What International Dialogue Teaches Us About Leadership

In an increasingly complex educational landscape, some of the most powerful professional learning happens when leaders step outside their own system. Red Kite Learning Trust had the privilege of hosting one of the study visit days for a group of headteachers and researchers from across China, as part of a programme led by the UCL Centre for Educational Leadership. 

More than a visit, the day offered a valuable opportunity to reflect on leadership, learning and wellbeing through an international lens, reminding us that while education systems differ, the questions leaders grapple with are strikingly similar. 

The visit began at our Trust offices, where Richard Sheriff OBE, CEO of Red Kite Learning Trust, explored the structure and evolution of the English education system. From local authorities and Ofsted to the growth of multi-academy trusts and increased school autonomy, Richard reflected on how leadership in England has been shaped by decades of reform, accountability and system change. 

For our visiting colleagues, this provided important context. For us, it served as a timely reminder that leadership does not exist in isolation from policy, funding or governance and that strong leaders must be both educational and system thinkers. The discussion highlighted the importance of collaboration, ethical leadership and networked support in navigating an increasingly fragmented system. 

Later in the morning, Pauline Brown led a session on leadership development in England, focusing on the national framework of National Professional Qualifications (NPQs). Pauline explored how leadership development has moved away from singular, hierarchical models towards a more inclusive and evidence informed approach. NPQs were discussed not simply as programmes, but as part of a wider commitment to developing leadership capacity at all levels, from middle leadership through to executive leadership across trusts. 

This prompted rich professional dialogue with our international guests about how different systems identify, prepare and sustain leaders, and the extent to which national frameworks can support consistency while still allowing leadership to be responsive to local context. 

A defining feature of the visit was the opportunity to see practice in action. At Rossett Acre Primary School, colleagues shared their approach to student wellbeing, inclusion and nurture. Exploring the outdoor nurture space, our Chinese colleagues were particularly impressed by the chickens! 

Visitors learned how wellbeing is embedded as a strategic priority, rather than an addon, through relational practice, targeted support and a whole school focus on personal development. In an era where schools are responding to rising levels of social, emotional and mental health need, these conversations reinforced the idea that wellbeing is inseparable from effective leadership and learning. 

The visit illustrated how values driven leadership, underpinned by clear systems and skilled staff, can create environments where children feel safe, understood and ready to learn. 

The final visit of the day took place at Harrogate Grammar School, where our guests were welcomed by students themselves. Chinese students at the school led tours and shared their experiences, offering authentic insight into school culture, learning and belonging. 

Their contribution served as a powerful reminder that student voice, particularly in internationally diverse communities, enriches not only school life but leadership understanding. It also highlighted the growing importance of global perspectives in education, preparing young people to thrive in an interconnected world. 

Hosting this visit reinforced the power of professional generosity. While our visitors gained insight into leadership in the English system, our own colleagues benefited equally, prompted to articulate practice, reflect on assumptions and view familiar challenges through a global lens. 

As education continues to evolve, opportunities like this remind us that leadership learning is strengthened through dialogue, curiosity and collaboration across borders. We are grateful to UCL Centre for Educational Leadership, and to colleagues and students across Red Kite Learning Trust, Rossett Acre Primary School and Harrogate Grammar School, for making this day such a meaningful and impactful experience.