Chapter 3 begins with a restatement of the preamble on the role of the headteacher
“Headteachers occupy an influential position in society and shape the teaching profession. They are lead professionals and significant role models within the communities they serve. The values and ambitions of headteachers determine the achievements of schools. They are accountable for the education of current and future generations of children. Their leadership has a decisive impact on the quality of teaching and pupil’s achievement in the nation’s classrooms. Headteachers lead by example the professional conduct and practice of teachers in a way that minimizes unnecessary teacher workload and leaves room for high quality professional development of staff. They secure a climate for the exemplary behavior of pupils. They set standards and expectations for high academic standards within and beyond their own schools, recognizing differences and respecting cultural diversity within contemporary Britain. Headteachers, together with those responsible for governance, are guardians of the nation’s schools.”
Department for Education (2015) https://www.gov.uk/government/publications/national-standards-of-excellence-for-headteachers.
Blatchford then compares this to other professions (lawyers, doctors and architects), before going into interpreting what the words mean for headteachers. The message is that the preamble is a practical moral framework for the moral purpose that most headteachers feel. Working within this framework a headteacher can ensure that that purpose is given a direction which holds up against scrutiny. In just 144 words, as Blatchford is keen to point out, the work that heads can do when aiming for excellence is summarised.
The Chapter is the Preamble in context and in content and if you only read the preamble again today, then that is all you need to read.