Appointing a Head or senior leader has always been one of the most important responsibilities of any governing body. Today, it is also one of the most complex. 

Our research at RSAcademics – including The New Art of Headship and The Art of the Bursar – is based on in-depth interviews with serving leaders and extensive consultation across the sector. This work has given us a longitudinal picture of how roles are evolving and what that means for schools.  

It is research with purpose: we use these insights every day when advising boards and leading search processes. 

The Evolving Role of Heads 

The New Art of Headship revealed how Heads now carry a set of responsibilities that has shifted decisively. 

• Balancing strategy and scrutiny: Governors expect Heads to scope long-term vision while also managing accountability. All schools have had to readjust in the wake of recent changes in taxation. As part of that readjustment, they have had to revise their long-term strategies and forecasts. As such, the ability of the Head to work closely with governors on strategy, and also respond positively to closer scrutiny, has become even more important than it was before.

• Financial leadership: There is a demand for sharper business acumen to navigate tightening budgets and changing market conditions. The Head is expected to take even greater responsibility for ensuring the financial health of the School. As many a Head will testify, this often requires making difficult decisions that may have a profound impact on their school. The difficulty of the decision-making is compounded by a lack of clarity as to how the independent school market will continue to evolve.

• Commercial strategy: Linked to the previous point, Heads are also responsible for leading the drive to build non-core commercial income. A potential income source for some schools might include setting up partner franchise schools overseas. This is a complex and time-consuming process. For some Heads, mergers and acquisitions has become something for them to consider.

• External engagement: Parents, regulators, alumni and the wider community expect greater visibility and responsiveness. Whilst the Head is expected to build relationships with all of these constituencies, there is no doubt that the demands on a Head’s time are considerable. Every Head needs to be able to balance their responsibilities and commitments. They also need to ensure that they have a senior team to whom they can delegate as required.

• Leading with humanity: Sustaining staff morale, wellbeing and inclusivity amid mounting pressures. As part of this process, the Head needs to build professional relationships with their staff on an individual and collective basis. Above all else, regular, clear and effective communication is key.

• Leading with values: Is of as much importance as it ever has been, if not more so. The Head is expected to identify and communicate the School’s values to all constituencies. It is important that those values resonate, especially with the pupils and their parents.

• Educational leadership: In addition to the above, the Head is still expected to be an experienced and thoughtful educationalist. As such, Heads will promote a teaching and learning agenda, they will ensure that pastoral care is of central importance and that the School really does offer a holistic education to every child.

• Compliance: Should not just be box ticking. Central to the Head’s responsibility is to ensure wellbeing of every child and that a culture of safeguarding, as well as health and safety, is established.

These findings have practical implications. In our search processes, for example, we work with governors to design assessments that probe candidates’ financial literacy and ability to engage externally, as well as their educational credentials. Our research confirms what our clients see: the role is broader, more exposed, and ever more demanding. 

The Evolving Role of Bursars 

Our Art of the Bursar study highlighted that leadership of school professional service areas has also changed dramatically. Today’s Bursars are expected to: 

Act as strategic partners to the Head and the governing board.  Amongst other things, they are expected to:

• Lead large, complex operations beyond finance alone.

• Safeguard financial sustainability and risk in uncertain times.

• Work with the Head to develop commercial opportunities.

• Ensure compliance.

• Investigate, alongside the Head, the potential for a merger and/or acquisitions.

Again, we see these realities reflected in our appointments work. Governors increasingly ask us to advise not only on technical financial expertise but also on softer skills: resilience, communication, and the ability to work closely with the Head. Our research equips us to guide these conversations with evidence rather than assumption. 

What This Means for Governing Bodies 

For boards the lesson is clear, leadership appointments cannot be made on precedent alone. It is no longer enough to ask “who has done this before?” The critical questions now are: 

• Can this candidate adapt to a changing and uncertain environment?

• Do they have the resilience to carry the weight of expectation?

• Will they inspire confidence across diverse stakeholders?

• Have they suitable experience to deal with the issues at hand?

• Do they really understand the School’s context?

• To what extent does this candidate have personal and professional substance?

We ensure that what governors learn about the process reflects the realities of leadership today. 

How RSAcademics Supports Governors 

At RSAcademics, every appointment is led by a Senior Advisor – experienced, highly successful former Heads – supported by specialist search consultants. Every Senior Advisor has extensive recruitment experience and is trained in our rigorous approach. This ensures that governors benefit from first-hand leadership insight and robust, evidence-based processes that are continually refined. 

The added value of using RSAcademics is that our appointments practice is informed on an on-going basis by our extensive research programme. Because we track trends in leadership and governance, we can help governors assess candidates not just against yesterday’s expectations, but against the demands of tomorrow. Our research also informs our day-to-day work from structuring candidate briefs, to designing interview tasks and facilitating board discussions. This is what sets our approach apart and differentiates RSAcademics in the market. It is also why so many schools return to us: more than 700 worldwide to date, with the majority of our work coming from repeat clients and recommendations. 

A moment of opportunity 

Leadership appointments can feel daunting, but they are also moments of great opportunity. Using the right process, governors can: 

  • Clarify their school’s strategic direction.
  • Build stronger alignment within the board.
  • Secure a leader who will positively shape the future of the school.

Our research shows how the roles of Heads and Bursars are changing. Our appointments practice puts that research into action. And our commitment is always the same: to help schools appoint leaders who will thrive in their roles and strengthen the communities they serve.