2026 Summer Term

The know zone

  • Disadvantaged pupils: Decoding the data
    With growing policy focus on disadvantaged pupils, schools must utilise data to improve student outcomes. Tiffnie Harris explores what leaders should prepare for. More
  • Breaking the cycle
    Claire Green says meaningful reform means moving beyond endless GCSE resits and tackling the causes of low attainment much earlier. More
  • The power of three
    As schools face growing financial and operational pressures, Emma Harrison explores how a new joint report makes the case for a more integrated approach to leadership across governance, education and business. More
  • The missing 'word'
    As debate continues about how to solve the teacher recruitment and retention crisis, pensions remain largely absent from the conversation. Melanie Moffatt argues that overlooking the Teachers' Pension Scheme (TPS) risks undermining one of the profession's greatest strengths. More
  • No phone zone
    With the government set to place existing mobile phone guidance on a statutory footing, we're keen to hear how schools are responding. Do you already have a policy in place, and what does it look like? Here, ASCL members have their say. More
  • Open-door leadership
    Deputy Headteacher Kate Johnston reflects on ASCL Council, shaping policy, and how an open-door approach underpins her leadership. More
  • Ofsted for Parents
    School leaders often feel they're held accountable for almost every aspect of young people's lives. But what if parents faced similar scrutiny? Carl Smith explores an Ofsted inspection for parents. More

As schools face growing financial and operational pressures, Emma Harrison explores how a new joint report makes the case for a more integrated approach to leadership across governance, education and business.

The power of three

ASCL recently collaborated with the National Governance Association (NGA) and the Institute of School Business Leadership (ISBL) to co-produce the report The Three Strands of Leadership: Building strong schools and trusts through education, business and governance leadership (see www.ascl.org.uk/ThreeStrandsLeadership). The report has a simple premise. It looks beyond the confines of structural boundaries and sets out a holistic, sector-wide approach to leadership in the education system – shared principles that can then be implemented and adapted according to structure, phase and wider context. It begins from the understanding that there are three recognised interdependent but distinct strands of leadership within the education sector:

  1. Governance leadership provides strategic vision, accountability, and external perspective, serving as guardian of organisational purpose beyond immediate pressures.
  2. Educational leadership translates strategic vision into operational reality, focusing on pedagogy, curriculum, and school improvement, while managing daily institutional operations.
  3. Business leadership ensures operational excellence through finance, HR, estates, digital, procurement, and compliance – increasingly recognised as mission-critical. 

Common barriers and pitfalls and rationale for change 

The idea of the three strands of leadership is not a new concept, but it rarely receives the same emphasis as the singular leadership of headteachers or CEOs. The report recognises that schools are complex organisations requiring a range of expertise. Leadership can no longer be viewed solely through the lens of a single role or professional background. Instead, the three strands framework describes leadership as a set of complementary functions that must be present and aligned if schools are to succeed. 

Isolated from one another, each strand operates with limitations – governance becomes disconnected from practical realities, education leaders proceed without operational stability and strategic buy-in, and business decisions occur devoid of pedagogical context. 

Common barriers identified across the three strands of leadership include siloed working, where strategic, operational and governance leadership are insufficiently aligned, leading to fragmented decision making and diluted impact. Typical pitfalls also include limited capacity and time, over reliance on individual leaders rather than collective responsibility, and a focus on compliance over culture, which can undermine sustainable improvement and staff engagement. 

Benefits of an integrated approach 

An integrated approach to the three strands of leadership enables greater coherence between strategic vision, day to day practice and governance, leading to clearer priorities and more consistent decision making. It also strengthens collective accountability and trust, builds leadership capacity beyond individuals, and supports sustainable improvement by aligning culture, systems and resources around shared goals. 

Moving from co-existence to collaboration 

Accompanying the report is a practical checklist for leaders, governors and trustees, recommending that they use the report and checklist to reflect on the leadership practice within their own setting. It is designed as a diagnostic and developmental tool, to enable honest discussion about strengths, gaps and alignment. 

Both the report and the checklist underline the importance of mutual respect between different leadership disciplines. By naming and valuing educational, operational, and strategic leadership equally, they help dismantle unhelpful hierarchies and promote a more inclusive leadership culture. 

Ultimately, the three strands of leadership framework, supported by the checklist, provides settings with a shared language, a reflective tool, and a practical route towards more coherent and sustainable leadership. In a challenging and fast changing educational landscape, that clarity and alignment are more important than ever. 

Final thoughts 

As we face an era of further tightened budgets and increased accountability in business services, the three strands of leadership report serves as a timely reminder that we are stronger when we lead together. 

By weaving these three strands tightly together, we create a leadership fabric that is resilient, ethical, and, above all, effective for the students we serve. 

We will be bringing this report to life at the ASCL Business Leaders Roadshow on Wednesday 24 June 2026 in Birmingham and Wednesday 1 July in Cardiff. You can book your place at www.ascl.org.uk/business/roadshows 

Emma Harrison
ASCL Business Leadership Specialist
@emmajharrisonx.bsky.social

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