Leadership in education carries a unique weight of responsibility. Leaders shape culture, set expectations, and play a pivotal role in safeguarding learners and young people. Whether working in senior or middle leadership roles, those responsibilities extend well beyond operational decision-making. They are central to maintaining public trust and confidence in the education workforce.

It is therefore essential that as a leader, you are clear about the professional expectations placed upon you. This is where the Code of Professional Conduct and Practice (the Code) plays a vital role.

Leadership and the Code

The Code sets out the key principles all EWC registrants are expected to uphold. For leaders, these expectations are especially significant. Learners and young people, parents/guardians, colleagues, and the wider public look to you as role models.

The fourth principle of the Code, Leadership, makes clear that registrants with leadership and management responsibilities must:

• embody the Code and lead by example
• promote a positive organisational culture of respect, integrity, accountability, and professionalism
• manage staff, resources, and risk effectively, ensuring appropriate support, training, and supervision
• be accountable for decisions and the delegation of tasks

These expectations apply across all settings and sectors of the education workforce.

Understanding risk and accountability

Even the most experienced and reflective leaders can, at times, make mistakes or errors of judgement. Drawing on our regulatory experience, we know that issues most commonly arise not through a lack of commitment, but through failures to recognise risk early, to follow established procedures, or to act decisively when concerns emerge.

Common themes we see in our casework involving leaders include:

• financial mismanagement
• failures in governance and accountability
• misuse of power or blurred professional boundaries
• safeguarding failures or unmanaged health and safety risks
• dishonesty or lack of transparency

Awareness of these risks helps leaders to protect learners and young people, support staff, and safeguard their own professional standing.

Acting early and seeking support

The Code makes clear that inaction can itself place a registrant in breach of professional expectations. Leaders are encouraged to act early when issues arise, to be honest about what has happened, and to take responsibility where necessary.

Seeking advice or professional support, whether from a trade union, mentor, professional network, or another senior leader, can be an important step in resolving situations appropriately. Reflection, learning, and accountability are all integral to maintaining professional integrity.

In some circumstances, self-referral to the EWC may be appropriate and can demonstrate professionalism and responsibility.

Further support

Leadership plays a central role in shaping safe, respectful, and professional learning environments. By understanding and applying the Code, leaders help ensure that trust, integrity, and accountability remain at the heart of education in Wales.

To support in this, we offer presentations focusing on a number of areas including the Code. They can be delivered both virtually, or at your workplace setting and are designed to help leaders and staff better understand the expectations upon them, and how to apply them in practice.

Individuals can also access support from Dysgu, the new body responsible for national professional learning and leadership in education across Wales.

Dysgu’s mission is to ensure that every educator in Wales is supported to thrive, lead with integrity, and create the conditions where all learners can succeed. Its role is to provide coherent, high-quality opportunities for professional learning that align with national priorities and the realities of practice. For leaders, this includes support at every stage of the leadership journey, from early leadership development, through to the National Professional Qualification for Headship (NPQH) Wales programme, as well as ongoing professional learning that focuses on areas such as ALN, well-being, literacy and numeracy. They work closely with schools, settings, local, and national partners to ensure that leaders can access evidence-informed programmes, bilingual resources, and professional networks that help them navigate the complex demands of leadership.