Over the years, like many schools across the country, we have faced significant challenges to keep our schools afloat. A study by the National Foundation for Educational Research (NFER) found that headteachers in challenging schools report high levels of stress and are less likely to plan to remain in their roles long-term. Yet, despite promises to relieve the pressure on the education sector, these challenges seem to intensify each year.

As Deputy CEO, I am responsible for maintaining high standards across the schools in our Trust, working closely with headteachers and executive headteachers. I see firsthand the stress they navigate and the unwavering commitment they bring to delivering quality education for our communities, often under challenging circumstances. Here are the six major obstacles we have encountered—and some steps we’re implementing to address them. I hope these strategies provide value to others navigating similar challenges.

1. The challenge of funding constraints

For over a decade, school funding in the UK has failed to keep pace with rising costs, creating a severe resource crisis for Headteachers to manage. Schools face surging expenses in energy, COVID-related costs, and National Insurance contributions, alongside a £2 billion shortfall in SEND funding. Changes to the national funding formula have disproportionately affected deprived areas, while pupil premium and COVID recovery funding fall short of needs. Capital spending has dropped by 29% since 2009-10, leaving smaller and nursery schools especially vulnerable. Declining pupil numbers—particularly in London—are reducing funding further, with some schools already forced to close, while increased employer NI contributions and rising supplier costs add to the financial strain.

In Hackney, where the Community Schools Trust (CST) operates three schools, these challenges are acute. The borough’s school-age population is set to decline significantly, with 2,400 fewer primary pupils in 2024 than in 2017 and an additional drop of 2,000 expected by the early 2030s. This decline has left Hackney schools with surplus places—projected to reach 247 in secondary schools by 2025—with an unfilled rate of 21%, far exceeding the healthy range of 5-10%. The impact on budgets has led to the closure and merger of several primary schools. Despite the overall decline in pupil numbers, demand for SEND support is increasing, with a 49% rise in EHC Plans over five years, underscoring the need for more specialist provision in the face of reduced resources.

In response, CST has had to make difficult decisions to maintain operations, though the pressures on Headteachers remain intense. With accountability for effective staffing and resource use, CST Headteachers have set strict hiring limits, capping teaching, support staff, and leadership positions. Class sizes have increased to nearly 30, diminishing the personalised support that smaller classes once allowed. Essential interventions have been cut, and recruiting staff has become extremely challenging, especially when resignations occur at critical times. Headteachers now face the difficult task of balancing strict budget constraints with their commitment to maintaining educational standards, all while seeing quality erode under pressures that jeopardise the very core of school excellence and student achievement. Despite these challenges, we have managed not only to uphold standards but also to improve on our previous results.

2. The challenge of teacher recruitment and retention:

This issue is directly tied to the funding challenges outlined above. Teacher vacancies have more than doubled in the past three years, reaching the highest levels since 2010, with 2,800 vacancies recorded in November 2023. The increase in temporary classroom posts further reflects a significant crisis in teacher retention. For high-performing trusts like ours, recruiting quality teachers is essential. However, this has become increasingly difficult, as perceptions of "quality" vary, and a shortage of qualified teachers in critical subjects such as Science and Design Technology (DT) continues to impact schools nationwide.

In response, we have adopted two key strategies: first, we invest heavily in developing quality teachers and leaders within our trust through our comprehensive Continuing Professional Development (CPD) programme. Second, we train graduates in shortage subjects, providing them with an intensive two-week induction and supporting them in achieving Qualified Teacher Status (QTS) as they work with us. These approaches have enabled us to retain a core group of skilled teachers who grow with us and reduce classroom disruption, yet the situation remains challenging. Schools are competing with industries offering better pay and greater flexibility. As a front-facing organisation, we struggle to match these conditions, which leads to fewer candidates entering the teaching profession and many leaving for more attractive opportunities elsewhere.

3. The Challenge of pupil behaviour and wellbeing:

A recent report by Pearson highlights that pupil behaviour has become the fastest-growing concern among teachers, even as more children seem to enjoy school than they did last year. The study, surveying over 2,000 pupils and around 7,000 teachers in England, shows that while pupil happiness has increased, behaviour problems have also risen, making this a significant challenge for many schools.

Another research study, released in January 2024, found that disruptive behaviour is now worse than pre-pandemic levels, impacting teacher retention. Poor behaviour has become the fourth most common reason for teachers resigning, underscoring how behaviour challenges are a key factor in the current teacher retention crisis.

While poor behaviour remains a significant issue for schools nationwide, our schools within the Trust have faced fewer challenges in this area. This wasn’t always the case—we’ve worked diligently to improve student culture and engagement. Today, we’ve fostered a respectful environment where students are polite, actively engaged in the classroom, and achieving strong academic results, as shown in our recent performance. This positive environment is one reason cited by many teachers who return to work with us after a period away.

We’ve achieved this by adopting a holistic approach that not only teaches students prosocial behaviour but also equips them with mental resilience to navigate life’s challenges. Our approach relieves teachers of the primary responsibility for managing behaviour, allowing them to focus fully on teaching. By balancing rewards with sanctions and prioritising clarity and consistency in consequences over severity, we create an environment where achievements in learning are recognised and celebrated. This approach has fostered a genuine culture of success and mutual respect, encouraging both academic and personal growth among our students.

4. The challenge of dealing with parental complaints and aggression:

Since the COVID-19 pandemic, schools have seen a marked increase in both the number and complexity of complaints from parents and carers. A survey of leaders from around 1,800 schools found that two-thirds reported a rise in complaints, with 70% observing that issues now escalate to formal complaints more quickly. Headteachers are facing this challenge daily, dealing with lengthy complaint emails that often arrive during night hours or holidays. These communications can include personal accusations, adding an emotional toll on both headteachers and their deputies. Administratively, handling complaints has become a burden, with escalating cases requiring detailed reports and multiple panel hearings convened by the Local School Board (LSB). The pressure grows further under constant threats involving Ofsted, the police, the Department for Education (DfE), and local councils, as well as the need to meet tight deadlines and respond to inquiries—all while managing school operations.

This rise in complaints reflects a modern shift in how grievances are expressed. Traditional avenues for complaints are increasingly limited, leaving schools as a primary outlet. Negative media portrayals may be eroding respect for educators, while the belief that challenging behavior often stems from trauma or SEND issues has contributed to the frequency of complaints. Additionally, continued negative media coverage of schools fuels parental criticism, and lack of clear communication about school values emphasizes the need for reinforcement during events like Year 5 open evenings.

To address this, our Headteachers use trackers to stay ahead of key dates and ensure each step is followed. Deputy heads dedicate more time to managing complaints, supported by administrative staff.

We are informing local school boards about the increase in complaints and its impact—especially on staff retention, a national issue—while helping them understand the underlying causes.

In summary, we manage this challenge with difficulty.

5. The challenge associated with Special Educational Needs and Disabilities (SEND) provision

Schools across England are facing unprecedented demand for special educational provision, particularly for students with autism, communication, and mental health needs. Since 2015, the number of children with Education, Health, and Care (EHC) plans has surged by 83%, stretching funding and resources to breaking point. Although the government has increased the high-needs budget, many councils face the risk of bankruptcy by 2027 if SEND deficits remain unresolved.

With the rising reliance on costly private alternatives, experts and council leaders are calling for comprehensive reforms to make mainstream schools more inclusive and to secure sustainable funding. However, without substantial resources, mainstream schools could struggle to support these students, presenting significant challenges for headteachers. They will need to manage increased staffing demands, specialist training requirements, and additional classroom support to sustain an inclusive environment. This strain on resources could impact the quality of education for all pupils, highlighting the urgent need for government support that matches the growing demands of SEND inclusion.

5. Workload, administrative and accountability pressures:

“The majority of teachers would choose to spend less time on meetings and administrative tasks (74 per cent), preparing for Ofsted inspections (60 percent) and marking (55 per cent).”

Marie Hamer, Executive director of strategy and impact, Ambition Institute

Workload has become a major concern in the teaching profession, as revealed in the 2023 Working Lives of Teachers and Leaders - Wave 1 report. Teachers are working an average of 48.7 hours per week, while school leaders average 56.8 hours, with 43% of leaders working over 60 hours. The majority find their workload unmanageable and feel they have little control over it, leading 92% to consider leaving the state sector, with workload being the top reason. External pressures—such as Ofsted requirements, ECF mentoring expectations, and insufficient school funding—compound this strain, often forcing schools to increase class sizes, which further impacts teacher well-being and adds to their responsibilities.

Over the years, we at the CST have made radical decisions to decrease workload without sacrificing quality, and have maintained our high standards while accelerating progress in schools that joined our trust. Here are some things we have done

Replaced Performance Management Targets and Review (PMTR) with weekly monitoring of good practice, focusing on developmental support.
Replaced formal lesson observations with live coaching, enabling teachers to improve more quickly.
Eliminated retrospective bookmarking and introduced live marking.
Removed homework marking for KS3.
Adopted a whole-school curriculum approach with centralised resource creation, allowing subject leaders to feel supported and share the workload.
Centralised behaviour-related escalations to free up teachers to focus on teaching.
Replaced generic reports to parents with real-time reporting through an online application, Dynamic Progress Reporting- DPR.
Additionally, we’re now working to use AI to mark GCSE papers for interim assessments and multiple-choice questions for KS3, reducing the need for teacher marking.

Inevitably, as we take on more responsibilities in a rapidly evolving environment, our workload may increase. However, by streamlining tasks and eliminating unnecessary burdens, we can better manage these demands, even amidst external challenges such as curriculum changes, financial constraints, and unexpected events like the pandemic. Schools across the country have proven resilient and adaptable in the face of these pressures.

Headteachers nationwide are facing complex, difficult challenges, making it essential that they are supported and heard. These issues not only affect the effectiveness and sustainability of school leadership but also pose a risk of burnout in one of the most vital and demanding roles in education. Urgent, comprehensive strategies are needed to help headteachers manage these pressures and continue delivering strong, impactful leadership.

Top Six Challenges Confronting Headteachers and School Leaders

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