One thing that never ceases to amaze me about school leaders is their optimism. That optimism has to be born out of hope over experience because, let’s be honest, government after government has let them down. Yet every September, school leaders return determined to make a difference for the children, families and communities they serve. After more than a decade of austerity, and repeated betrayal and insult during that time, the election of the current government provided a moment of real optimism. The spirits of educators on the ground visibly lifted. There was a sense that there might finally be an opportunity to reset the relationship between government and the profession. And we should acknowledge the positives from the past two years. Credit where it is due: they have listened. The education white paper sets out a vision for education that we have not seen for well over a decade. It goes beyond the school gate and recognises that improving outcomes for children means supporting families and communities too. The expansion of free school meals, the creation of best start family hubs and the removal of the two-child benefit cap in an effort to tackle child poverty. All reflect a welcome understanding that schools alone cannot overcome every barrier facing children and young people. We have also seen a willingness to engage with some of the biggest challenges facing education. For too long, the SEND crisis was acknowledged but not addressed. It is to the previous secretary of state’s credit that the government moved beyond simple acknowledgment and grasped the nettle of reform. I congratulate the government for this. These ambitions reflect much of what the profession has been crying out for over many years. But ambition alone is not enough. Harsh reality The question now is whether the conditions exist to deliver that ambition. For many school leaders, that is where optimism has collided so harshly with reality. While there has been new money promised, it is being stretched very thin as costs continue to rise and demands increase. Budgets remain under continued significant pressure – as do school leaders. School leaders are facing increased expectations even as they are put under overwhelming stress by the scrutiny of oppressive accountability systems. We are so far from seeing the promised improvement in school leaders’ wellbeing. In fact, the threat of Ofsted has only increased. The Starmer administration, in common with those before it, fell into the trap of describing education as a failing activity to be solved rather than recognising the heroic success which schools achieve every day. Imagine what could be achieved if the Burnham/Powell iteration of this government took a different view and allowed educators to flourish with proper support. A genuinely ambitious agenda can only be delivered if the people expected to implement it are given the support and resources they need. Let’s keep the ambition of Bridget Phillipson’s white paper and go further – let’s demand even better. As the new academic year begins, there are four areas the government should focus on to deliver better. First, it must provide greater certainty on funding. It must be recognised that, after such a prolonged period of austerity, successful reform will require real investment now, not further empty promises of “jam tomorrow”. Second, we need a better accountability system. School leaders believe in accountability. Parents and communities rightly expect high standards and transparency. But the oppressive nature of the current regime stifles innovation and creates perverse incentives. We need a rigorous system that reassures parents of excellence but also supports improvement. This is ambitious for standards. It is not going soft on them. Ofsted framework concerns There remains an opportunity to build a system that is rigorous, fair and trusted by the profession. That has to include a willingness to listen to leaders’ concerns about the new Ofsted framework. Third, government must be serious about workload. Schools have increasingly been asked to fill the gaps left by overstretched and under-resourced public services. Leaders and their teams step forward to fill the gap because they care deeply about their pupils and communities. But there are limits to what schools can absorb. There is a real debate, especially given the early discussion of devolution, about schools’ wider civic responsibilities. If the government wants schools to take on wider responsibilities, they must be properly resourced. Finally, we need greater recognition of the work that schools do. Yes, that means properly funding better pay and conditions. But it is also about recognising the expertise, professionalism and commitment of school teams. Painting education as a problem to be fixed is a deliberate distraction designed to pitch parents against schools and divert attention from political failure. Despite significant challenges, schools continue to achieve remarkable things for children and young people. The starting point for any successful reform programme should be trust in the people who deliver for children every day. I have heard warm words and seen limited progress on all the above before, but I and the profession are sick of seeing opportunities squandered. What has held governments back in the past is the short-term nature of their tenure and therefore of their political decision-making. The challenge for this government is whether it is prepared to think beyond the immediate pressures of the parliamentary cycle to create the conditions for sustained improvement. The early narrative from the new prime minister is encouraging, but it will require boldness. Take courage The government will need to take courage from its majority and commit to actions that go beyond this parliament, matching their ambitions with long-term investment. Reforms can only succeed if there is a pipeline of skilled, motivated and well-supported leaders capable of delivering change. Investment in leadership development is not a luxury. It is every bit as important as investment in buildings, curriculum reform or workforce growth. Events such as our Inspiring Leadership Conference continue to provide leaders with the space to reflect, collaborate, learn from one another and develop the skills needed to navigate an increasingly complex role. But, if we want a strong education system tomorrow, the government must invest in leadership development today. As a new academic year begins, school leaders remain as committed as ever to delivering the very best for the children, young people and communities they serve. They remain optimistic. Will their optimism be rewarded? For the sake of our children and young people, and the future of the nation – their future! – let us hope that the answer is “yes”.