Leaders of education

Local Leader of Education (LLE)

Local leaders of education (LLEs) make a significant contribution to supporting schools since the programme was introduced in 2008. LLEs provide a range of school-to-school support and coaching and mentoring for head teachers.

Specialist Leader of Education (SLE)

Experienced middle or senior leaders interested in supporting middle and senior leaders in other schools can apply to become a specialist leader of education (SLE).

SLEs focus on developing leadership capacity by developing the capacity and capability of other leaders so that they have the skills to lead their own teams and improve practice in their own schools.

This may be done through one-to-one or group support and could involve a variety of activities, such as:

  • data analysis
  • coaching
  • facilitating and training
  • joint action planning

To become a SLE, you need to have been in a leadership role other than headteacher for at least 2 years. Your headteacher will be asked to confirm that you’re in an appropriate role. Higher level teaching assistants are not eligible to apply.

You can be from any type or phase of school.

You do not need to be in an outstanding school or a school that is part of a teaching school alliance, but your school will need to have the capacity to release you to work in other schools.

You must have at least 1 specialism from our areas of expertise, which are based on the areas of focus in the Ofsted Common Inspection Framework (September 2018):

Ofsted focus Areas of expertise
Effectiveness of leadership and management Academies; leadership of continuing professional development; school business management and financial management; leadership of curriculum
Outcomes for children and other learners Art; closing the gap; drama; design and technology; early years; English; geography; history; information and communication technology; maths; modern foreign languages; music; phonics; physical education; personal, social and health education; religious education; science; special educational needs; support for the most able pupils, citizenship
Quality of teaching, learning and assessment Initial teacher training; assessment
Personal development, behaviour and welfare Behaviour and discipline; attendance

Time commitment

The types of placements will vary. For example, one might be a 2-day diagnostic exercise, while another might require a 3 month, full time support role. Time may be taken as a block of consecutive days or spread over a longer period.

There’s no minimum or maximum time commitment. You and your school will need to think carefully about capacity and negotiate your availability together.

How to apply