Working Together to Support Primary Foundation Subject Leaders
Posted 16th April 2026
Red Kite Alliance has a strong track record of supporting Primary Foundation Subject Leads through professional development that feels practical, relevant and manageable. Each year, our foundation subject networks bring leaders together to share ideas, reflect on practice and build confidence in their roles.
These networks have been designed with the day-to-day reality of primary schools in mind. Many foundation subject leaders are balancing full-time teaching alongside subject responsibility, often with limited access to specialist CPD. Our aim has been to create support that fits around these pressures and makes a genuine difference.
Alongside the networks themselves, partnership working has become a key part of our approach. Red Kite Alliance has secured alliance membership with ten national subject associations, giving subject leaders ongoing access to trusted guidance, resources and professional learning. This means support is not limited to a handful of meetings each year but is available whenever leaders need it.
As Bryony Turford, Primary Network Development Lead at Red Kite Alliance, explains, this was a deliberate decision.
“Foundation subject leaders are often less visible than core subject leads, but the role they play is just as important. We wanted to make sure they felt valued and properly supported.”
This model of support has recently been recognised nationally. Both the PSHE Association and the Historical Association have approached Red Kite Alliance to showcase our foundation subject networks as examples of effective partnership working.
The PSHE Association is highlighting Red Kite Alliance through its regional programme, recognising how our networks help subject leads engage confidently with national guidance and apply it in meaningful ways within their schools.
At the same time, the Historical Association has worked closely with us to develop a national case study based on four years of collaboration supporting primary history leaders. This partnership grew from a shared understanding of the challenges facing history subject leaders, particularly around time, funding and access to subject-specific expertise.
Alliance-wide membership of the Historical Association ensured that every primary history lead could draw on well-researched resources, online CPD and expert guidance throughout the year. Just as importantly, this access was carefully embedded into the network programme rather than being left for schools to navigate alone.
Early sessions introduced leaders to the Historical Association offer and provided time to explore what was available. Over time, using the resources, maintaining membership and sharing useful materials became part of normal network practice rather than an added extra.
“Subject association membership gives leaders access to expert voices they can trust,” says Bryony. “Combined with our networks, it provides reassurance, confidence and professional consistency.”
Over the four years of the partnership, the impact on primary history leaders has been clear. Many report stronger subject knowledge, increased confidence in their leadership role and greater clarity around curriculum and assessment in history. Leaders have used Historical Association guidance to support inquiry-led curriculum planning, develop progression and raise the profile of history within their schools.
Some schools have gone on to achieve the Historical Association Quality Mark, while others have benefited from the flexibility of webinars and online CPD that would otherwise have been difficult to access.
What has made the difference is the sustained nature of the support. The Historical Association membership sits alongside regular network meetings, shared resources and ongoing professional discussion, creating a joined-up offer rather than isolated training.
The same principles underpin all of Red Kite Alliance’s foundation subject networks. While each subject has its own challenges, leaders across the networks explore shared themes such as leadership, inclusion and assessment, supported by high-quality subject-specific expertise.
Although investing in alliance-wide subject association membership was initially a difficult financial decision, it has proved to be a worthwhile long-term commitment. Membership is now a non-negotiable part of our offer, ensuring that foundation subject leaders have access to the professional support they need from the outset.
Reflecting on the journey so far, Bryony notes, “We’ve seen real professional growth over time. Having ongoing access to high-quality support makes a difference, not just in the first year, but year after year.”
Being invited by both the PSHE Association and the Historical Association to share our approach is a positive recognition of this work. It reflects the value of strong partnerships, sustained CPD and well-designed networks in supporting foundation subject leadership and, ultimately, improving curriculum quality for pupils across our schools.