Literature examining effective leadership in education describe a number of models such as Transformational, Learner-Centred, Distributed and Situational. A similar example is ‘pedagogical leadership’, a phrase that frequently appears in literature and one referring to forms of practice that shape and form teaching and learning to be integrated in leadership. In this paper, however, we will argue that the term pedagogy is an ambiguous one when it is attached to the concept of leadership and requires further explanation, particularly in the 21st century. Our conclusions are informed by findings from research undertaken by us with headteachers and leaders of early years settings in England during 2012. One of the key findings is that we should shift from using models of leadership and instead to view leadership as a praxis that is not merely concerned with the dichotomy of teaching, learning and outcomes, but is also concerned with an integrated conceptualisation of the relations between teaching, the learning ecology of the community and the social set of axes in which the educational organisation is set. This understanding of pedagogical leadership is thus concerned with the links between desired educational outcomes and the set of social realities that surround the educational setting.