Strategic leadership for sustainable innovation in primary education: a case study of forest school integration

Abstract

Purpose This study explores how a primary school in southern England strategically integrated Forest School and smallholding principles into its core educational model. It examines leadership practices, stakeholder engagement, and planning processes underpinning the transformation, offering insights into sustainable innovation in primary education.

Design/methodology/approach A single-site qualitative case study was conducted. Drawing on strategic management and leadership frameworks—including transformational leadership, Hoshin Planning, the I.AM model, and Ansoff’s Matrix—data were triangulated across strategic documents, stakeholder surveys (n = 112), and semi-structured staff interviews (n = 8). Thematic analysis identified key patterns.

Findings Integration was facilitated by distributed leadership, strategic value alignment, and stakeholder co-production. Educational outcomes included enhanced pupil engagement, behavioural regulation, and strengthened community partnerships. Challenges such as financial constraints and cultural resistance were addressed through phased planning and responsive leadership.

Research limitations/implications This is a single-site study in a specific socio-economic context. While not generalisable, findings offer transferable insights for leaders in similar settings.

Practical implications The study provides guidance for embedding sustainability and innovation via participatory leadership and strategic planning tools. It highlights the value of aligning pedagogy with institutional strategy and stakeholder voice, even in resource-limited environments.

Originality/value This paper contributes to educational leadership literature by offering a theoretically grounded, practice-led account of school transformation. It shows how structured planning and leadership frameworks support meaningful, sustainable innovation at the primary level.