The Quiet Power of MFL Leadership: Strategy, Trust, and Real Growth

I said I’d share some tips from my experience as Head of MFL—for those who are about to step into the role, or have just taken it on. Not a checklist, not a blueprint. Just the things that made a difference.

I won’t tell you obvious tips like “be super organised,” “set high expectations,” or “know where the department pens are kept.” You already know that, and if you don’t, you’ll figure it out fast—probably by Thursday.

So no—this post isn’t about theory or generic advice. It’s about the principles that helped me lead effectively: the ones I tested, refined, and stood by when things got tough.

I’ll share a few behind-the-scenes moments along the way—purely to make a point, not to stir the pot (well… maybe just a little). Some might think I’m stating the obvious. Others might think I’ve completely missed the mark. But hey—it worked for me, and if even one idea helps you feel a bit more grounded in your role, then I’ll count that as a win.

First, a disclaimer:  These tips are personal. They’re drawn from my own journey, and your leadership style will be shaped by your personality, your context, and your values.

And that leads me to my first piece of advice:

1. Be yourself.

Taking on a leadership role doesn’t mean you have to change who you are. What changes is your responsibility: you’re now accountable for the growth of your department and the development of the people within it. That doesn’t mean you can’t be their friend—but it does mean you have a duty to support them in giving their best. And yes, that will sometimes mean upsetting people.

There were times when members of my team weren’t happy with decisions I made. I stuck to those decisions even when it created friction. Often, they weren’t mine to make—They came from higher up, sometimes dictated by the national agenda, whether we liked it or not. —but I always tried to aim for the best possible outcome. I wanted my team to feel supported and happy. But sometimes, things didn’t go the way they hoped, and I had to stand firm. That’s part of the role. You’ll learn to be tough—not because you’ve changed, but because the situations demand it.

Let me give you an example: the timetable.

Each year, when it was time to organise the timetable, I consulted my team about their preferences—but I never made promises. My priority was always the students and their experience, followed by staff. Strong relationships between students and teachers are key, and I tried to maintain continuity where things were working well. I also made sure that challenging groups didn’t fall repeatedly to the same person. I aimed for balance.

Our timetable was unusually complex, covering two separate sites. Unless staff could develop the gift of ubiquity, some requests were simply impossible. After I shared the dreaded timetable, reactions varied. Some were fine. Others weren’t. “I don’t want to teach Year 9 Spanish.” “I’m losing my Year 7.” “I’m not happy with two Year 8s.” I saw tantrums, sulking, even tears. And the truth is—I had no choice. I absorbed most of the tricky bits myself (yes, you’ll come last in the pecking order). And it got to me.

What I learned was: let the dust settle. Then address it. Have the quiet, firm conversation that explains your decision. Don’t let the situation fester.

2. Know your onions.

When you become Head of MFL, you suddenly gain access to a whole layer of information you never used to see—documents, data, decisions. They were always there, quietly tucked away in leadership folders or shared in meetings you didn’t attend. Now they land in your inbox, and you’re expected to make sense of them.

Some of it will feel overwhelming at first: school performance dashboards, national benchmarks, OFSTED reports, prior attainment breakdowns, and more. It’s a lot.

Don’t panic. And don’t pretend to understand it all.   Ask questions. Ask again. There’s no shame in not getting it straight away—as long as you’re willing to learn.

You’ll be exposed to a whole new world of information:

• School-level data like Progress 8, Attainment 8, and EBacc entry and success rates

• National trends in language uptake, staffing, and curriculum priorities

• Subject-specific insights including GCSE and A-level performance, curriculum changes, and policy updates

• Strategic documents like white papers, Ofsted frameworks, and government plans for language education

No one expects you to know everything from day one (and if they do, run—preferably towards a healthier school culture). But you do need to become fluent in your subject’s landscape. That means knowing your curriculum inside out, staying up to date with exam board specifications, and understanding how your department fits into the wider school picture.

Being “red hot” on your subject isn’t just about grammar and vocabulary—it’s about knowing what’s coming, what’s changing, and what matters. This knowledge will shape your decisions, your priorities, and your conversations with SLT. It will also help you advocate for your team and your subject with confidence.

3. Make Data Your Ally

I’ll admit it—I was a bit of a data freak. Every year, I created a detailed team data document (no other department did), and I used it to steer decisions, monitor progress, and spark honest conversations. One day, a colleague from another team glanced at it and said, “That looks very good, but I don’t really see the point.” The implication? That I was showing off. Spending hours on charts and spreadsheets for the sake of it.

It stung. Not because I needed their approval, but because I recognised the discomfort behind the comment.

Sometimes, when you raise the bar, people feel exposed. Not everyone is ready for that shift — and that’s okay. But it doesn’t mean you lower your standards. Some people won’t like it if you do “too well.” I’m keeping the language clean here, but to those people… well, let’s just say I have two words in mind.

No. I didn’t create that document to impress anyone. I created it to be crystal clear about our strengths—and more importantly, about the areas we needed to develop. It's something I needed to do, regardless of what others did or thought. I even built our own team assessment tracker. It was complex, yes, but incredibly effective: it helped us monitor class progression, spot underachievement, and analyse skill-by-skill progress. It must have been good—rumour has it someone used it to boost their own career. (My little finger told me. You know who you are—and you’re welcome.)

But here’s the thing: data is only powerful if you use it. Collecting it for the sake of it is pointless. Where I do agree with my critical colleague is that data without purpose is just admin. But used well, it becomes your compass. 

I used data to evaluate what I called our three pillars:

• Pupil attainment and progress

• The quality of teaching and learning

• The effectiveness of team strategies

That meant facing the truth—even when it was uncomfortable. Sometimes the data revealed underperformance. That’s not easy to admit.

But don’t use data to polish the narrative, and don’t massage the figures to make things look better than they are. Use it to extract the juicy bits—even if they’re hard to swallow. Only then can you make meaningful decisions to fix what’s not working.

One year, I predicted a significant dip in results. I was honest about it—I could see it coming, and I used the data to explain it clearly to SLT. The following year, when results soared, I could explain that too—with evidence.

That’s the power of data when it’s on your side: it helps you tell the truth, not just the story.

So don’t treat data as something you “have to look at.” Make it your ally. Let it guide you, challenge you, and help you lead with clarity. If you’re wondering what kind of data to look at, I’ve put together a detailed list here—it’s the kind of breakdown I wish I’d had when I started. 👉Download Data Tool kit

4. Never let anyone question your integrity.

This one matters more than you might think. As Head of MFL, your decisions won’t always please everyone. You’ll have to make tough calls—about timetables, budgets, groupings, priorities—and sometimes, those decisions will be misunderstood. That’s part of the job, but what must never be up for debate is your integrity.

You won’t always get it right, but if your team knows that your decisions are rooted in fairness, transparency, and the best interests of students and staff, they’ll respect you—even when they disagree.

Here’s an example that brings this to life:

Once, at a department meeting, Someone in my team accused me of being unfair in how I allocated the budget. We were a multi-language department, and when I inherited the team, I kept the existing budget split. So, I was taken aback when I was told, “It’s not fair—French gets a lot more than us, and we get better results.”

I couldn’t dispute the results (though there were multiple factors behind them), but what I did take issue with wasn’t the remark itself, it was what it implied: the suggestion that I was playing favourites—that I cared more about my own subject than the bigger picture. That I wasn’t fair.

It landed hard. Not because it was true, but because it chipped away at something I hold tightly: my integrity.

And I wasn’t prepared to let that go.

At the next meeting, I calmly presented the figures: the current allocation versus what that language strand would receive if we followed strict capita-based calculations. The truth? Their current budget was actually higher than what the numbers justified. So I asked, “Would you prefer me to be fair and give you the amount you should get—or keep the current allocation that’s more generous?”

No further explanation was needed.

I cleared my name. I didn’t retaliate. I didn’t get defensive. I simply let the data speak—and I made sure my integrity remained intact.

That means:

• Being honest about what’s possible and what isn’t. Don’t overpromise.

• Being consistent in how you apply expectations, support, and praise.

• Being transparent about how decisions are made—even when the answer is “this came from SLT.”

• Owning your mistakes when they happen. It doesn’t weaken your authority—it strengthens your credibility.

• Protecting your team when needed, but not at the expense of truth or accountability.

  
  

You don’t need to be perfect, but you do need to be principled, because once your integrity is questioned, everything else—your leadership, your vision, your impact—starts to wobble.

So lead with clarity, speak with honesty, and let your actions speak for themselves.

5. Lead with Vision—and Make It Visible

As Head of MFL, you’re not just managing a team—you’re shaping a direction. That means having a clear vision for your department: what you stand for, where you’re going, and how you’ll get there. But having a vision isn’t enough; you need to articulate it—clearly, consistently, and often.

Your team can’t follow what they can’t see.

Whether your vision is about raising uptake, developing cultural awareness, improving results, or simply making languages fun and relevant, you need to make it tangible. That means:

• Saying it out loud in meetings, briefings, and one-to-ones

• Embedding it in your curriculum planning, assessment choices, and CPD priorities

• Reinforcing it through data, praise, and honest conversations

• Living it in how you teach, lead, and respond to challenges

  
  

When your team knows what you’re aiming for, they can align with it, challenge it, and contribute to it. But if your vision is vague or hidden, you’ll end up with confusion, fragmentation, and frustration.

I used to revisit our vision regularly—not just in September, but throughout the year. I’d say things like, “Remember, our goal is to boost motivation and make languages feel achievable.” That simple reminder helped us stay focused when things got messy.

And don’t be afraid to evolve your vision. Contexts change, teams change, you change. But whatever your vision becomes, make sure it’s visible, because clarity builds trust—and trust builds momentum.

6. Be a Leader, Not Just a Manager

There’s a world of difference between the two. A manager keeps things ticking over—organising cover, chasing deadlines, updating spreadsheets. A leader? A leader sets the tone. A leader embodies the vision. A leader inspires others to grow.

As Head of MFL, you’ll need to do both. If you only manage, your team will feel it. They’ll follow instructions, but they won’t follow you.

Leadership means:

• Modelling the values you want to see—professionalism, kindness, high standards, curiosity

• Supporting your team’s development, not just their output

• Delegating with purpose, not convenience

  
  

Let’s talk about delegation. It’s not about offloading the tasks you don’t want to do. It’s about creating opportunities for others to stretch, learn, and lead. When you ask someone to take on a new responsibility—whether it’s running a CPD session, leading a trip, or even taking minutes —frame it as growth, not burden, and support them through it.

Now let’s talk about micromanagement.

Micromanagement is the opposite of trust. It’s the belief that unless you control every detail, things will fall apart. And in education, it’s devastating. It crushes initiative, it breeds resentment, and it turns passionate teachers into passive executors. If you want your team to thrive, you have to let go of the reins—strategically.

That doesn’t mean abandoning oversight. It means setting clear expectations, offering guidance, and then stepping back to let people lead. If you’ve built a strong culture, they’ll rise to it.

Leadership also means seeing the bigger picture. You’re not just reacting to what’s urgent—you’re shaping what’s important. That might mean protecting your team from unnecessary pressure, advocating for your subject at SLT level, or quietly steering the department through change.

You won’t always get it right, but if your team sees that you’re leading with integrity, clarity, and care, they’ll walk with you—even when the path is steep.

Final Thoughts: Lead Boldly, Start Smart

If you’ve just stepped into the role of Head of MFL, you’ll likely be told to “take your time before making changes.” And yes—some things do need time. Yet, I don’t entirely agree with the wait-and-see approach.

There’s value in acting quickly on the easy wins: things that are visible, impactful, and energising. For example, switching exam boards, refreshing classroom environments, streamlining resources are changes that show your team you’re here to lead, not just observe. They build momentum and create space for the deeper work: shaping your vision, building trust, and driving long-term improvement.

On the other hand, I know the pressure on middle leaders is becoming excruciating in many UK schools. What I’ve shared with you today—who I’ve become as a leader—was only possible because I was lucky. As a middle leader, I was supported by a fantastic SLT team who let me thrive, experiment, and be creative. They valued our wellbeing. They were human. We didn’t always agree, but they listened. They didn’t crush ideas just because they could.

I know that climate has changed.

You, as a middle leader, should not be expected to perform the impossible.

You may not realise it, but it wasn’t always like this. I’ve been around the block a few times, and I’m telling you: there are things you simply shouldn’t tolerate. The toxic culture that’s quietly becoming the norm? It’s NOT normal. I’ve heard stories of SLT sending Sunday night emails with documents to be read, completed, and actioned by Monday morning. That’s not urgency—it’s poor planning dressed up as "high expectations".

And if you’re one of those micromanagers firing off emails at ridiculous hours (well outside legal working time), shame on you. You're not leading, you're controlling. 

The worrying reality is that some schools operate in a cut-throat environment. Speak up, and you’re punished. I know how hard it is to say no in that kind of climate—or to stand up for what you believe in, but if you—young leaders—don’t do it, who will?

You are the hope, the ones who can rewrite the unpalatable narrative that’s quietly eroding our education system.

So look after yourself first. You must be healthy in body and mind to support those you now lead, and if your SLT’s behaviour threatens either—through unreasonable demands—protect yourself. Stand firm in your values.

Challenge what’s holding you back and push against what’s preventing you from growing.

Easier said than done, I know. But it matters. And it’s worth it.

Finally, leading change isn’t easy. You’ll face resistance, doubt, and the occasional curveball. But it’s worth it. I hope you’ll love it—with all its ups and downs—as much as I did.

Good luck. And let me know how you get on. You won’t see me, but I’ll be backing you every step of the way.