There is new guidance published by the Union for Subject Leaders. Make sure you are up to date with what can be expected.
What does it mean to be a subject leader?
Anyone who leads the delivery of a curriculum subject is a subject leader. You are a subject leader if you:
· lead a subject area in a primary or secondary school;
· share responsibility between you and others if the subject is divided into different areas and roles – such as assistant, or deputy subject leads, or subject leaders for particular phases;
· work in special settings, as subject leads for areas such as communication and language, cognition, or learning/pastoral support.
Teachers can lead more than one subject. For example, someone may be head of Key Stage 2 and lead Maths. Another teacher may lead a subject area in addition to their role as SENCo. Subject leadership is a supplementary role and so requires additional payment and non-contact time to existing responsibilities.
Additional responsibilities
For all subject leaders, their role is additional to that of a classroom teacher, because they oversee and lead the subject’s delivery across the school, federation, or MAT. This means they have duties additional to their existing classroom and leadership roles.
The additional duties include but is not limited to:
· Ensuring consistency of subject teaching, including through observations and ‘book looks’.
· Curriculum sequencing and mapping.
· Meeting with Ofsted inspectors about their subject.
· Supporting planning, team-teaching, and delivering CPD.
· Attending subject network meetings.
· Organising subject events e.g., subject days, weeks, and assemblies.
Example of positive case study
Sophie leads Art alongside teaching a Year 3 class full-time. She is given 1.5 hours of non-contact time each week in addition to her PPA and TLR 2a. Sophie has discretion on how to best use her time, and feels able to observe colleagues, sequence the curriculum, and order resources as necessary.
Example of problematic practice
Michelle has been a head of year at her school for over three years. She is on the Main Pay Range and receives TLR 2a for her year lead work. At the start of the school year, the History lead post remains unfulfilled. Michelle’s head asks her to lead History and explains that as Michelle receives a TLR and non-contact time already, she is not entitled to additional pay or non-contact time.
There may be other co-ordinator or specific roles that are not linked to a subject, such as mental health/wellbeing, SENCOs, and Forest School leads.
Do: Teachers who are expected to lead and carry out tasks in addition to their classroom post should receive additional payment and non-contact time.
Don’t: Except in exceptional circumstances, with the express agreement of the Early Career Teacher (ECT), ECTs should not be asked to become subject leaders. Schools should focus on supporting early career teachers, and their successful development, rather than expecting additional workload.
Teaching & Learning Responsibility (TLR) Payments
The NEU recognises the significant pressures on school funding, but staff must be remunerated fairly for taking on additional responsibilities.
If you don’t know which TLR payments you may be entitled to, please speak with your workplace rep.
Check your school’s pay policy which should be agreed annually with staff and is normally available online. Your school pay policy should include information on staffing structure, pay ranges and information on how TLRs are awarded; the numbers of posts with TLR payments; whether those are TLR1, TLR2 or TLR3, and the specific values of the payments and the responsibilities of each TLR role in the school.
For further advice on teaching and learning responsibility (TLR) payments and other allowances click here.
Keeping workload manageable and realistic
Many members are reporting that changes to the school inspection framework have increased the workload of subject leaders. Please read our guidance on reducing accountability workload in your workplace. This guide has been designed to support you and your colleagues to understand and identify what is causing additional workload in your workplace.
The Union does not think it is necessary for managers to use ‘mock’ deep dives because this generates excessive workload.
Professional development
Developing skills and confidence in leading a subject requires support and access to professional development opportunities as appropriate.
You should feel able to ask to discuss what opportunities are most beneficial to develop your skills. Our programme offers a wide range of CPD for you.