significant challenges remains English and maths GCSE resits. Every year, thousands of young people who have not achieved a grade 4 GCSE in English and/or maths have to continue studying these subjects as a condition of funding. While improving literacy and numeracy is essential, many students experience repeated cycles of failure through a system that relies heavily on retaking the same qualification.

ASCL has consistently argued that the current approach is not working effectively for a large proportion of learners. We support the development of a pre-16 passport qualification in literacy and numeracy that would provide a more appropriate and meaningful way for young people to demonstrate the core skills they need for employment, further study and adult life.
Such an approach would maintain high expectations while offering a clearer and more accessible route to success. It would also help reduce disengagement and support wider efforts to tackle the persistent challenge of young people becoming NEET.

The debate around technical pathways is equally important.
The government’s renewed focus on strengthening technical and vocational education has the potential to create more flexible pathways for young people. Sixth form leaders will play a crucial role in ensuring academic and technical routes are valued equally, and learners can access programmes that suit their talents, ambitions and future goals.

Robust professional support 

All this places sixth form leadership at the centre of the education and skills agenda.
Sixth forms are where young people prepare for higher education, apprenticeships and employment. They are also where many of the system’s biggest challenges become most visible, whether that is attendance, mental health, literacy and numeracy gaps, transitions into employment or the risk of becoming NEET.

Given the centrality of the role to young people’s transitions into adulthood, robust professional support is increasingly necessary.
Yet many leaders begin their roles with little formal preparation for the breadth of responsibilities they will assume. The job demands expertise in curriculum, outcomes, pastoral care, policy, accountability, careers education and organisational leadership, often all at once.

That is why targeted professional support matters. ASCL recognises the challenges facing sixth form leaders and provides practical support through our Hotline ( www.ascl.org.uk/hotline), the Tell Us inbox ( TellUs@ascl.org.uk), general and post-16- specific newsletters ( www.ascl.org.uk/newsletters), our Sixth Form Advisory Group, and our new professional development programme, Sixth Form Leadership Essentials ( www.ascl.org.uk/SixthFormEssentials).
These services help leaders stay informed, navigate changing policy expectations and connect with colleagues facing similar challenges.

The coming years will bring significant reform across the post-16 sector. Whatever shape reforms take, sixth form leaders will remain central to their successful implementation. Investment in their professional development and support is a necessity for the future success of young people and the wider education system.

Claire Green
ASCL Post-16 and Skills Specialist
@c-jgreen.bsky.social

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