What Does a Head of Department Do?

Published

22 December 2025

Contents

A Head of Department (HoD) plays a central role in shaping teaching, learning, and staff development within a subject area. As middle leaders, they bridge the gap between senior leadership and classroom teachers, ensuring that the curriculum is well-designed, lessons are high quality, and pupils make good progress.

According to the Department for Education (opens in a new tab) (DfE), middle leaders “increase leadership impact and improve pupil outcomes”. Their work affects curriculum intent, implementation, and impact, making the role essential for maintaining high standards across a subject area.

Key Takeaways

HoDs lead on curriculum planning, staff development, teaching quality, and student progress.
The role combines leadership, management, and classroom teaching, requiring strong organisational and interpersonal skills.
HoDs use data, departmental meetings, and ongoing monitoring to drive continuous improvement within a subject area.
Aspiring HoDs can prepare by taking on responsibilities such as mentoring others, leading initiatives, or contributing to curriculum development.

What Is a Head of Department?

A HoD is a middle leader in a UK school responsible for the strategic and operational leadership of a subject area. They oversee teaching quality, curriculum design, assessment approaches, staff development, and departmental resources.

Unlike classroom teachers, who focus primarily on their own lessons and pupils, HoDs ensure that the subject is delivered consistently and effectively by the whole team. They sit between senior leadership, such as Assistant Headteachers, and classroom staff, helping translate whole-school priorities into departmental practice.

The role is distinct from pastoral leaders such as Heads of Year, whose focus is pupil welfare, behaviour, and attendance. While pastoral leaders support pupils, HoDs support curriculum, teaching, and learning.

Main Responsibilities of a Head of Department

HoDs take on a wide range of responsibilities that shape the quality of teaching and learning within their subject area. Their work involves translating whole-school priorities into classroom practice, supporting teachers to deliver high-quality lessons, and ensuring that the curriculum is ambitious, coherent, and well-sequenced.

Ofsted’s Education Inspection Framework (opens in a new tab) emphasises the importance of a structured, carefully planned curriculum, and HoDs play a central role in putting this into action. This section highlights how HoDs can translate these expectations into effective practice.

Curriculum Planning and Oversight

HoDs lead on curriculum intent, design, sequencing, and delivery across all key stages taught within the department:

Curriculum intent refers to the overall purpose and goals of the subject and what pupils should know and be able to do by the end of each stage.
Curriculum design is the process of selecting the knowledge, skills, texts, topics, and assessments that will help pupils achieve those goals.
Sequencing is about organising subject content in the most logical order so that learning builds over time in small, connected steps.

Ofsted’s Education Inspection Framework (opens in a new tab) highlights the need for a “coherent, well-sequenced curriculum”. HoDs put this into practice by:

Mapping long-term plans and schemes of work so learning develops in a structured, logical way.
Ensuring clear progression from Key Stage 3 to Key Stages 4 and 5, with no gaps or unnecessary repetition.
Aligning curriculum materials with national curriculum requirements and exam board specifications.
Reviewing and updating curriculum plans regularly in response to pupil outcomes, changes in guidance, or subject developments.

Managing and Supporting Staff

A core part of the role is leading and developing the team. Strong staff leadership helps secure high-quality teaching and supports retention, as emphasised by the Education Endowment Foundation (opens in a new tab) (EEF), which notes the positive impact of “high-quality professional development”. Managing and supporting staff may include:

Line managing staff within the department.
Conducting lesson observations and providing feedback.
Leading appraisal and performance management.
Supporting CPD and sharing best practice.
Mentoring trainee teachers and Early Career Teachers (ECTs), consistent with the Early Career Framework (opens in a new tab).

Monitoring and Using Data

The EEF (opens in a new tab) highlights that effective data use helps teachers “make timely and informed decisions about next steps in teaching”. Therefore, HoDs regularly analyse data to understand pupil progress and identify gaps across the subject. This may involve:

Reviewing assessment results.
Monitoring attainment and progress.
Identifying underperformance and coordinating interventions with staff members.
Reporting outcomes to senior leaders such as Assistant Headteachers.

Leading Department Meetings

Department meetings provide a structured opportunity for collaboration, reflection, and improvement across the subject team. HoDs use these meetings to share updates, review curriculum plans, discuss pupil progress, and address any emerging issues.

They create space for staff to share good practice, moderate work, and plan jointly, helping ensure consistency in teaching and assessment. Effective department meetings help drive improvement by keeping everyone aligned with whole-school priorities, supporting staff development, and ensuring that curriculum and teaching decisions are informed by evidence and pupil need.

Managing Resources and Budgets

HoDs are responsible for ensuring that their department has the resources needed to deliver a high-quality curriculum. This includes managing budgets, ordering and maintaining textbooks, equipment and digital resources such as those available from Save My Exams, and ensuring that materials are used efficiently and effectively.

They must balance cost, curriculum requirements, and value for money. Good resource management helps create well-equipped classrooms, supports staff in delivering lessons, and ensures that spending aligns with the department’s priorities.

Teaching Responsibilities

Although they hold leadership responsibilities, most HoDs still teach a significant number of lessons each week. They must balance classroom teaching with planning, monitoring, staff support, and curriculum leadership. This often requires careful time management and effective delegation within the department. By continuing to teach, HoDs model high-quality practice, stay connected to the realities of classroom life, and build credibility with their teams.

Skills and Qualities of an Effective Head of Department

Research from the EEF (opens in a new tab) highlights that strong middle leadership contributes to improved teaching quality and outcomes, particularly when leaders foster collaboration and model effective practice.

Therefore, effective HoDs must draw on a combination of leadership skills, interpersonal strengths, and deep subject knowledge. Their role involves guiding staff, making evidence-informed decisions, and shaping curriculum and teaching across the department.

The key skills and qualities include:

Leadership - HoDs must inspire, motivate, and support their team. Effective leadership involves setting a clear direction, modelling high standards, and creating a positive culture where staff feel valued and able to improve their practice.
Communication - Clear, consistent communication is vital for sharing expectations, delivering feedback, and ensuring the whole team understands curriculum plans, assessment expectations, and priorities. Strong communication also helps resolve issues early and maintain good working relationships.
Organisation - Balancing teaching, line management, meetings, curriculum planning, and data analysis requires excellent organisational skills. HoDs must manage deadlines, coordinate resources, and plan strategically to ensure the department runs smoothly.
Subject expertise - HoDs are expected to have strong knowledge of their subject and an understanding of effective pedagogy. This expertise enables them to lead curriculum design, support colleagues with subject-specific development, and ensure teaching aligns with national curriculum expectations and exam requirements.
Decision-making - HoDs regularly make decisions about curriculum changes, assessment approaches, staff support, and intervention strategies. Good decision-making involves using data, research, and professional judgement to choose actions that will most benefit pupils and staff.
People management - Supporting colleagues is a core part of the role. HoDs need to foster positive working relationships, handle difficult conversations professionally, and provide constructive support and challenge through coaching, mentoring, and appraisal.
Reflectiveness and adaptability - Effective HoDs reflect on what is working and what needs to change. They stay open to new ideas, respond to guidance from bodies like Ofsted and the DfE, and adapt their approach as the school’s priorities or curriculum requirements evolve.

Challenges of the Role

While being a HoD is rewarding, it also comes with a number of challenges that require resilience, strong organisation, and effective people skills. Middle leaders often work at the intersection of classroom practice and whole-school strategy, which can create competing demands on their time and attention.

Research from the EEF (opens in a new tab) notes that middle leaders play a crucial role in driving improvement, but doing so successfully requires careful balancing of responsibilities and ongoing professional support. Common challenges include:

Workload and time pressure - HoDs juggle teaching, planning, marking, curriculum leadership, staff development, and data analysis. Managing these responsibilities alongside whole-school initiatives can create significant workload pressures, especially during assessment points or curriculum reviews.
Balancing teaching with leadership duties - Most HoDs retain a substantial teaching timetable. Balancing classroom responsibilities with leadership tasks, such as observations, curriculum planning, or attending meetings, requires excellent time management and strategic prioritisation.
Staff management and conflict - Supporting staff can be extremely rewarding, but it can also involve difficult conversations, addressing underperformance, or resolving disagreements within the team. HoDs must handle sensitive issues professionally while maintaining a positive departmental culture.
Curriculum reform and changing guidance - Updates from exam boards, changes to national curriculum expectations, or shifts in Ofsted focus can require significant curriculum redesign. HoDs must stay informed, lead change effectively, and ensure staff are supported through transitions.
Data pressures and accountability - HoDs are responsible for monitoring pupil progress and addressing underachievement. This can create pressure to respond quickly to data trends and ensure interventions are timely, appropriate, and effective.
Consistency across the department - Ensuring that all teachers follow agreed schemes of work, assessment approaches, and policies can be challenging, particularly in larger departments. HoDs must support staff while also ensuring that expectations are met.
Resource constraints - Budgets are often tight, and HoDs must make difficult decisions about resources, equipment, and priorities. Managing limited budgets while delivering a high-quality curriculum requires creativity and careful planning.

How to Prepare for a Head of Department Role

Aspiring HoDs can take a number of steps to build the skills, experience, and confidence needed for middle leadership. Developing a strong foundation before applying for a HoD position can make the transition far smoother.

Useful ways to prepare include:

Take on additional responsibilities - Volunteering for small leadership tasks, such as coordinating a unit of work, leading a key stage, managing a resource area, or organising assessments, helps build experience in planning, organisation, and decision-making.
Support colleagues and share expertise - Offering to mentor trainee teachers, ECTs or colleagues new to the department is an excellent way to develop coaching skills and demonstrate leadership potential. Supporting others also shows that you can guide practice and contribute to a positive team culture.
Get involved in curriculum development - Helping review schemes of work, rewrite resources, map progression, or design assessments will deepen your understanding of curriculum intent, design, and sequencing.
Engage in professional development - Participating in CPD focused on leadership, curriculum, and assessment can strengthen your skills. National Professional Qualifications (opens in a new tab) (NPQs), especially the NPQLT (opens in a new tab) (Leading Teaching) or NPQLTD (opens in a new tab) (Leading Teacher Development), provide structured preparation for middle leadership.
Shadow current middle leaders - Observing an existing HoD or another middle leader can provide practical insight into the realities of the role. Shadowing offers opportunities to understand their workflows, decision-making, and approaches to staff development or data analysis.
Develop confidence with data - Being able to interpret pupil performance data and use it to inform decisions is a key part of the HoD role. Practising with assessment data by identifying patterns, gaps, or intervention needs can build valuable experience.
Seek feedback and mentorship - Asking a senior leader or current HoD to act as a mentor can provide ongoing support, reflection, and targeted advice. Mentors can help you build a portfolio of evidence that demonstrates your readiness for middle leadership.

Frequently Asked Questions

Do Heads of Department still teach?

Yes. Most HoDs continue to teach a significant number of lessons each week. Although leadership duties reduce their classroom time slightly, teaching remains an important part of the role and helps them stay connected to day-to-day practice.

How many staff does a Head of Department typically manage?

This varies widely depending on the school. Smaller departments may only include 2–3 teachers, whereas larger subjects such as English, Maths or Science may have 10–20 members.

Is prior leadership experience essential?

Not always. While previous experience, such as leading a key stage, mentoring colleagues, or managing a project can strengthen an application, many schools are willing to appoint teachers who show strong leadership potential, subject expertise, and a clear vision for the department.

Can early-career teachers become Heads of Department?

It is possible but rare. Smaller departments or shortage subjects may appoint newer teachers if they demonstrate exceptional subject knowledge, organisational skills, and the ability to support others. However, most schools prefer candidates with several years of experience and evidence of impact beyond their own classroom.

Final Thoughts

The role of a HoD is central to the quality of teaching and learning within a school. HoDs lead on curriculum planning, staff development, assessment, and resource management, while also maintaining their own classroom practice.

Their work shapes the direction of the subject, supports colleagues to grow, and influences pupil outcomes across multiple year groups. Effective departmental leadership ensures that the curriculum is coherent and ambitious, teaching is consistent, and pupils receive the support they need to make strong progress.

For teachers considering the next step in their career, the HoD role offers a valuable opportunity to make a broader impact. It suits those who enjoy guiding others, thinking strategically, and taking responsibility for the bigger picture of teaching and learning.

Reflecting on your strengths, leadership style, and long-term ambitions can help you decide whether this challenging but rewarding role aligns with your professional goals. With the right preparation and support, stepping into middle leadership can be a highly fulfilling stage in a teaching career.