Charlie Lang’s Role as New Chief Education Officer Explained

Charlie Lang’s appointment as the Church of England’s new chief education officer is significant for a large and diverse school community. The role sits at the intersection of education policy, school improvement, Christian ethos and local partnerships. For pupils, parents and teachers, the most useful starting point is not simply the job title, but an understanding of how national education leadership can shape support for schools while day-to-day decisions remain local.

What does the chief education officer do?

The Church of England’s chief education officer provides strategic leadership for its education work. This includes supporting a network of Church of England schools and academies, working with dioceses, engaging with government and education partners, and helping schools interpret the Church’s educational vision in practical ways.

The position is not the same as running an individual school or setting national curriculum rules. Headteachers, governing bodies, academy trusts and local bodies retain their own responsibilities. Instead, the chief education officer helps set direction, represents the Church’s perspective in national conversations and encourages collaboration across the school system.

Key areas commonly connected to the role include:

• supporting school leaders, governors and teachers;
• promoting inclusive, high-quality education;
• contributing to conversations about curriculum, assessment and school accountability;
• helping schools sustain their distinctive Christian character;
• strengthening links between dioceses, trusts, parishes and communities; and
• advocating for the wellbeing and flourishing of children and young people.

Why the appointment matters to families and schools

Church of England schools serve communities with a wide range of beliefs and backgrounds. Many parents choose them because of their local reputation, values, pastoral care or educational offer. Others attend because the school is their nearest available option. A national education leader therefore needs to keep inclusion at the centre: a school’s Christian foundation should coexist with a warm welcome, respect and meaningful participation for every child and family.

For teachers, national leadership can influence the guidance, professional networks and development opportunities available through diocesan education teams and partner organisations. It can also help bring school-based experience into wider policy discussions. Teachers are often best placed to explain how changes to curriculum, inspection, funding or accountability affect pupils in real classrooms.

For governors and school leaders, the appointment may be relevant to longer-term priorities. These can include maintaining a clear ethos, recruiting and retaining staff, serving pupils with additional needs, supporting mental health and building constructive relationships with parents. The details will vary from one setting to another, but strong national leadership can help schools learn from one another rather than work in isolation.

What to look for in education leadership

It is reasonable for school communities to look beyond announcements and focus on the principles that guide a leader’s work. In faith-based education, a helpful approach balances educational standards with care for the whole child. Academic learning matters, but so do belonging, confidence, character, safety and opportunities to contribute.

Parents and teachers can pay attention to whether education leaders emphasise the following:

1. Inclusion: every pupil should feel respected, including those from different faiths, those with no faith, and those with additional needs or difficult circumstances.
2. Listening: policy and guidance are stronger when they reflect the experience of pupils, families, teachers and support staff.
3. Evidence-informed practice: schools need practical guidance that is thoughtful, clear and responsive to what works in classrooms.
4. Wellbeing: high expectations should be paired with realistic workloads and good pastoral support.
5. Local partnership: schools thrive when they work closely with families, communities and specialist services.

Education leadership has the greatest value when it helps schools create the conditions in which children can learn, belong and grow.

Practical questions parents and teachers can ask

National appointments can feel distant from everyday school life, but they can be a useful prompt for conversation. Parents may want to ask how their school puts its values into action: How are pupils supported? How does the school listen to families? How are children taught to engage respectfully with people who hold different views?

Teachers and governors might consider how their school accesses diocesan or trust support, where staff development is most needed, and whether the school’s ethos is visible in routines as well as documents. A strong ethos is not a slogan on a website; it is reflected in fair behaviour systems, inclusive teaching, respectful relationships and the way adults respond when pupils need help.

Students can also take part in these discussions. School councils, pupil voice activities and classroom conversations provide meaningful ways for young people to share what helps them feel safe, challenged and included. Their perspective should inform decisions that affect their learning.

Keeping the focus on learners

Charlie Lang’s new role will attract attention across the Church of England education community. Its lasting importance, however, will be measured in everyday experiences: whether schools feel better supported, whether staff have the capacity to teach well, and whether children and young people are treated with dignity and encouraged to flourish.

For families, teachers and students, staying informed and asking constructive questions is a positive way to engage with education leadership. The shared aim is simple: schools where every learner has the support, challenge and sense of belonging needed to make the most of their education.