Executive Recruitment

Education Directorate

Organisation and Leadership team

The directorate is organised into three divisions, reflecting broad strands of service provision:

  • School Effectiveness
  • Engagement, Performance & Community
  • Schools

The current senior Leadership team is as follows:

  • Director for Education, Steven Richards-Downes
  • Head of School Improvement and Commissioning, [vacant]
  • Head of Engagement, Performance & Community, James White


Excluding school-based staff, the directorate has a workforce of around 300 with a current distribution as shown below:


Full time

Part time






Engagement, Performance & Community




Resources & Governance Manager








 The Authority has set the following revenue net expenditure budget for the directorate for the financial year 2020/21 as follows:

Service Area
Gross Budget
Individual school budgets


Education Services


Commentary on service performance and development

Since 2013, the Council has had an ambitious school organisation programme, aligned mainly, but not solely, with Bands A and B of the 21st Century Schools Programme. This programme has delivered our first 3-16 all-through schools in St David’s and Haverfordwest, a significant secondary school reorganisation in mid and northwest Pembrokeshire and a general improvement in the quality of school buildings. For Band B of the Programme, the Council has committed to over £100 million which includes investment in a new 1600 pupil secondary school in Haverfordwest and new primary and secondary provision in Milford Haven. Outside of this programme, the Council is hoping to establish a new Welsh medium primary school in Pembroke, and is hoping to reorganise primary and secondary provision in the Crymych area by establishing a 3-19 all-through Welsh medium school. Furthermore, the next ten years is likely to see significant growth in the Welsh medium sector in Pembrokeshire as part of our Welsh in Education Strategic Plan and it is likely that this will necessitate a number of school organisation proposals.

Improving educational outcomes and ensuring that young people achieve their potential contributes to all of our well-being goals, but it makes a particularly strong contribution to the Prosperous well-being goal.  This is because education equips young people with the skills that will be required by the local economy. 

Long term - Education is the most significant long-term investment in future generations that public services make.

Prevention - Education is the most effective way of preventing poverty and breaking the cycle on inter-generational poverty.  Reducing the gap in attainment between those young people who are entitled to free school meals and those that are not is important.

Integration - Education is aligned to many other key strategies.  These range from economic development to health and awareness of environmental issues.

Collaboration - The Council has forged an effective working partnership with Pembrokeshire College to deliver post 16 education.  We also work with a range of other bodies to support schools, including the regional education consortium ERW, neighbouring local authorities and Diocesan authorities.

Involvement - Through the Children and Young Persons Rights Office we have encouraged school councils, the schools assembly and youth forums, all mechanisms by which young people get involved in how education is delivered.  In addition, Governing bodies draw upon a wide range of people who are active in their community.

The 2018-19 Education well-being objective is the same as that within the Programme for Administration.  Both documents have drawn on Pembrokeshire’s Vision for Education and Learning 2016/2019 entitled Every Pupil Counts, Every Lesson Counts.  This is an ambitious vision that seeks to drive up standards so that our performance is not merely average in comparison to that of other local authorities, but is outstanding in Wales.

Basing actions on a medium term strategy has the advantage that there is a consistent focus on the same priority areas.  Through self-reflection and evaluation we have tested whether the priority areas identified in 2016 are still the right ones and we are confident that they are still relevant.  Although the actions in this year’s plan are similar to those for 2018-19, the context in which they are delivered is changing in two key areas.  First, the financial climate is now tougher and the level of savings that schools will need to find in 2019-20 is over double that required for 2018-19.  Secondly, schools will need to start planning in earnest for the delivery of the new curriculum which is due to start from 2022, for instance, professional training starts from April 2020.  This vision, and the actions that underpin it, will be reviewed during calendar year 2019-20.