NAHT Leadership Focus February 2019 by NAHT Communications

Issue 83 / February 2019 / £5

THE MAGAZINE FOR NAHT AND NAHT EDGE MEMBERS

FOCUS

Inspiring leadership

School leaders across sectors share the secrets of their success Ofsted proposals

A learning adventure

Demand and supply

Have your say on the new inspection framework

Prioritising children’s interests above the pressures of the accountability system

NAHT calls for action on pay, recruitment and retention

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LEADERSHIP FOCUS | FEBRUARY 2019

OPINION

ANDY MELLOR: NAHT president 2018-19

Shining a light ptimism is a key component in a school leader’s toolbox. Most school leaders who I meet are optimists. It’s why we do the job. The job also brings with it plenty of challenges and headaches, but the feeling we had when we were putting this issue together was that it’s all too easy to look at education through a glass, darkly. So instead, we’ve chosen to shine a light on some of the inspirational work that goes on in our schools and colleges. This work is even more remarkable because it is commonplace. Despite the familiar obstructions, inspiration is the norm, not the exception. Just look at the two very different schools in Hampshire that you’ll see showcased from page 10 in this issue. This is a sentiment echoed by Damian Hinds. We are pleased that the secretary of state has written an article for this edition – you’ll ﬁnd it on page 42. He talks about the “moments of illumination” that happen for staff and pupils. I know what he means. He also proudly talks about how “standards are shooting up in our schools”. I’d agree with him there, too. But, just as there’s plenty of illumination in the classroom, there’s plenty of frustration too. I’m often left feeling that we could go much further and much faster if some of the shackles were removed. A lack of funding continues to be the biggest barrier to success. Our campaigning has meant that the view that education spending is adequate is now only shared by a minority of discredited renegades. Of course, the majority of a school’s budget is spent on people. That’s as it should be. Without great people around you, those “moments of illumination” just won’t happen.

I’ve been fortunate to visit some fabulous schools in my presidential year. Schools where, because there is very little pupil premium funding, they are struggling to keep their heads above water. At another fabulous special school that I visited just outside Cardiff, the dedication to the needs of the children was just stunning. Recruitment and retention have always been key parts of NAHT’s policy and research work. You’ll find an update on page 38. As we’ve said for some time, too few people are choosing teaching as a career, and too many talented professionals are being driven out of the system prematurely. The secretary of state shares our concerns. He says: “This is a tragic waste and it has to stop.” Thanks to NAHT, there’s some welcome progress to report. The government has produced its new recruitment and retention strategy, which has been strongly influenced by our policy team. We’re particularly encouraged to see the development of the Early Career Framework. The first few years can often be challenging, so providing early support is essential if we are to avoid good, new people burning out. Delivered well, the programme of mentoring and support the government has

Above: Andy Mellor

Despite the familiar obstructions, inspiration is the norm, not the exception.

announced should help provide the foundations for a long and successful career in teaching. I couldn’t conclude without mentioning the new Ofsted inspection framework. I would urge every school leader to read the draft carefully and respond to the consultation. HMCI Amanda Spielman tells me she has received overwhelmingly positive responses from school leaders, but that isn’t my experience. I would urge you to respond in your numbers as, being an optimist, I believe that the views of school leaders, if in enough numbers, will be heard – see page 26. I’m into my 16th year as a school leader. There have been plenty of ups and downs. I remember how hard it felt at the beginning. I know how hard it is now, and I know that never before has NAHT been more important to school leaders. The friends and colleagues I’ve met along the way have given me the support I needed to be successful. My NAHT membership has helped to deﬁne the kind of leader I’ve become. Our duty as leaders is to create the conditions in our schools and colleges that allow our colleagues and pupils their chance to succeed. We don’t need a government strategy to tell us how to do that. We’re optimists, after all.

CONTENTS

ASSOCIATION AND EDITORIAL ENQUIRIES NAHT and NAHT Edge 1 Heath Square, Boltro Road, Haywards Heath, West Sussex RH16 1BL naht.org.uk nahtedge.org.uk Tel: 0300 30 30 333 Editorial strategy board: David Gilmore (chair), James Bowen, Tim Bowen, Nick Brook, Colm Davis, Guy Dudley, Andy Melllor, Steven George, Magnus Gorham, Steve Iredale, Anne Lyons, Helena Macormac, Julie Nash, Rob Hancock, Judith Stott, Paul Whiteman and Rob Williams. @nahtnews @nahtedge

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LEADERSHIP FOCUS | FEBRUARY 2019

Contents 6

News round-up The latest from across NAHT and NAHT Edge.

10 Adventurous learning Head teacher Jon Le Fevre talks about his campaign and charter commiting schools to not put pressure on children sitting SATS.

14 The secrets of inspiring leadership Head teacher Marijke Miles and her leadership team on helping pupils ﬂourish and achieve.

18 NAHT Aspire A look at what makes a leader inspirational.

20 Learning inspiration Members of NAHT’s Deputy and Assistant Heads Sector Council discuss inspirational leadership.

24 Learners as leaders Place2Be’s Catherine Roche on what it takes to be a good leader and support mental health.

25 NAHT partners Membership beneﬁts from our partners.

26 Ofsted proposals NAHT’s response to Ofsted’s draft new inspection framework and how to have your say.

30 Top ﬁve resources The most popular advice topics from the autumn term.

32 NAHT assured How Strictly Education plans to make a difference in 2019.

34 Leading the way The critical role of school business leaders.

36 Effective leadership Ahead of NAHT’s Inspiring Leadership Conference, three sector leading lights give their opinion on leadership.

38 Demand and supply NAHT is calling for an above-inﬂation pay increase for all teachers and leaders, and action on recruitment and retention.

40 Wales A policy update from Rob Williams.

41 Northern Ireland The latest news from NAHT(NI).

45 NAHT Life The member offer for NAHT Life members.

46 Lessons from Finland What Wales can take from the Finnish system.

49 A legal view Simon Thomas looks at fair investigations.

50 Paul Whiteman A view from our general secretary.

52 Parentkind Why parents play a pivotal role in school improvement.

54 Conferences and courses NAHT’s new and aspiring heads and SEND conferences, plus courses.

58 The ﬁnal word Susan Young on inspirational leadership.

NEWS ROUND-UP

T H E L AT E S T F R O M A C R O S S N A H T A N D N A H T E D G E Get in touch and share your thoughts on this month’s news via publications@naht.org.uk

NAHT’s school funding campaign steps up As we enter the third year of our campaign on school funding, the issue remains as big a priority for NAHT as it was when it kicked off back in January 2017 – yet there is still much more that needs to be done. undreds of NAHT members worked together to send letters to over 250,000 parents setting out the dire situation for school budgets in the north east of England in December. Their action led to a petition to Parliament signed by more than 60,000 people. The same month, 120 members from the midlands and north of England met at NAHT’s SEND Summit in Sutton Coldfield to listen to and support SEND campaigners from across the country. Rob Kelsall, NAHT national secretary, campaigns and organising, said: “The great thing about this summit was that it brought together parents and school leaders who so often find themselves battling on the school gate over the resources available for children with SEND. “The summit provided an opportunity for school leaders and parents to understand each other’s positions and, more importantly, to agree it is not schools that are to blame for the lack of resources, and not NAHT members who want to limit the potential of children most in need of additional support.” Earlier in the autumn term, more than 4,500 school leaders attended one of many campaign events either organised or supported by NAHT. Many took part in a march on Downing Street in September – the first demonstration of its kind for at least a generation – while others attended one of NAHT’s education summits, funding briefings and workplace meetings

that took place across England, Wales and Northern Ireland. “Our members have led the way in highlighting the damaging impact that this crisis in school funding is having upon our children and young people. While it may seem like an arduous campaign, we must remember that had it not been for the efforts of NAHT members working alongside parents, teachers and governors, we would not have seen anything like the additional and reprioritised funding worth over £2 billion for our schools coming from the government,” Kelsall said. He added: “While the extra funding is welcome, it does not go anywhere near addressing the realterm cuts schools have seen slashed from their budgets since 2010. In England, this is the equivalent of an 8% cut in per-pupil funding, in Wales it represents a 5% cut and in Northern Ireland a staggering 10% cut, according to recent analysis by the Institute of Fiscal Studies. “Members have much to be proud of in this campaign but, with the

Below: Broadcaster, coach and campaigner Carrie Grant speaks to delegates at NAHT’s SEND Summit in Sutton Coldﬁeld

comprehensive spending review (CSR) this year, there is much more to do. Government funding fails to keep pace with the cost of running our schools. Even with the additional monies made available by the Treasury for those ‘little extras’, school budgets are at breaking point.” Last month, the Education Policy Institute published research showing a third of all maintained schools were in deﬁcit (see opposite), while London councils have predicted a shortfall in the high-needs budgets for this year of over £75 million even after the additional £350 million of SEN funding is factored into the equation, and maintained nursery schools face a funding cliff-edge in 2020 which, if left unresolved, could see 400 nursery schools at risk of closure. Kelsall said: “School leaders can be rightly proud of the success they have had in this campaign and their work is testament to what can be achieved when we come together as a profession. As we head towards the CSR this year, it will be down to each and every school leader to campaign even harder if we are to secure the funding to provide a truly world-class education service that our children and young people deserve.” See naht.org.uk/makeorbreak to see how you can get involved to help secure sufﬁcient and sustainable funding for all schools. To sign the petition calling for an increase funding for schools, go to petition.parliament.uk/ petitions/232220.

LEADERSHIP FOCUS | FEBRUARY 2019

IF YOU HAVE A NEWS STORY TO SHARE PLEASE CONTACT THE EDITOR Email: nic.paton@headlines.uk.com

HAVE WE GOT YOUR CORRECT DETAILS? Have you recently moved house? Changed your telephone number? Moved to a different school or changed role? As a membership organisation and registered trade union, it’s important that we have your most up-to-date personal details, so we can contact you with important information regarding your membership. NAHT and NAHT life members can update their details online by visiting naht. org.uk/update-details, and NAHT Edge members can let us know of any changes by contacting us on membersupport@ nahtedge.org.uk.

NAHT secures amendments to complaints guidance NAHT worked closely with the Department for Education (DfE) on best practice guidance for maintained schools on developing and managing a school complaints procedure published in January. The guidance covers a range of areas including timelines and managing persistent complaints, and NAHT ensured revisions work well for schools by securing several key alterations to the proposed updates. You can read NAHT’s advice on the new guidance at www.naht.org.uk/advice-and-support/management.

Move faster on issues damaging recruitment and retention, says NAHT president In a speech to primary leaders, NAHT president Andy Mellor called on the government to tackle the workload, accountability and funding issues affecting teacher recruitment and retention. Speaking at NAHT’s Primary Conference in Birmingham in November, he told delegates: “On a good day, teaching is the best job in the world. The trouble is, there are not enough good days. As a result, too few graduates are choosing teaching as a career and too

New analysis reveals ‘stark picture’ of school budgets A report by the Education Policy Institute (EPI) has revealed a sharp rise in the number of maintained schools in deficit. Published in January, the School Revenue Balances in England report found that despite a slight decline between 2011 and 2014, the percentage of maintained schools in deficit increased from 5.8% in 2011 to 10% in 2018, and the number of primaries in deficit fell from 6.1% to 4% between 2011 and 2013, before doubling to 8% by 2018. Responding, NAHT general secretary Paul Whiteman, said: “This report paints a stark picture – one that is all too familiar to school leaders. School leaders know there is a funding crisis in schools because they see the devastating effects of it every day, on the quality of children’s education, on teachers and staff, on school buildings and resources, and on their own mental health as they struggle to balance the books.

many experienced professionals are leaving the profession prematurely. “Our challenge to the government is to be more aware of how accountability, workload and funding pressures combine to form a barrier when it comes to recruitment and retention.”

“EPI reports that the proportion of maintained secondary schools in deficit has more than trebled since 2014, with 30.3% in deficit last year. This reflects NAHT’s own findings. In a recent poll of our members only 8% said that they did not foresee a year where they would have an untenable deficit, and almost two-thirds (65%) said the reductions they had to make have resulted in a negative impact on the performance of their school. “School funding is a public service cash crisis that isn’t going away. It’s a key issue for parents and voters, and until the Treasury announces more money for education, school leaders, governors, parents and others will continue to make their voices heard. Only new money from the Treasury can solve the school funding crisis.”

Improvements to SEN information on performance tables Presentation of performance data relating to special educational needs (SEN) pupils has been improved following NAHT’s contribution to a Department for Education (DfE) group considering performance data. The group discussed ways the presentation of information about schools could be enhanced and, as a result, the ‘ﬁnd and compare schools in England’ pages at gov.uk have been updated to include two changes the group discussed and proposed. It is now clear where schools have an SEN unit or resource provision, and now school- and national-level percentages of pupils receiving SEN support are now included in pupil population information. This is in addition to information on pupils with an SEN statement or an education, health and care (EHC) plan. The DfE will continue to consider the medium- and longer-term changes discussed by the group in 2019.

NEWS ROUND-UP 8

IF YOU HAVE A NEWS STORY TO SHARE PLEASE CONTACT THE EDITOR Email: nic.paton@headlines.uk.com

Advice for NAHT members regarding Aviva policies

Help pupils cut back on sugar ith children now consuming the equivalent of 2,800 excess sugar cubes each year, schools are being encouraged promote healthier habits among their pupils. Figures published in January by Public Health England (PHE) show the average 10-year-old has already consumed at least 18 years’ worth of sugar. Although children’s sugar intakes have declined slightly in recent years, they are still consuming around eight extra sugar cubes each day, the statistics show. PHE’s campaign Change4Life has created some English and Maths teaching resources for primary school staff to help pupils and their families understand how much sugar is in their food and drink. Too much sugar can cause preventable health problems – more than a third (34%) of children are leaving primary school overweight or obese, and severe obesity in 10- to 11-year-olds has now reached an all-time high. More young people than ever before are also developing type 2 diabetes, and every 10 minutes a child in England has a rotten tooth removed in hospital. Developed with teachers, the new English lesson plans introduce pupils to the characters of ‘Sugar Smart World’ through fun, interactive PowerPoints, pupil-led activities, recipe ideas from around the

world and a video. Change4Life maths lesson plans reinforce healthier swaps, while including important problem-solving skills using addition, subtraction, division and multiplication. James Bowen, director of NAHT policy and NAHT Edge, said: “Most schools will already be teaching children about healthy lifestyles and healthy eating. Crosscurricula learning can be helpful to embed messages so it’s a good idea to revisit important topics in other lessons as long as it doesn’t distract from core learning.” The resources are ﬂexible to use and tailored for reception, key stage 1, and upper and lower key stage 2 pupils. They complement recently launched Change4Life dental lesson plans. To get involved with Change4Life, schools and teachers can: • Search ‘Change4Life/schools’ online or visit the school zone at campaignresources.phe.gov.uk/ schools/topics/healthy-eating/overview to access the new resources for schools • Sign up to the school zone to be the ﬁrst to hear about new teaching resources launching later this year to help embed healthier habits in your school • Look out for Sugar Smart World takehome packs sent out to schools from January.

NAHT’s relationship with Aviva came to an end on 31 December following a strategic review by Aviva, meaning new policies can no longer be taken out by members. Members who are existing customers of Aviva will also be affected because Aviva is changing its policies following a review of its product range, and it will not be inviting renewals on existing policies. Aviva will be contacting all customers in advance of their renewal date. NAHT is currently looking for a replacement for Aviva to offer car and home insurance as part of your membership beneﬁts offer.

Seeking outstanding teachers and leaders Give your school and colleagues a chance to win a prestigious national accolade by nominating them for a 2019 Pearson Teaching Award. The awards, the ‘Oscars for teachers’, celebrate excellence in education across the country and culminate in an awards ceremony televised by the BBC in the autumn. There are 13 categories to choose from that recognise teachers, leaders and teams in different sectors and career stages, including lifetime achievement, digital innovator and teacher of the year. Entries must be received by 10 March – see teachingawards/enter.

JON LE FEVRE

Adventurous learning Pilg grims’ Cross Church of Eng gland Aided Primary School in Andover, Hampshire, has approximately 350 pupils. Here head teacher Jon Le Fevre explains the school’s values-based approach to teaching g and learning g.

Above: Jon Le Fevre

uite what the government’s inspectors will conclude when they next visit – which head teacher Jon Lefevre agrees is probably imminent – is moot, however what we can guarantee is, it will be an adventure. Why? Because Jon is a leading light in the ‘Assessment for Children’ campaign and charter, which commits schools to not putting too much pressure on children in Year 6 sitting SATs and is determined to keep to his values-based teaching and learning approach called

Adventurous Learning regardless of the accountability system. The charter and high-quality education focus are arguably a quite public shot across the government’s bows. This is especially true in terms of the profession’s longstanding concerns around the increasingly onerous and data-driven, ‘exam factory’ direction of travel when it comes to accountability and inspection. But, at the same time, it can be seen to be chiming with new chief inspector Amanda Spielman’s more nuanced approach to inspection. While he understandably feels a degree of nervousness, Jon is nevertheless very clear in his own mind that the principle of his stance – and what it says about his leadership approach – is the right, indeed the only, way to be going. “I have a leadership coach and when I have my moments when I think ‘what’s going to happen when Ofsted comes?’, and ‘am I going to be out of a job?, and when I cannot sleep due to the worry, he says to me: ‘The one thing they’ll etch on your gravestone, whatever happens, is “He went with integrity, and it went everywhere him”.’ To me, that is the most important thing. So on my good days I think if I’m judged badly by a different set of values then so be it,” he explains.

Equally importantly, it is an approach that has the strong backing of parents. “The proof is, as they say, in the pudding,” Jon tells Leadership Focus. “In our last Year 6 SATs, to be honest, the children weren’t as confident and competent in their reasoning when it came to maths in the test conditions as we thought they might be. So, if you just look at our test outcomes, they’re not particularly strong. But in the feedback I had from the parents when I shared the results, none came back and said the children should have done better in the tests. The parents realised there was more to their children’s achievements than the test scores. “In fact, the feedback they gave us was ‘thank you for putting the children first’ because they had friends whose Year 6 children were crying going into school, before and during the SATs. We did not narrow our curriculum or booster the children or hold any revision classes. We put no pressure on the children whatsoever. I sent a flyer home the weekend beforehand making it very clear that we knew they were much more than the score, they needed to have a relaxing weekend, and we did not want any revision or practising. It is what I told my own children; one went through it two years ago and one is going through it now. If it is what I say to my two, then morally, it is what I

LEADERSHIP FOCUS | FEBRUARY 2019

should say to the children and their parents who attend the school that I lead, even though I’m judged by the test outcomes,” he says. Jon, like many head teachers, baulks at the suggestion his approach and leadership might be deemed ‘inspirational’ but his ethos of Adventurous Learning (see panel) is certainly catching the eye of many in the profession. “Basically, Adventurous Learning is a teaching and learning approach based on educational research and best practice, but it also builds on great early years/infant practice. The essence of it is that we want learning to be adventurous; we want children to go on a learning adventure. Whenever I present about Adventurous Learning, one of the first things I always do is to ask people to talk about or think about words that describe adventure. And they come up with ‘risky’, ‘fun’, ‘exciting’, ‘challenging’, ‘scary’ sometimes. And, that is what I believe good learning should look like,” Jon explains. “There are some people who have similar ’learning-journey’ type thinking, of course. What I’ve tried to do is to make it very simple. I’ve distilled it into five elements, two of which – ‘interesting learning destination’ and ‘flexible map’ – are combined to create a curriculum of learning adventures. “Very simply, an interesting learning destination is an interesting outcome for the children to achieve; something they really want to do or an outcome the children own that is decided at the start of the learning. For example, it might be that they’ve decided how they’re going to celebrate their learning, with the parents at the end of the learning adventure. That helps them to understand what they are learning, why they are learning it and how they are going to celebrate it. “In practical teaching terms, there is a large learning destination at the end of each learning adventure, as described above and also minilearning destinations every couple of weeks for both English and maths,

WHAT IS ‘ADVENTUROUS LEARNING’?

On his website adventurouslearningandleadership.blog, Jon Le Fevre outlines his thinking around the idea of adventurous learning and the use of learning adventures for children. Jon argues that a learning adventure is, very simply, “a series of meaningful, linked and interesting lessons that are planned (ﬂexibly) to enable the children to learn new skills, consolidate existing learning, all heading for a shared meaningful learning destination”. These adventures “are created through discussion with the children, rigorous assessment of prior knowledge and a lot of creative thinking on the part of the teacher (their guide)”, he adds. The pedagogy underpinning this is that learning should be adventurous and fun, and that: • Children need to be fully involved in their learning • Learning can take place anywhere • Children need great guides to learn • Children need to learn new things • Children learn in different ways • Learning is a personal process • Mistakes are essential for learning • Children need instant and accurate feedback to help them learn • Children will learn best when happy and emotionally safe. At a practical level, each learning adventure needs to consist of: • AN INTERESTING LEARNING DESTINATION. This, he argues, is “a challenging learning outcome that the children will want to achieve, which is relevant, interesting and also the next step in their development”. These destinations should be shared across the school, including with parents. • A FLEXIBLE MAP. This is a planned map of the possible route(s) the children will take to reach the destination. As Jon puts it: “This map will contain a variety of different stages (lessons) depending on what is being learnt at that time in the adventure. There is always ﬂexibility in the map to incorporate the children’s interest, misconceptions or assessment of their progress towards the destination. The routes on the map will be changed (and even personalised) in order to ensure all children will reach the destination.”

• GREAT GUIDES. Returning to the idea of the teacher as a guide, the idea here is that great guides should use an extensive range of techniques to guide children to reach the destination. This should include: “instructing, questioning, feeding back, modelling, challenging and giving appropriate support”, Jon suggests. “Guides may also give some children extra guidance if they are struggling with the adventure or struggling with basic skills needed to reach the destination,” he adds. • LEARNING ADVENTURE SKILLS. These are the skills the children will develop and use during their learning adventures. These are likely to include resilience, teamwork, communication and problem-solving. • AN ‘UP-FOR-IT’ ATTITUDE. This is about fostering a positive attitude that ensures all children fully participate, take risks and talk about their learning adventures, Jon argues. “This is developed by the guides during the learning adventures by creating a safe emotional and physical environment, built on trust, mutual respect and understanding the children’s emotional development. Guides may give individual guidance to some children if they have any difﬁculties developing an ‘up-for-it’ attitude,” he adds.

JON LE FEVRE

THE VIEW FROM MIDDLE LEADERSHIP “IT HAS DEFINITELY CHANGED THE ATMOSPHERE AND APPROACH WITHIN THE SCHOOL” Richard Osmond is deputy head teacher at Pilgrims’ Cross “Jon’s approach is refreshing in the sense that, after being in the profession for 20 years, it was something that resonated with me in terms of how I wanted and believed children should learn. “I guess there were other members of staff who were probably more used to working the other way round, if you like, and that sort of formulaic ‘safe’ teaching. Those who felt they couldn’t go with it moved on and worked in a school that best ﬁts their way of teaching, as the

profession is. Those who have stayed have really, really embraced it and some who left us have gone on to promotions or moved areas and have taken elements of the pedagogy with them! We also had young teachers who were new to the profession, and this kind of thinking with its research-based foundations was, for many of them, quite eye-opening. They took it on virtually straight away. “The adventurous style of learning means we’ve got children who are able to articulate and talk purposefully about why they are learning these skills because later on they’re going to do X, Y or Z. Or the hook activity is often a real driver; the children are getting really immersed in it. They understand why skills are

which are linked to the large learning adventure. For example, in Year 6, during the learning adventure called ‘Another brick in the wall’ which is based around the Berlin Wall, one of the children’s learning destinations for English might be to write a page of a spy’s diary. All of these pages are then brought together to create a diary of a spy from the West, which is shared with Year 4 children who are really into spy books. These learning destinations enable the children to know what they are aiming for, which is something they want to do and gives them a purpose for their learning, especially all the stuff that is a bit tricky or hard. “The ﬂexible map talks about how learning should be ﬂexible, and children should be able to go on

being learnt, because there is this great destination that they’re heading towards. It has been really good in the sense of children talking about their learning and working together, working collaboratively, and that heightened purpose about what they’re learning and why. “In terms of the difference it has made to my role, while data and results are still of course part and parcel of what we do, it has deﬁnitely changed the atmosphere and approach within the school. There is much more of a sense of the enjoyment of planning and creating this sort of teaching and lessons, that freedom. I think teachers are now actually enjoying the process of planning and also then seeing the results of that when children are

theiir differentt routtes if necessary. They need to be led sometimes by their teacher and told – straight-line lessons. There are times when they need to repeat stuff – consolidation lessons. In addition, there are also times when they have some choice – go-and-explore lessons – but we know where we are headed. “So for Year 6 maths, for example, the maths mini learning adventure was looking at different walls across the world, and the outcome was to build a scale model of the Berlin Wall using the maths skills they had learned along the way. There has been a variety of different lessons during this mini adventure to enable them to learn these different skills. However, every piece of mathematical learning is linked to the learning adventure; the children are immersed in it (including working in a learning adventurethemed classroom) and at times travel their own route towards the learning destination,” Jon explains. The other three areas are, ﬁrst, ‘Being a great guide’, which is about embedding a speciﬁc teaching, learning and feedback model for staff, with the teacher very much as a guide for the children. Then ‘Learning adventure skills’, which articulates the skills the children need for life, such as resilience (all of which are shared using original characters and stories designed by Jon and his brother) and the last area is ‘Up for it attitude’ to encourage

d partticiipattion engagementt and in the classroom and focus the children’s emotional development. “When I took over at Pilgrims’ Cross, I talked with the leaders, the staff, my deputy and the governors here about Adventurous Learning. We talked about our individual value systems, and the values and vision we wanted for the school. And it seemed Adventurous Learning would help achieve that vision, it was simply a very good ﬁt! We decided due to our shared values, that the school development should be based on Simon Sinek’s golden circle thinking. This type of thinking puts the vision and the values at the heart of what you do. You then decide on the pedagogy that you feel is right

LEADERSHIP FOCUS | FEBRUARY 2019

enthused and passionate about learning. “Any leaders working behind or with the head teacher also have to be incredibly strong in their commitment and have to back the head 100%. Any doubts you have over their approach, you need to talk it through very honestly together. There is a lot of that; Jon and I have a lot of thrashing things around in honest discussion; and there is no holding back in terms of what we feel and think. And that helps because then everything is really solid when we branch things out to staff. Within your leadership team you need people who are going to really back the head up, but who are also prepared to be very honest about their thoughts and professional opinion.”

for your ch hildren, and d then the outcomes will come – instead of just looking at data and reacting. We’ve been able to take that Adventurous Learning across the whole primary phase and it is now embedded throughout the school. And it has been very, very effective. We’ve got good outcomes; we measure most of them by teacher assessment, as we feel this is the most accurate evaluation of achievement,” he explains. To enable the staff to focus on and deliver Adventurous Learning, Jon explains. “We try to cut back all the stuff I feel is completely pointless. For example, our marking policy is based on our feedback model; we have only got in-class feedback. And we are seeing these children wanting to learn and learning a lot. “I think in this job, as a teacher, if you believe in what you’re doing, and you believe it is making a difference, then that is half the battle. Teaching is a tough job. We talk about having a focus on making sure the e children come ﬁrst. Unfortunately, I’m aware from having been a head teacher for more than 12 years, that that’ss not always the case. However, we are determined to make it that way here at Pilgrims’ Cross,” Jon argues. This brings us back to Assessment for Children, which puts children

ﬁrstt. It is, off course, too earlly to say where the campaign will go, what momentum or traction it will generate or even whether it will make any difference. But Jon is adamant that, for him, what’s important is to be true to his belief in what is right as a teaching professional, and that is to ensure all of our children have the very best education from the day they enter the school to the day they leave, regardless of the accountability system. “I do my job because I want the very best. Our strapline is that we want to be a transformational school – and we deﬁne that when children in all areas of development achieve better than anyone could have expected. It does matter to me e whether we’re ‘good’ because, to be honest, I don’t think I’d be able to carry on doing what I believe in. But I don’t care whether or not we’re ‘outstanding’; this is not an aim of mine. We aim for all of our children to achieve the vision by the time they leave the school and we y tra ansform their lives. in some way Returning to the imminentt inspection, he says: “and I sit with the pressure of how we’rre going to be judged; and we’re expecting the call at some point soon. We sit with that. All I want my teachers to do is the very best for the children and teach in an adventurous manner,” he says.

In summary ...

ause e of the “I do what I do beca children, and I do what we thin nk is right while making sure we’re on the cutting edge of educ cational practice. That’s whatt’s im mportant to me, and that’s it,” Jon n em mphasisses.

CREATING INCENTIVES FOR SCHOOLS TO WORK TOGETHER IN THE INTERESTS OF ALL PUPILS WITHIN LOCAL COMMUNITIES The recommendations from NAHT’s Improving School Accountability report (naht.org.uk/improvingaccountability) make clear that high-stakes accountability and the marketisation of the education system have driven unhealthy levels of competition between schools, have incentivised the wrong leadership behaviours and have too often blocked, rather than supported, improvement. So NAHT supports initiatives, like this one spearheaded by Jon Le Fevre, where school leaders come together to determine shared values and commitments to the communities they serve. School leaders do not require permission from the DfE or government to shape a new vision where the profession takes responsibility for one another and ownership over educational standards. Doing so requires a signiﬁcant cultural and behavioural shift. But if we do not step forward, who will?

MARIJKE MILES

Your inspiring leadership has ensured that leaders, governors and staff share in your vision for all your pupils to lead active, productive lives as full members of the broader community. You are ambitious for your pupils and determined to provide the opportunities they need to succeed. As a result, pupils ﬂourish and achieve well.”

So said Ofsted in November in its report into Baycroft School, a ‘good’ special needs secondary school located in Stubbington, Hampshire, with around 180 pupils and 70 staff, and led by head teacher and NAHT member Marijke Miles. What, then, is the secret?

Sharing an inspirational VISION

LEADERSHIP FOCUS | FEBRUARY 2019

n an attempt to ﬁnd out the school’s secret, Leadership Focus met with Marijke and members of her leadership team in November. With her 12-year-old therapy dog Barney, a boxer, padding along beside her, Marijke makes a strong impression right from the off. What comes through is her energy, openness and trust. This is evident in how she answers my questions, how she leaves the room to allow her team free rein to talk to me – they all refer to her simply as ‘Meeks’ – and her deep commitment to her school, ‘her’ children and the community she serves. “I had been head teacher of an SEMH (social, emotional and mental health) school for just over 10 years,” she says of her background before coming to Baycroft in September 2016. “I felt I had taken that school as far as I could and it needed new eyes and new vision to move on. I wasn’t quite sure what I was going to do with myself; I’ve got two young children and I wanted to spend more time at home. I was also doing quite a lot of other things; I do about 30 days a year for NAHT and I was doing a lot of work for the University of Winchester. “So I resigned without a job to go to, although well in advance – in January to leave in the summer. My predecessor here at Baycroft was planning a phased retirement. She

wanted to go part time and come out with a head of school dovetailing in, which I was able to do – initially just a couple of days a week. “She had decided to retire in the April after I arrived but, for one reason or another, it all accelerated, and so I never got the time with the children I was hoping for. Nevertheless, I did ask the governors for a period of acting headship rather than rushing things to make a new appointment because I felt they really needed to think about what the school needed, rather than replace like with like.” How, then, would Marijke describe her leadership style, approach and ethos as a head teacher? “For me, as a head, you are a guardian of dreams, your community’s dreams; that is a really potent philosophy for me. I think as a head you are there to deliver the vision of the community. “At the end of the day, all I am is the most skilful strategist in the school. My role is to listen continually, to hear what everybody wants for the school, to crystallise that into strategic plans, to play it back to them as an articulated vision, and then deliver it. And help them to deliver it,” she adds. That approach has, clearly, resonated with the Ofsted inspectors. But what does it mean at a practical level; what does it mean for her team and staff experience

day-to-day, in terms of how she manages and leads the school? “When I ﬁrst arrived, I just listened and listened and listened and listened, and tried to say as little as I could, and spoke to everybody I could,” Marijke explains. “We did make quite a few changes but it was entirely responsive to what people wanted. The question I kept asking was ‘what do you want our leaders to look like, what do you want?’ The fact I was coming in from out of sector was good because the aspirations, the world view, the thinking about the onward journey, was distinctly different. Therefore I had to listen, because I did not know; and it was not for me to know. “We did a lot of sessions with governors, staff, parents, all sorts of people. We called it looking at the anatomy of the Baycroft leaver. We drew it, we talked about it, we mindmapped it. We said ‘what is it they’re going out with that they don’t come in with; what do they need?’.

MARIJKE MILES 16

And then we articulated that into a vision. And then we distilled that into an actual strategy and the concrete things that needed to happen. “For example, we did a gap analysis, all during staff INSET time over several sessions. It was, ‘right, you said you want our children to be like this when they leave – how close are we to that now? What needs to change in order to get that?’. And that is what our Baycroft 2020 strategy is, it is just the gap analysis between where we are and where we want to be by, of course, 2020. “The hilarious thing is we’ve pretty much ﬁnished 2020 already; we’ve moved so fast and achieved so much. We’re just working on the 2022 one now, which my governors have tasked me to deliver by next summer, as in the plan, the strategy,” she adds.

In many respects, her leadership is less about the ‘I’ word – inspirational – and more about the ‘A’ word – aspirational – pushing, encouraging and channelling aspiration. This is even to the extent of personally teaching Japanese to the children, including dressing up as ‘sensei Miles’. “If you read the metrics, I could see people simply needed to be reminded how good they were and what they could dare to dream; and then I needed to push those aspirations as high as I could. For me, it has always been about aspirations – of everybody, for everybody,” Marijke explains. “The other thing is we looked, quite courageously I suppose, at the curriculum and said, ‘what are the qualities we want the children to have?’. So we have formed the curriculum into faculties and the faculties develop those qualities in the children. One of the lifelong qualities we identiﬁed that we wanted in our Baycroft leavers was creativity – so, the performing arts and all that encompasses. We also want curiosity, so STEM for example, and problem-solving and links with local industry. We want independence, so literacy, humanities and enterprise, to interpret, explore and exploit the world around them. And the ﬁnal quality is a bit clunky but is basically well-being and the ability to self-regulate. So, RE, PDP (personal development and philosophy) and PE; things that

For me, as a head, you are a guardian of dreams, your community’s dreams; that is a really potent philosophy for me. I think as a head you are there to deliver the vision of the community.

keep the children healthy in mind, body and spirit. “Ofsted really liked the fact that we’ve started to think like that, that we’ve pooled resources and people and launched this vision. I think the essence of it is just being a mirror. A person can’t inspire another person; true inspiration comes from within, from inside yourself. And you just have to hold up the mirror and show them their dream. That is the best way I can describe it,” she says. Another strong commitment that comes through is an investment – both of time and money – in coaching, training and development, not least through encouraging her middle and senior leaders to join NAHT or NAHT Edge as well as to attend regular courses. “We talk the language of leadership at every level. There are a lot of TAs and unqualiﬁed teachers and staff of all different grades who I am not afraid to use the ‘L’ word with. Because they are leaders in their own right. For me, a leader is someone who inﬂuences a journey and helps the community get to where it wants to be, and that can be at any level,” Marijke says. Beyond the (however complimentary) snapshot of a short inspection Ofsted report, how then does she feel this approach, this ethos, has changed the school? Without hesitation she says: “It’s a braver school.” That word will come up again later. But what, I ask, does Marijke mean by this? “We did workshops for every single member of staff on this to liberate them,” she explains. “We started with looking at safeguarding, that being the biggest moral imperative. But the actual message we were giving was, ‘you are professionals, you are compassionate, good, decent people’. And when you decide

LEADERSHIP FOCUS | FEBRUARY 2019

THE MIDDLE LEADER VIEW something is right, it is probably right, and you should do it, not think about ‘why I wouldn’t’, ‘what are the constraints?’ or ‘what might happen?’. “It was in the context of safeguarding but, really, my hope was that it would inﬂuence curriculum planning, teaching, interaction with others, and so on. It is a process of establishing what is right, embedding common agreement on this, and then doing it fearlessly. “But just because it will be the right thing to do, you also have to recognise it is not always without consequence. I have said to leaders, ‘you will make mistakes’, but I will back you totally as professionals. Because, if I’ve chosen to delegate to this degree, I carry the responsibility; it is my mistake to let you make a mistake. “I also used an emotional intelligence coach for a whole year with both of my teams, and she is excellent. They worked in mixed teams, and so I got a senior leadership and a middle leadership layer and they worked with her regularly on developing their emotional intelligence,” says Marijke. Finally, Marijke sums up: “There was a good piece of advice I was given really early in my career, which was ‘when you don’t know what to do, look at your values, look at the school’s aims, and choose the route that takes you closest to that’. It is so simple when you think about it. But it is right. “As long as those values and aims are agreed, they are what people want and they are right and proper for the children, then you’re not going to go far wrong.”

Anyone can talk a good talk, of course. But what do other team members say about Marijke’s leadership style and approach? In an echo of Marijke herself, assistant head Rob Mitchell immediately returns to the term “brave”. “If I were to sum up what Marijke has brought to Baycroft in the relatively short time she has been here, I would say it’s a brave leadership. She has stripped everything back and immediately put both the student and the staff at the forefront. And she said: ‘what kind of Baycroft is it that we want to build here?’. And what do our core values need to be as a result? What do our students need to leave looking like? What does the future look like for these students?’,” he says. “In that respect, she is building something that takes quite a significant amount of vision. She’s taking a really forward-thinking vision to what the teacher/student paradigm needs to look like. For example, one of things Meeks often says is ‘OK, what does the old people’s home of our students look like? What are the skills they will be developing as they go through their life?’. She’s instilled in us a bravery to ask these kinds of questions.” “She is the most inspirational person ever,” agrees Hanneke Van der Merwe, head of personal development and philosophy. “She wouldn’t ask you to do anything that she is not willing to do herself. Which actually makes it rather difficult, because she is so ‘out there’ that you sometimes think ‘oh my word, it’s tough!’. “She has her finger on all of the pulses. She knows exactly what is going on; what is in the curriculum; which person is doing what, where, when and how. And she stretches you as well. For example, when we

had the Ofsted inspection, I was ‘elected’ to be one of the culprits that Ofsted looked at. But she trusts you, she thinks you’re good enough.” “I often found under the previous administration – and this is not being critical at all – a lot of the time we would have meetings and discussions professionally with our colleagues,” outlines faculty leader James Reynolds. “But the way that would drive or change the landscape of the school would be fairly limited. Often it would only be one or two leaders who would consider a point or idea, and it might eventually be rolled out or not. “Now there are layers and platforms where everyone’s voice, everyone’s strategies or visions, can be heard at some level. Everyone at any layer has someone they can speak to or discuss matters with professionally without worrying about having to go straight to the top, to the head or senior leadership,” he adds. “There is also the training that is being provided, the courses, and not just in our roles, but thinking about the future as well, which has been really positive,” says faculty leader Julia Povey. “You know that will have an impact on school time, if you have to go out for a day on a course, in terms of cover. But she is happy to support that, which is good, and which you don’t always get in schools. “Anything I have gone off and studied or learnt about, she wants me to bring back into the school for the rest of the school. The ball never stops, it is constantly ‘where to go next’, but not at an overwhelming pace,” she adds. “One thing that I’ve really grown to appreciate over the last couple of years is the level of autonomy, whereby you feel able to make decisions that perhaps under other leaders you wouldn’t have been able to make independently,” says assistant head teacher Matthew Hanlon. “I was new into the assistant headship role when Meeks started here, so we have both been kind of growing into that. There are a certain amount of natural checks and measures in that I know the decisions I need to check; I know the decisions I can’t make myself. But I feel trusted to make some decisions completely autonomously,” he adds.

NAHT ASPIRE

Defining inspirational leadership ow do you define inspirational leadership? At one end of the scale education has mirrored society with a performance-driven culture that demands immediate results and the subsequent celebration of gains, often seeing the leader lauded as inspirational as they transform ‘their’ school. But how often is this individual style sustainable? Is this inspirational leadership? I would hope that 100% of people reading this would disagree. I would define inspirational leadership as the complete opposite. Instead of taking the plaudits for instant gains through their own personal leadership, the inspirational leader differs in that they have the courage to build an environment for everyone to succeed. At the centre of this is the creation of a culture of collaboration, shared decision making and clear values and beliefs. The inspirational leader sees the route to success as a collective and not an individual objective, with a key part being distributed leadership. But with research and evidence being the current vogue for everything in education, what supports this? In their book, School Leadership and Education System Reform, Earley and Greany cite Hartley (2010:279), suggesting that “distributed leadership is little more than emancipatory rhetoric”. If it is to be employed, it needs to be more than the tokenism often reported by teachers in their schools. Our experience from our annual NAHT Aspire partner schools survey shows otherwise. In four consecutive years, 100% of respondents have agreed or

strongly agreed that the leadership strand and distributed leadership are having a big impact on the leadership of the school. “We have clarity, direction and a firm knowledge in our own skills and expertise to do this – something we feel we had lost. Staff at all levels have been empowered to work more effectively and efficiently together and have been reminded of all that they are offering to school life and learning. The impact on consistency in approach and expectations has been transformational!” “The SLT is building skills rapidly through the ‘thought pieces’ and elements bespoke to their own experience and career stage. Distributive leadership and the accountability that comes with it are developing at a good pace.” These comments demonstrate a clear vision being passed from the head teachers and their strong commitment to enabling the whole school team to develop their own roles and practice. Middle leaders are recognised as an essential part of the leadership team. The creation of achievement teams encourages discussion at all levels with teachers and teaching assistants become an integral part of the planning and development process: “Distributed leadership has become a key strength in our school; relatively young and inexperienced core subject leaders have developed in their confidence to lead whole school initiatives.” “It has provided CPD for middle leaders to feel empowered and lead across the school and academy.”

“Achievement teams have enabled all staff to have a voice and understand issues in school.” “The introduction of achievement team meetings has enabled us to focus on vulnerable groups/children. All teaching and support staff attend so we feel valued and have a wide range of expertise to share.”

SO WHAT MAKES AN INSPIRATIONAL LEADER?

“We are a happy and highly motivated leadership team that is borne out of us understanding our roles and the impact that each of us has on both the school and each other. We have a strong head who is not too controlling but who has a clear idea of where we need to get to, so she gives us free rein to try new things, as long as there is a clear reason behind this.” I suggest that sums it up perfectly.

To ﬁnd out more about NAHT Aspire and how it has helped transform schools please visit nahtaspire.co.uk. Jerry Baker is managing director of EdisonLearning. NAHT Aspire has been developed between NAHT and EdisonLearning as a collaborative partnership to build capacity and bring about long-term sustainable improvement within participating schools.

INSPIRING LEADERSHIP

Learning inspiration

What are the qualities that make someone inspirational to those working with them? Are they innate or can they be learned or taught? And how does having a head teacher who can inspire and motivate those around them make life easier or harder for deputy and assistant heads? These were just some of questions at the heart of a panel discussion held in Birmingham with members of NAHT’s Deputy and Assistant Heads (DAH) Sector Council in November. WHAT IS ‘INSPIRATIONAL’ LEADERSHIP?

round the table were: Claire Evans, deputy head of Anderton Park Primary in Sparkhill, Birmingham; Adam Robbins, deputy head of Roding Primary School in Barking and Dagenham, North London; Bev Sheppard, deputy head of The Deans Primary School in Salford, Manchester; and Ross Ashcroft, assistant principal at Severndale Specialist Academy in Shrewsbury, Shropshire. Although mostly taking a back seat to the discussion, the panel was also joined by NAHT senior policy adviser Ian Hartwright. Given that it can be a term used a lot within schools – and within leadership teams – what, ﬁrst, did our panellists feel was even meant by ‘inspirational’ leadership? Is an inspiring leader someone who is, say, a brilliant maverick, someone prepared to ‘stick it to them’ (most probably Ofsted or the government)? Is it someone who manages to achieve great progress or outcomes for their school, come what may? Or perhaps a bit of all of the above? “I think inspirational leadership, whoever a leadership team is, is when you get that buy-in from your parents, your pupils, your staff. When the vision you and your team has set in place is happening, whether you are physically there or not to activate it,” said Bev. “And, yes, I think it is a mixture – it is about seeing the child holistically so, yes, you want them to achieve to their best potential. But you also want them to be happy and well-rounded, and good citizens.”

“The word ‘leadership’ is bandied around a lot, especially within schools,” agreed Ross. “And I think there is an old-fashioned image of a person standing in front of a crowd of people and leading them in a certain direction. But I think society has moved on and it is a lot more now about simply doing things in a positive way. “It’s not just about churning out results, although, unfortunately, that is a big part of it. It is about bringing everyone on board with you. It is about getting people involved, about people working to the same goal, the same journey, to make things work as a collective,” he added. Is it becoming more difﬁcult to lead inspirationally, or even just effectively, in the current climate? Were the accountability and ﬁnancial pressures all schools and leadership teams face making it harder to carve out and sustain an identity as a leader within a school these days? Claire pointed to Ofsted’s announcement in October that there should no longer be such a trenchant focus on exam results and grades. “I think that is the right decision; Ofsted should be focusing less on outcomes and more on the curriculum. As long as that happens then I think, as leaders, we will probably be able to do our job a little bit easier. “The leaders in a school are the teachers. We’re all teachers; the head teacher was a teacher, the deputy head teachers are still teachers, so they should be the best people to lead. Being part of the leadership team

is about showing best teaching, being the visionary; people should aspire to being teachers like you. “The leadership team is not there just to crunch numbers and look at data – it is part of it, but it is also about inspiring teachers to be able to teach brilliantly. And by teaching brilliantly, you’ll get the best outcomes for the children,” she added. But how, at a practical level, do we achieve this? What is it that on a day-to-day level makes someone, ‘inspiring’ as a leader, whether as a head or deputy or assistant head or, indeed, in some other role? “It is about modelling behaviour while you are teaching. It’s that modelling of how you act on a day-to-day basis at all times,” said Bev. “That you are always calm, nothing throws you. And it is also that, when you’re delivering any kind of CPD to staff, you actually know what you’re talking about, and you have proof of that. They see ‘actually it has worked and I believe you that it worked’.” “That is a really important part of being a deputy head,” agreed Claire. “Because the head teacher probably doesn’t teach, it is the deputies and assistant heads who have that teaching element, although they won’t of course be teaching as much as the frontline teachers. Nevertheless, deputy and assistant heads have that opportunity to show they know what they’re talking about.” “If you still teach, you’ve got that bit of credibility; people can see it; you walk the

LEADERSHIP FOCUS | FEBRUARY 2019

walk and you talk the talk,” echoed Adam. “It’s about having that credibility based on what you’ve done. You should already have got the answers.” “And because of that, because of your role in leadership, you then have the ability to make the change. Because if you can see – because you’re teaching it – that something does not work, you can then say ‘no, we need to look at this’ and you can move on with that,” added Claire. Our panel was then asked to think of a leader – perhaps but not necessarily a head teacher – they had worked for in the past who they found inspirational. What was it about them and how they led that had brought them to mind? “For me, psychological safety is a big thing; to feel secure in your job and to know where your boundaries are,” said Ross. “So that, if people want to engage in a conversation about, say, teaching and learning, it doesn’t feel like it is going to be judgmental or will affect their job or workload. Otherwise people will probably refrain from doing that; they step back or recoil. If they feel there is a bit of safety around this – that this is an open dialogue about improvement – then I think you get that psychological safety, and people are more willing to engage in the processes. “For example, you try to do a wholeschool change. There are always going to be people who are unhappy about it, and part of our role is in managing that change. But if people know we’re doing it in their

He would do whatever he could do because that would help the children. ADAM ROBBINS

best interests, that is the key thing. Your staff need to trust you,” he added. “If I was thinking about an inspiring leader, the one who would come to mind, regardless of data or pressures or funding, was one head for whom every decision he made was based on a single question: ‘what is best for the children in my school?’,” said Adam. “Quite often they would be decisions that suited the children but not necessarily staff, but because he was so genuine and so clearly wanted the best for his children that somehow it did not matter. It was all the time, ‘are we genuinely doing this in the best interests of the children?’.

“For example, our residential used to be completely funded by the school – he would pay so no one missed out – the amount of money the school paid for it, to make sure all those children who could go, could go! You’d hear him say all the time ‘is that the best for them, can we do anything else?’ and he’d keep coming back to that, even if it made our lives and jobs more difﬁcult in the short term. “It was the same with the parents – he would really, really do whatever he could for them, even parents who came in and complained about him or took pot-shots at him; he would still do whatever he could because that would help the children. For me, you could not really argue with that. I thought ‘that’s how I want to operate, I want to make sure that everything I’m doing is for the children’. Some people found it frustrating, as sometimes details they felt were important could get overlooked, but for me it was a good guiding principle,” he added. ‘Inspirational’ leadership can mean and be quite different things at different times, highlighted Claire, citing how a very different style of leadership was required when her school was in special measures, compared to how it is now. “There was a formula the head teacher worked to, one she had used in about 10 different schools to get them out of special measures. And in that process there was no scope to go ‘I’ve had an

INSPIRING LEADERSHIP

It is about bringing everyone on board with you. ROSS ASHCROFT

idea, this is what I think’ because it did not ﬁt with the formula; it did not ﬁt with her plan. So there were constraints, but I also learnt a lot about what worked in a school and how to turn a school around quickly. “She then left – she was the sort of leader who turned a school around and then went – and we had our current head teacher come in. She is amazing, but it is very different. She has got that vision of children at the centre – as we’ve already highlighted. But she also has a very strong sense of social justice. For example, we have many families who can’t afford to buy food. There is no funding available, but we pay to help them ourselves out of the pupil premium. She does the food shop for them every week, and physically takes it to their houses. That, of course, is not on her job description but she feels that moral sense of purpose that, unless she takes food around to their houses, nobody else is going to do it. “I’m not saying that all leaders are going to do that or would be expected to do that. But I think you have got to feel a sense of justice for all the children in your school and want to do the very best for them, in whatever way you can. And that it is not just about outcomes,” she added. “You hear of a lot of heads who have got that tick-list mentality,” agreed Adam. “Because the criteria is that you tick the Ofsted boxes. You can also get these ego ‘super heads’ who think they can go in and turn all schools round. I think this can breed the wrong sort of leader who thinks ‘we do this and tick this box, and we do that and tick that box’, and who thinks that

sort of approach is somehow inspirational. I think the children can get lost in that and just become a number.” “The system is designed towards maybe the wrong type of leader,” said Ross. “I think short-term goals can often be the benchmark of ‘success’ in the system. But short-term goals are often not sustainable. The system doesn’t reward the people who are in it for the long haul; it seems to reward those who come into what is seen as a failing school, turn it round in a year or two, and then leave. So I think we’ve got to be really careful when we’re talking about ‘inspirational leadership’.” “It’s about being supportive isn’t it; the leaders I ﬁnd inspirational are the ones who are supportive,” emphasised Bev. “It is not somebody who goes, ‘this is what we’re doing, sort it out yourself’, which is what I view Ofsted as. Ofsted will come along and say, ‘this is wrong, you need to do something about it’. Whereas the leaders who are in it for the long haul are the ones who say, ‘well this is how we can do it; I will help you if you are struggling’. “Someone who is inspirational is somebody you would feel able to go to and say ‘I’m struggling with this and I don’t know how to do it’. And they would get help, whether it is a parent who has come in and is struggling or whoever. It would be someone who says, ‘right don’t worry about this, we’ll sit down and be non-judgmental because we can’t be experts at everything and everybody. I will get you that support, whether that’s through what I do or through signposting to someone else,” she added.

You don’t have to have all of the answers all of the time. CLAIRE EVANS

Leadership, of course, should not just be all in one direction. Middle leaders as well as head teachers have an important role in terms of empowering and bringing out the leadership potential in team members at all levels. As Claire emphasised: “It is about being supportive and asking, ‘what do you think?’, ‘I don’t know the answer to that one, what do you think?’. You don’t have to have all the answers all of the time. In fact, I think it is important not to have them, because you need other people to be coming up with the decisions because they are more likely to do it if they’ve come up with an idea themselves. “It is important to value everybody. For example, the lunchtime supervisors who work an hour and a quarter a day, they are a valuable part of the school and they need to feel valued. I think it is up to the leadership team to make them know how important they are. Even though they are probably one of the lowest-paid members of staff, they are really, really integral to the whole working of the school,” she said. “Many teachers do not train as managers or leaders; they train to teach. So they have to learn leadership on the job,” highlighted Ross. “You hear the word coaching used a lot in education, and I think it is a really important skill. I think it can be done badly but, if done right, it is a really important skill to develop leaders of the future. “For example, in my school, when moving teachers into a TLR role we make sure there is a lot of work to get them ready to apply for it. They’re learning before they even get a chance to get there. Talking to a whole group of staff – and we have 300 staff – and trying to make a whole-school change is quite a daunting thing to do if you’re only in your second or third year of teaching.” Inspirational, or even just good, leadership has the potential to be gamechanging in ways beyond just empowering and enabling staff members and teams to do their job more effectively, our panel argued. The fact many schools have such a pivotal position within their communities means an inspirational head teacher can be a leader and shaper of place, of community, and of aspiration. As Ross argued: “Children are going to have a massive impact on an area’s economic security in the future; they’re going to be the next architects, lawyers, MPs, all the rest of it. We live in a world where we don’t have parents who stick around; we’ve got social workers who don’t always stick around. Having someone in that community who says ‘you know what, I’m here for this community and for the

LEADERSHIP FOCUS | FEBRUARY 2019

children in this community, for the families’ can have a massive impact on the future of that community.” Instilling leadership skills within the children can be another powerful element within this, argued Bev. “You’d have to show them how to go about things. You’d be asking them questions and trying to get them to answer those questions and to get them saying ‘these are the possible solutions’. It’s about giving them that experience. “So you get them on the school council or to become green ambassadors or whatever it is that your school is doing. Within lessons and group work you have a leader of the group who has to present back. It is giving them that sort of thing, that experience, but also the knowledge of why they need to have those skills and the world around them.” However, Claire emphasised an important caveat. “Just by modelling being a nice person and being a leader, you’re modelling good practice all the time. But it is important to remember that the world is not full of leaders; we don’t need everybody to be leaders. “It is important that ‘success’ does not just mean being a good leader. We need every person, everybody, to do all different roles, not just leadership. If we just sell that leadership is the only answer, we’re then saying that if you’re ‘just’ a teacher for 25 years, then you haven’t ‘made it’. When actually that teacher could be an absolutely brilliant teacher who just didn’t want to go into leadership, which is fair enough.” “When you tell someone you’re a deputy or assistant head teacher everybody always asks ‘oh, when are you going to be a head?’, as though this isn’t good enough,” agreed Bev. “I’ll take that one step further. I know I keep harping on about it, but our children are the greatest resource in the school,” emphasised Adam. “That’s is what makes a school great. And I think there are a lot of children who don’t think that; if they get into trouble or whatever. I think it’s our role to make them – as well as every member of staff – feel good about themselves.” With the discussion coming to a close, what were our panellists’ ﬁnal thoughts? The key additional point to emphasise for all of them was the platform being on DAH gave them to effect change, at an educational policy level, on the ground within their schools, and among their peers. “It gives us a platform, being in leadership,” said Claire. “Being on the DAH, I’ve been able to go to the Department for Education (DfE) and feel I’m making

It’s about modelling behaviour while you are teaching. BEV SHEPPARD

a difference. And I think that is really important, because we’re the ones who have to do it – have to make that change – on a day-to-day basis.” “A few years ago I went to an NAHT Inspiring Leadership Conference where Sir John Jones was the speaker,” added Adam Robbins. “I came out and there and then applied to join DAH because it was inspiring. We very rarely get those chances as teachers. It was good to be able to come away from school, from the daily firefighting, and reignite my passion for what I was doing.” “To echo what Claire was saying, I’ve been to the DfE, as well. But it is also that, as DAH members, we have a vital input into NAHT policy and in supporting all teachers and leaders, whether they are in our union or not,” said Bev. “I think generally being in a leadership position opens up so many doors,” agreed Ross Ashcroft. “You don’t train to do this job when you become a teacher; you don’t realise what it really entails before you do it. I didn’t realise how much I was going to enjoy being on DAH before I did do it. It has just opened up so many doors I did not think it would open – even doing discussions such as this, or TV interviews and things like that. You’d never imagine that world would open up when you first qualify as a teacher.” “Ultimately, we have got the best jobs in the world,” agreed Bev. “It might not appear so at times, because we are firefighting and doing this, that and the other. But we are shaping the future. It is our children we are doing it for, and we are paving the way for

them aren’t we? We have got the best job in the world, and we are incredibly lucky to be in it.” “Which is an incredible responsibility, which in itself is quite inspiring,” added Adam. The closing remarks then went to Ian, who said: “My takeaway from this, because it is always really good to have some unmediated conversation like this, is about professional agency, ownership of the profession, and the leadership of learning,” he suggested. “Those are things that are at the heart of the recommendations made by NAHT’s Accountability Commission. We’re working really hard to help the DfE to understand the power of professional agency, particularly around how Ofsted should operate and how accountability should work. It’s critical that we move to a situation where the profession has greater ownership and responsibility for its own standards. In many other high-performing systems, it’s this professional agency and greater lateral accountability that are the most powerful drivers of improvement. “Compliance-led leadership approaches are much less effective than peer-topeer support, which we believe has the potential to drive system improvement. You can see all of that in the conversation here, that passion and that power. It tells me as a policy advisor that we need to keep pushing that door; we need to keep trying to ﬁnd ways to win agency back for education professionals, and to explore how best to capture and celebrate excellence.”

We’re working really hard to help the DfE understand the power of professional agency. NAHT SENIOR POLICY ADVISOR IAN HARTWRIGHT

PLACE2BE

When it comes to well-being in schools, learners make the best leaders 24

CATHERINE ROCHE, Place2Be’s chief executive, on what it takes to be a good leader and support mental health across the school community. hat makes a good leader? Whether you’re a head teacher, a deputy head teacher, a SENCO or similar, this question will probably be familiar to you. To borrow a term used by our mental health professionals, a good leader in an educational setting has the ability to ‘hold’ their pupils, teachers, staff and wider school community and remain resilient during times of change. One head teacher from a Place2Be school in London told us “a mentally healthy school is led by mentally healthy adults”, so looking after your own well-being when you’re navigating a sea of change – whether that is driven by the external environment or due to internal organisational change – is crucial. But that’s not to say you need to be perfect. The countless good leaders I’ve met in schools or businesses alike are great and honest communicators; they are prepared to learn, to ride the waves with courage and clarity and –

something that often gets forgotten – retain a sense of humour about themselves and their situations. Place2Be works with school leaders across the UK. As well as being NAHT’s charity partner, we provide mental health support in nearly 300 schools. We also trained 382 school leaders last year through our Mental Health Champions – School Leader programme, empowering participants to bring about strategic change to create mentally healthy schools. A recurring theme in that programme, as well as in my own conversations with many of you, is that your teams are managing issues for pupils that go far beyond their professional role. And some staff working in education are themselves facing mental health challenges. Recent research from the University of Exeter and the National Institute for Health Research suggests that primary school teachers have more long-term mental health problems than other professionals.

Above: Catherine Roche

We need to recognise, then, that effective leadership isn’t just about what skills, knowledge or ‘natural authority’ you may or may not possess. ‘Holding’ your school involves caring about the people in it and their situations; motivating them, and by doing so, enabling them to perform. The best leaders ask lots of questions and harness the talents of those around them. Within schools, this can include your governing body, your leadership team, class teachers and wider organisations, such as Place2Be. As chief executive of a national charity with 25 years’ experience under its belt, I am immensely grateful and so reassured to be able to call upon a wealth of expertise from our trustees, corporate partners, advisers and supporters whenever it is needed. And from our experience, we know that it is so much more effective and rewarding when the entire school community has a shared understanding of well-being and is invested in creating a supportive environment. Our trainers and school-based staff encourage school leaders to think about the best ways of starting a dialogue about mental health among children and young people as much as adults, and encourage a shared language to develop. This way, everyone feels like they have a stake. As one of our head teachers in County Durham put it: “The more open dialogue you have with the children, the more likely they are to come forward.” Not only that, but when everyone is on the same page, “they’re more likely to try to ﬁnd a solution themselves” – when you communicate clearly, things begin to self-regulate. This is what our trainers call a ‘transformational’ model of leadership, focused on inspiration rather than the ‘transactional’ habits we can often fall into, which might rely more on rewards and punishments. It becomes clear that far from knowing and doing everything themselves, good leaders have a vision of where they’d like to get to and why it matters, and then create the space for everyone to make it happen.

Visit place2be.org.uk/what-we-do/school-resources for information and free resources for primary and secondary schools.

LEADERSHIP FOCUS | FEBRUARY 2019

Membership beneﬁts from our partners e understand that everyone has their own goals and challenges and, as your chosen professional body, we’re committed to meeting your needs. Being a member of NAHT brings a range of beneﬁts, including services and discounts from our carefully selected partners.

For you and your school Our partners provide services and discounts for you, your school, and often your family and friends. Ask our partners what they can do for you, quoting NAHT unless otherwise stated (see table below).

NAHT Assured

NAHT Assured is able to provide your school with professional

FOR YOU Amplifon (hearing care) amplifon.com

FOR YOUR SCHOOL The Education Broker (absence insurance) theeducationbroker.co.uk

CS Healthcare (healthcare) cshealthcare.co.uk

Eschools (communications) eschools.co.uk (code NAHT-1819)

Genesis Choice (insurance) genesis-naht.co.uk

GL Assessment (assessment) gl-assessment.co.uk

Graybrook Insurance Brokers Ltd (professional indemnity and public liability insurance) graybrook.co.uk/naht-members

Medical Tracker (medical information management) medicaltracker.co.uk

Mycarlease.club (personal car leasing) Mycarlease.club (code NAHTMCL18)

SBS Online (budget management) schoolbusinessservices. co.uk/sbs-online

Tax Refund Co (tax review) thetaxrefundcompany.co.uk

SCR Tracker (single central recording) scrtracker.com

services such as HR, payroll, health and safety, effectiveness, SIMS, and more.

Find out more on page 32 or visit strictlyeducation.co.uk.

NAHT Personal Financial Serv rvi viices

NAHT Personal Financial Services, provided by Skipton Building Society, can offer you the following services: • Investments • Will writing, trusts and probate services • Taxation advice including inheritance tax planning • Long-term care planning • Savings products • Annuities and income drawdown • Pensions advice • Family protection including critical illness, mortgage protection and term assurance • Private medical insurance • Life assurance.

Find out more at skipton-naht.co.uk.

Talk to us

Our membership is designed for you. In 2019 we aim to bring more partners on board to offer you additional services and discounts in areas such as shopping, food and drink, ﬁtness, leisure activities, and more. Tell us who you want to receive discounts from and we’ll see what we can do! Email afﬁnity@naht.org.uk

Visit naht.org.uk/afﬁnity to see the latest offers from our partners.

Please note that NAHT’s partner offers are not provided by NAHT but by NAHT’s partners. Accordingly, NAHT or NAHT Edge members wishing to purchase selected products and services must do so directly from the relevant partner. In connection with the promotion of these selected products and services, NAHT grants its partners the right to use the name NAHT partner or the NAHT Assured logo. As part of its investigations, and taking account of ongoing members’ feedback, NAHT is confident the products and services offered by its partners, in connection with the NAHT name and NAHT Assured logo, are worthy of serious consideration by school leaders interested in selecting such products and services. Notwithstanding this, each NAHT or NAHT Edge member acknowledges that in selecting such products and services, they have not relied on any endorsement or association with NAHT in respect of the relevant product or service and shall have no remedies against NAHT and its employees in respect of such endorsement or association.

NEW OFSTED FRAMEWORK

See page 28 for details of how to have your say

Ofsted’s proposals examined: time to engage and have your views heard Ofsted has published a draft new inspection framework that, if approved, would form the basis of inspections from September. Here NAHT outlines the key points of the proposals, reiterates its own vision for improving school accountability, and explains how school leaders can have a say. NAHT senior policy advisor IAN HARTWRIGHT on the six things to take from Ofsted’s draft new inspection framework

Curriculum focus

Schools can expect a big shift in emphasis from inspectors, ending an obsession with the scrutiny of pupil data and moving to a greater professional discussion on curriculum structure, coherence and sequencing. In the grand scheme of things, it is preferable and welcome that Ofsted should encourage schools to focus on what actually makes a difference to pupil experiences, rather than incentivising schools to waste time interrogating unreliable tracking data, creating ﬂightpaths or attempting to predict outcomes, as has been the case. The devil, of course, will be in the detail.

Test and exam performance remain just as important

Those who have watched the drip feed of information from Ofsted over recent months may be forgiven for thinking published pupil performance data would ﬁgure much less in future inspections. Not necessarily so – they are all still there, and more besides, under ‘curriculum impact’. The handbook gives nothing away as to how much weight will be given to them in an overall judgement. In a surprisingly large number of areas, the handbook is vague and open to interpretation. With so much that is subjective, I suspect ‘hard evidence’ of published outcomes may continue to dominate judgements.

scope of activities to be covered on this ﬁrst half-day has been dramatically reduced, to the point you must ask why a phone call would not sufﬁce. It would be misleading or naïve to suggest that on-site preparation (as Ofsted calls it) would not inevitably turn into inspection activity. If an inspector is on-site, then an inspection has begun. If it walks like a duck and quacks like a duck, it’s a duck.

Pause on full implementation

Ofsted has bowed to pressure to give schools more time to respond to the new emphasis on curriculum, given there will be very little time between ﬁnalising these new arrangements

Above: Ian Hartwright

and their implementation in September. A very signiﬁcant caveat has been inserted to the criteria for curriculum to ensure “inspectors will evaluate ‘intent’ favourably”, where this is still a work in progress. This is welcome, though also vague, and will need more precise language to avoid it becoming too open to interpretation between inspectors.

Near no-notice inspection

Ofsted is proposing that the lead inspector will arrive on site within a few hours of notiﬁcation that the school is to be inspected. Following a deeply negative reaction when ﬁrst mooted, the

‘Short’ inspection will get longer

Section 8 inspection of good schools will double in length to two days – the same as full inspections, in order to cover more ground within an expanded framework. Given the very limited resources at Ofsted’s disposal, it’s disappointing it has decided to increase time visiting schools that are good, when there is broad consensus time would be better spent providing stronger diagnostic insight and support to improve schools that are struggling. It’s a real shame the original intent of short inspection – a light-touch health-check with conversion to full inspection where problems emerge – seems to have been lost.

This is a genuine consultation

Ofsted has committed to a 12-week consultation and has published a full range of documentation (including a very early draft of the inspection handbook) to support review, debate and feedback. It is vital as many people in the profession engage in the detail in coming months – see page 28.

LEADERSHIP FOCUS | FEBRUARY 2019

No game-changer NAHT deputy general secretary and chair of its accountability y commission, responds to Ofsted’s proposals. NICK BROOK,

ast year, NAHT’s Commission on Accountability published the report Improving School Accountability. In it, we set out the seven ways the accountability system is having a negative impact on schools. It concluded that, overall, the way the government and Ofsted hold schools to account does more harm than good and it set out nine recommendations for change that would strike a better balance between holding schools to account and helping them improve. The changes to inspection set out by Ofsted have been described by the chief inspector, Amanda Spielman, as an evolution, not revolution, and I think this is an apt description. However, in light of the seven ways accountability can do

harm, the proposals for change fall far short of being a game-changer: Firstly, the four-point scale from outstanding to inadequate remains in place and school effectiveness will continue to be boiled down to a single adjective for public consumption. The overall effectiveness judgement is loaded with such importance to the future of a school that it can overshadow everything else that might take place on inspection. Worse still, with such high stakes attached, the desire to achieve or maintain an Ofsted grade can drive a compliance culture, prompting schools to focus on meeting the inspection criteria rather than becoming the very best that they can be; to play it safe rather than to innovate or push boundaries.

Right: Nick Brook

Secondly, Ofsted continues to spread itself too thinly. There are serious questions about the manageability of proposed arrangements. The Accountability Commission argued that Ofsted was no longer well placed to provide a qualitative judgement on how good a ‘good’ school actually

NEW OFSTED FRAMEWORK 28

NAHT NEEDS

is, and that it should abolish the ‘outstanding’ grade and focus its limited resources on providing a stronger diagnostic insight to schools that are struggling. This recommendation was not accepted – yet within the evaluation criteria of the new handbook, Ofsted has been unable to adequately distinguish between ‘good’ and ‘outstanding’. Language used to describe ‘outstanding’ is subjective and imprecise, with an overuse of adjectives to describe curriculum excellence, such as ‘strong’ and ‘ambitious’. In places, evaluation criteria appear vague to the point of unusable. I would not want to be an inspector trying to use it to justify one judgement over another. The leadership and management section of the new handbook is particularly concerning. The distinction between ‘good’ and ‘outstanding’ leadership has been whittled down to just three additional criteria: that leaders ensure teachers receive highly effective professional development; that meaningful engagement takes place with staff to identify workforce issues; and that staff well-being is good. These are no doubt worthy activities, but what a depressingly unambitious view this is of what the best leadership in our schools should be. Compare this to the current framework and it appears we are moving backwards. This further supports the commission’s view that leadership priorities and behaviours had become skewed under the weight of accountability, and that too often we have lost sight of what great leadership is. Thirdly, despite the clear intent to ensure schools serving challenging communities are treated fairly, it is far from clear how the new arrangements will

level the playing ﬁeld. It appears that hope for greater fairness rests in the ambiguity found within the evaluation criteria and the belief that inspectors will apply sensible professional judgement. However, elsewhere there is an apparent toughening up of expectations – for example, that all children, irrespective of starting points, will achieve or exceed agerelated expectations in reading. This will surely make it even harder for schools to be recognised as doing an effective job where pupils have lower starting points. The commission recommended that Ofsted should start using comparative performance data, using families of school groups to provide like-for-like comparisons between schools to inform fairer judgements of effectiveness, irrespective of circumstance. There is no reason why this could not be introduced within the new framework. Everything may be different, but I fear little of substance has changed. Undoubtedly, the new framework has potential to be an improvement, though there is a lot of work to do between now and September to realise this. Some may therefore consider it unfair to judge the shortcomings of the proposals harshly. It was, after all, only intended to be an evolution of current arrangements, and Ofsted is constrained in what it can change within parameters set by ministers. The uncomfortable truth for Ofsted and the government is we will not succeed in transforming standards and turning more good schools into great schools by a variation of the same top-down approach of the last 25 years. We need to be more radical – perhaps more revolutionary than evolutionary – if we truly desire to be counted among the leading education systems in the world.

These are no doubt worthy activities, but what a depressingly unambitious view this is of what the best leadership in our schools should be.

YOU

This is a real opportunity for the profession to share its views, so we are calling on NAHT members to respond to this consultation. Why is it so important to respond?

In previous consultations, Ofsted has failed to give due weight to union responses. Our responses, as the largest leadership union on behalf of more than 29,000 members, have been treated as a single response, equal to all others. We need individual responses from our members to support the detailed and comprehensive response we will make on your behalf. The overall number of responses really matters - don’t leave it to someone else.

Why does this matter?

Ofsted’s proposals don’t come close to meeting the recommendations made in our Improving School Accountability report – see naht.org.uk/improvingaccountability There’s nothing that will lower stress and increase the reliability of judgements. It’s not the game-changer needed to reduce fear, stress and the high stakes of inspection. But this is a consultation, so there is an opportunity to change things.

What you need to know

We know you haven’t got time to read the 230odd pages of various Ofsted documents relating to the consultation, so to help you we have produced a guide setting out NAHT’s position on every question – see naht.org.uk/ofsted You don’t need to write anything, simply complete the tick box for each question. If you would like to add comments, NAHT has provided some analysis to help you.

How do I respond?

• Go to smartsurvey.co.uk/s/EIFConsultation to complete the survey online, and you can use our guidance at naht.org.uk/ofsted to help you. If you’ve not got much time, just skim through each page and tick the relevant box for each question. • You can also download a copy of the form at gov.uk/government/consultations/educationinspection-framework-2019-inspectingthe-substance-of-education? then tick the relevant boxes, save the form and email it to inspection.consultation@ofsted.gov.uk.

TOP FIVE ADVICE RESOURCES 30

TOP resourrces School leaders face a multitude of challenges throughout the year, which is why our advice team creates guidance on a wide variety of issues. From information on updates to pay and appraisals, to guidance on preparing your school for snowy weather, to making the case for school classrooms; our advice team is here to help. If you need support or would like further information on a particular issue, you can explore our online resources in the advice section on our website. In the meantime, take a look at our most popular advice topics from the autumn term by reading our summary below.

Keeping children safe in education

You will have heard a lot about the changes that have been made to the Department for Education’s statutory guidance on ‘keeping children safe in education’. In this guidance, we look at some of the key changes and explain what you must now do to comply with the statutory guidance. There are a number of important additions and also changes of language, the overall effect of which has been to increase the size of the document. At the end of our examination of the changes, we include a ‘keeping children safe in education’ action plan for you to follow.

Pay and appraisals

Following the government announcement on the 2018 pay award, we produced advice and guidance that covers the STPCD arrangements in respect to pay as well as the application of the new pay grant. Our guidance also includes our own model pay policy and model appraisal and capability policy, which you can adopt.

LEADERSHIP FOCUS | FEBRUARY 2019

Health and safety FAQs

Health and safety is an area that can cause a great deal of concern, especially when deﬁning whether responsibility for an accident lies with the head teacher or the employer. We’ve set out the frequently asked questions school leaders get in contact with us about on this tough topic. Many of the questions don’t have clear ‘yes’ or ‘no’ answers, but instead, they refer to the need for school leaders to decide an outcome based on their professional judgement. In these instances, we look at whether the decision is reasonable, balanced and proportionate.

Snow What should you do when heavy snow is forecast? How can you make sure that decisions are made that protect staff and children and keep the school open as much as possible? In this guidance, we look at the work that you can do in anticipation of snow and the leadership decisions that you can make both when the snow arrives and when the thaw sets in.

Resignations

This advice sets out the resignation dates and notice periods for teachers. The resignation dates and notice periods differ depending on the type of school you work in and the position you have. Our guidance covers information for maintained schools in England and Wales, nonmaintained and independent schools and academies. It also covers what might happen if you leave without giving the correct notice.

EXPERT ADVICE ON THE PROFESSIONAL OR MANAGEMENT ISSUES YOU FACE IN YOUR ROLE

Many of our members tell us that the wealth of the advice produced by our experts is worth the cost of membership alone. Each week we provide a new, researched and evidence-based guide to help you manage the key issues in your school. These topical guides on a range of strategic and operational school activities also act as high-quality professional development tools that aid your career growth. Make sure you open our e-newsletters to get your copy of the latest advice guide. Our NAHT members can ﬁnd these advice documents and much more at naht.org.uk/advice. Our NAHT Edge members can ﬁnd these and other specially tailored advice documents at naht.org.uk/naht-edge/helpand-advice. We hope that you never need us, but if you do, call us on 0300 30 30 333 (option one). Alternatively, email specialistadvice@naht.org.uk.

STRICTLY EDUCATION

Improving outcomes for children and young people How the UK’s leading education-speciﬁc service provider plans to make a difference to NAHT members in 2019. From Strictly Education, an NAHT Assured Partner. trictly Education enters 2019 with a new CEO and a fresh mission to help school leaders raise standards in the classroom. Newly appointed CEO Amanda Fisher, previously MD of Babcock Education, is accustomed to being asked how a company that provides school support services can improve standards in the classroom. “The cause and effect connection could not be clearer in my mind and is perfectly summarised in our strapline: ‘You educate, we support’.”

Amanda Fisher, CEO, Strictly Education

With head teachers continuing to face the twin pressures of having ‘to do more with less’, whilst also managing significant structural, human and financial change with school, academy and MAT expansion, Strictly Education has defined a clear mission and modus operandi. “Our mission is very clear – to be the trusted partner of education support services, enabling our clients to achieve the best outcomes for children and young people,” continues Amanda, “and we will do this by providing a flexible mix of strategic and handson operational support.”

LEADERSHIP FOCUS | FEBRUARY 2019

“As the needs of our MAT evolved, Strictly Education met them through technological innovation.”

— Jenny Cain, head of human resources, Greenshaw Learning Trust

children and young people with the best possible education’. Our partnership approach helps education leaders reduce local and central costs and minimise the risks in-house resources present, such as illness, absence and poor performance. The schools we work with report that this is a huge beneﬁt to them.

A joined-up ‘singlesource’ solution

A high-quality in-house service alternative

Strategic guidance coupled with hands-on operational support

There is no doubt that the skills and knowledge required to manage complex areas such as human resources, estate management, ﬁnance and IT for many small and medium MATs are beyond the remit and skillset of one person and tight budgets. It is here that Strictly Education believes it can make a real difference.

As an NAHT Assured partner, we are trusted to provide our clients with strategic guidance and continuous access to highly specialist teams who can provide a high-quality in-house service alternative. Mitigating the distraction that ‘back ofﬁce’ administration, business and facilities management present in educational settings, education professionals are then able to focus on their core purpose, ‘to provide

Our signiﬁcant experience in handling large-scale human reorganisations within school establishments means that we can provide the strategic and operational support required, to deliver the change as quickly and efficiently as possible.

The growth of MATs and large school groupings has led to governors, school leaders and administrators at the centre seeking joined-up service solutions as opposed to siloed service providers. This requirement has been driven by their statutory need to maintain and exert control through complete data visibility over all their human and physical assets. Whether knowing the full breakdown of payroll and pension costs by organisation, understanding building maintenance liabilities across the estate or developing a common leadership development strategy, school leaders are increasingly looking for a holistic service solution and single point of contact across their many complex service requirements. As Amanda concludes: “Our aim is to provide school leaders with a fully joined-up ‘singlesource’ solution across the areas of People, Payroll and Finance, Premises and School Effectiveness, that will reduce their administrative burden and enable them to focus on improving outcomes inside the classroom.

For more information about Strictly Education please visit strictlyeducation.co.uk, call 0330 123 2540 or email enquire@strictlyeducation.co.uk.

SCHOOL BUSINESS LEADERS

Leading th he wa ay NAHT’s formerr head of policy VALENTINE MULHOLLAND considers the critical role of school busines ss leaders.

he role of school business leaders (SBLs) has evolved fa aster than any other leadership role over the last five years. When I started working with the group of professionals then known at NAHT as school business managers (SBMs), the level of accountability and ressponsibility they carried in schools varied enormously. Many were still struggling to secure a place on the senior leadership team and the proffessiionall respectt they deserved d. Some primary schools didn’t have an SBM role at all, with their school business management responsibilities carried out by the head managing administrative staff. That’s extremely rare now, as schools have grown to realise the enormous value, both financial and in terms of educational attainment, an empowered SBL can bring into their school or group of schools or academies. Despite the funding crisis in schools, heads have recognised that this role is key to ensuring they manage their funding effectively, get the best value out of staffing structures, secure procurement saving, minimise the cost of running their premises and market their school to achieve the pupil numbers they need.

These professionals are at the frontline of so many challenges fa acing schools. They are juggling staffing g requirements at a time when teacher recruitment is at an all-time low, and workloa ad pressures are driving morale down and d teachers out of the profession. Much of the work involved in academising, or joining or growing a multi-academy trust, will fall to the SBL in a school – with changes to school finances and d sttafffing sttructtures and d branding, for example, often much more significant than changes to teaching and learning in the first instance. The move towards schools collaborating in groups under federations or multiacademy trusts has seen a range of new roles in group structures, with some SBLs remaining generalists and other structures favouring specialist directors of finance, HR directors and many others, so at NAHT these professionals are now described as school business leaders. What is clear is that school business leadership has moved from the ‘back office’ to the frontline in schools, led by some of the most outstanding professionals in education.

Heads have recognised that this role is key to ensuring they manage their funding effectively and get best value out of staffing structures.

LEADERSHIP FOCUS | FEBRUARY 2019

NILESH PANDYA, SCHOOL BUSINESS MANAGER AT RODING PRIMARY SCHOOL WITH PROVISION FOR DEAF CHILDREN, ON THE KEY CONTRIBUTION SBLS MAKE IN SCHOOLS. In the current ﬁnancial climate, the expectation on SBLs to demonstra ate expert and professional leadership is as high as ever. With funding

becoming tighter and support services dwindling g, schools are having to ﬁnd inno ovative ways of doing more for lesss – and SBLs are at the forefron nt of leading initiatives that enssure adequate resources are available to senior leadership teams to deliver on teaching and le earning. One such examp ple can be found in the Londo on Borough of Redbridge, whe ere I work. SBMs and head teachers from both the secondarry and primary sectors have collab borated on leading procureme ent activities on behalf of a larg ge collective of more than 50 sc chools, known as the Redbridge Education Partnership, to ach hieve best value in purchasing key support services for schools in the borough, where traditionally y schools relied upon the help and d assistance of local authority services. SBLs from various schools are at the forefront of this initiative. They lead schools through what has been uncharte ered territory for some, negotiating with brokers, purchasing groupss and suppliers in complex and hig gh-value contracts, where the price for not doing the correct due diligence can have signiﬁcan nt consequences for a large numberr of schools that are struggling g for funding and under constan nt pressure to deliver the high h standard of

GRAHAME COLCLOUGH, SCHOOLS BUSINESS MANAGER AT BURNWOOD COMMUNITY SCHOOL, SHARES HIS THOUGHTS ON BEING AN SBL. I started the role of school business manager in 2010, although it only feels like yesterday. Since then the educational landscape has changed so much and developed such that the role of a SBL is now paramount in these complex organisations. It’s now clear the role of an SBL firmly sits in the school leadership team. I do occasionally find one or two people who may not agree but, after a quick chat (or a long one – I can waffle) their opinion changes. It’s seen by some that the role of the SBL concerns finance – and of course this is what allows the organisation to function, and it is a massive part of the role. But what some don’t realise

is that HR, estate management and governance, among other things, are just as important. It is generally the SBL who leads on these areas and who has to juggle the various complexities daily, keeping up to date on legislation and Department for Education requirements. SBLs know that by leading on these areas, it takes an enormous burden off the head teacher – as do the roles of deputy and assistant heads – and allows them to focus on the core business of the organisation: education. So we accept change, adapt and make it work, sometimes to the detriment of our own well-being. Being an SBL is not for the faint hearted. It’s tough out there. There are

Above: Nilesh Pandya

education parents and carers have become accustomed to. Many head teachers are more than capable of leading on such activities. However, let’s face it, most heads agree their priority is, and always will be, providing the best possible opportunities for their pupils, which of course is the way it should be. That is where we, as SBLs, can demonstrate leadership, innovation and inspiration to step in and bridge that gap between the need to become more agile and efﬁcient and focusing on the ‘day job’ of teaching and learning, which is what we are all here to enable.

some recommendations you don’t want to make, there are improvements you would love to be able to fund, there are HR discussions you wish you were not having. It can be a lonely role too, but I am so fortunate to be part of an amazingly strong leadership team that understands the pressures SBLs face; we are a team. I think that it is safe to say the role of an SBL is recognised as a core leader in any school, and, with the ever-growing responsibilities placed on schools, we will remain a vital part of any school leadership team. School business leadership is a vocation that takes many forms and titles, but one thing for sure is that we are school leaders, working together to support our schools on their journey, wherever that may lead.

INSPIRING LEADE LEADERSHIP

THE IMPORTANCE OF EFF FFE FECTI E TIV IVE V

LEADERSHIP IP P 36

he challenge of leading schools in this century is growing. An evolving system with the growth of multi-academy structures, the reframing of local authorities, the impact of financial pressures and the complexities of needs among children and young people mean leading a school has never been more demanding. Yet in among this, school and education leaders are finding ways not only of making it work, but ensuring something special shines through, whether this is in the approach to teaching in the classroom or to the design and organisation of a multi-academy trust. In a school-led system, there really is the opportunity for a generation of school leaders to reconfigure education from what we have known to what we want it to be. With the sixth Inspiring Leadership Conference approaching in June this year, we asked our general secretary Paul Whiteman and colleagues at the Teaching Schools Council and the Chartered College of Teaching for their take on the importance of effective leadership.

NAHT general secretary, Paul Whiteman Leadership isn’t easy, and we shouldn’t pretend otherwise. There will always be times when you will seriously doubt yourself – you wonder if you really have ‘what it takes’. Lots of our members who I’ve met since starting at NAHT nearly six years ago tell me how they’ve had plenty of moments when they felt hopelessly out of their depth. The key is to remember that pretty much everyone in a leadership position experiences this at some point. My advice to new leaders is to take the time to build a strong network of support. Leadership can never be a one-person show – it is vital that you surround yourself with the right people.

Whether leading a school or a trade union, the quality and style of your leadership makes an enormous difference. Leaders set the tone, establish the vision and, critically, they make the weather. How a school leader chooses to interact with colleagues, pupils and parents plays a major part in determining the culture of the school. People watch their leaders carefully and, either consciously or subconsciously, take their cue from them. In schools where the leaders display characteristics such as trust, empathy and aspiration, you are far more likely to ﬁnd it replicated in the wider school community. This responsibility can feel somewhat daunting for a new leader and there is no doubt that it takes enormous courage to step forward and to lead in the ﬁrst place. That’s why we are very proud to be jointly hosting the Inspiring Leadership Conference again in June 2019, supported by colleagues at the Teaching Schools Council and the Chartered College of Teaching.

My advice to new leaders is to take the time to build a strong network of support.

LEADERSHIP FOCUS | FEBRUARY 2019

Chartered College of Teaching chief executive, Professor Dame Alison Peacock

When I talk to people about the work of the Chartered College of Teaching, I always highlight the importance of fostering a culture of lifelong learning. Expertise in teaching needs to run through the DNA of a school, but for this to happen teachers need the opportunities to learn. No matter if they have been in the classroom for 10 months or 10 years, teachers need to have the chance to build their knowledge of what works. Effective leadership is vital in helping this to become a reality. Leaders need to be engaging with the big ideas in education and have a clear vision about what they want their school to be about. As a leader, they need to be responsive as circumstances change. Teaching is not a fixed route from A to B. It is fluid. Leaders need to be dynamic and responsive. What works one week may not necessarily work the next. Leaders need the skill, the knowledge and the confidence to adapt. One way to do this is to listen. Listen to what your colleagues, your community and your pupils are saying. That can take work, especially when the voices are conflicting. However, leaders do not have to do this on their own and should not feel that they must try. It is not true that leaders are isolated. At the Chartered College we believe the profession is strongest when it

No matter if they have been in the classroom for 10 months or 10 years, teachers need to have the chance to build their knowledge of what works.

works together, and we share our concerns, challenges and insight. That is why we are happy to be part of the Inspiring Leadership Conference, to foster a spirit of collegiality and support current and future leaders to be the best that they can be.

Chair of the Teaching Schools Council, Richard Gill

Perceived ‘failure’ is merely an opportunity to build on one’s own learning.

Effective leaders are often referred to as being ‘inspirational’ but I believe proof of this can only be evidenced if their schools are full of creative and dynamic practitioners who have been ‘inspired’ to rise to any challenge and excel in all they do. Inspiration should be infectious and spread throughout the entire school, with both staff and pupils refusing to accept mediocrity but constantly striving for excellence. Gone are the days of the ‘superhero headteacher’, where all the drive for improvement or change came from a single individual. Sadly, we all know of far too many cases where their short term in ofﬁce was followed by a substantial dip in performance. Sustainability is what we now seek, and this can only be achieved by training and developing all our staff to ensure our organisations bear the hallmark of excellence throughout. Leaders need to have the conﬁdence that

To book your place at this year’s conference, visit inspiringleadership.org.

the statutory framework simply sets an entitlement to basic provision. The real learning should be found through layers and layers of professional creativity to create a curriculum offer that is truly personalised to the contexts and needs of individual schools, that is dynamic, not static, and that is responsive not to politics but to our local communities’ needs. There is no such thing as ‘perfect leadership’. Indeed, the best leaders know all too well their weaknesses and surround themselves with others who complement their own skillset and complete an effective team approach. It is, therefore, important to recognise that perceived ‘failure’ is merely an opportunity to build on one’s own learning. Furthermore, the present and future landscape makes it even more purposeful to be involved in a wide variety of networks with colleagues who may be likeminded or otherwise but who are able to act as a sounding board – a coach, a mentor or, when most needed, a friend. Leaders are not always right. The ability to ﬂex, adapt or change direction completely when something is not working is an absolute strength, not a weakness, and colleagues should never fear admitting that they got it wrong. Effective collaboration, not just simple collaboration, makes us all stronger. The ability to share ideas, work in partnership, act or use others as a sounding board, and take good practice from elsewhere and adapt it to your own setting are all strengths that are simple and cost-free. We absolutely agree with the Chartered College, partnership working truly does see our brilliant profession at its strongest. We are proud to be part of the Inspiring Leadership Conference, which provides the ideas, the sharing, the support and the conﬁdence to help us all become the very best we can be.

PAY, RECRUITMENT AND RETENTION

DEMAND A The position on pay

Policy officer NATALIE ARNETT on why NAHT is calling for an above-inflation pay increase for all teachers and leaders. he current ‘Get into teaching’ campaign accurately captures the moral purpose that brings many into the profession: the desire to make a difference to children’s and young people’s lives is compellingly captured in emotionally moving advertising. But the proposition for a career in a graduate profession needs more than the promise of rewarding work. If we are to attract, retain and develop today’s teachers into tomorrow’s leaders, it is essential to deliver competitive starting pay and ensure there is a clear and predictable inflation-proofed pay structure with adequate and transparent pay progression. Alongside this, there must be action to reduce workload, lower the high stakes of the current accountability system, and improve school funding. Since 2010, school leaders and their staff have delivered an extraordinary, and often muddled, change agenda – ‘stepping up’ to deliver a new national curriculum and new models of statutory assessment across all phases of education, at pace. However, the TUC calculates that teachers’ and school leaders’ pay fell by 10.4% in real terms between 2010 and 2016, damaging recruitment and retention. Last July, the School Teachers’ Review Body (STRB) broadly accepted the compelling case made by NAHT and others for an aboveinflation pay uplift for all teachers and school leaders. The STRB’s recommendation to government was crystal clear: “… a significant pay uplift to teachers’ pay is required to forestall a further weakening in the competitive position of the teaching profession.” NAHT was disappointed that the Review Body’s

real value of teachers’ and school leaders’ pay, raise the status of the profession and deliver a fair settlement to all in the profession. We’ve made a powerful evidencebased case for: • a fully funded, undifferentiated, 5% pay award for all salaries and allowances; • acceptance of the need for yearon-year, above-inﬂation uplifts to restore the value of salaries to 2010 levels; and • rejecting pay uplifts focusing solely on early career teachers, particular subject specialisms or speciﬁc geographical areas.

recommendation of a 3.5% uplift for all salaries and allowances fell signiﬁcantly short of our call for a 5% increase, but this did signal a small ﬁrst step towards reversing the real-terms losses of recent years. However, the secretary of state decided to reject the STRB’s carefully evidenced recommendation, choosing to differentiate the pay award.

Few classroom teachers tell [the STRB] ... they aspire to become senior leaders, and most assistant and deputy heads ... do not wish to become head teachers. The statistical evidence available also supports this picture, showing emerging problems in recruiting and retaining school leaders. (STRB, 28th Report)

We’ve made clear members’ frustration and anger at this misguided approach, emphasising that school leaders work longer hours and have greater responsibility than their colleagues on the main pay range. Leaders are at the sharp end, managing the effects and the impact of the funding crisis, yet received another real-terms pay cut. The effect has been to narrow pay differential for those in leadership roles. Entering the new pay round, we’ve made clear that the government’s failure to accept the STRB’s independent recommendation damaged morale. Future uniform uplifts are essential to restore the

You can access NAHT’s full submission for the STRB’s 29th remit at naht.org.uk/pay.

We’ve also called on the Review Body to reject the secretary of state’s direction that it must consider the overall ‘affordability’ of any pay uplift, on the basis this amounts to a de facto pay cap. The STRB’s role is to recommend what is required to support teacher supply; it is for government to make decisions about how to fund those requirements. Our submission builds on the successful arguments we advanced in 2018, underpinned by findings from our latest annual recruitment and retention survey (see opposite) and other recent academic evidence and data. The profession as a whole needs a new settlement – one that creates an attractive, compelling and sustainable proposition for teaching as a career. The secretary of state is expected to set the STRB a further remit in early 2019 to consider wider reforms to the teacher pay framework. NAHT hopes this will offer an opportunity to provide evidence on the case for a return to national pay scales, the ‘codification’ of senior executive roles (such as CEO) within the School Teachers’ Pay and Conditions Document, consideration of some form of key worker status for teachers, and the efficacy and impact of pay ‘freedoms’ and performancerelated pay progression.

LEADERSHIP FOCUS | FEBRUARY 2019

ND SUPPLY The 2018 survey of members once again shows there is no room for complacency:

Tac ckling the recruitment crisis There is still a lot do to improve recruitment and retention in the sector, explains NAHT policy officer NATALIE ARNETT. embers’ responses from NAHT’s The Leaky Pipeline survey late in 2017 helped us shine a light on the extent and depth of the recruitment and retention crisis facing schools. The facts are no longer in dispute and, accordingly, one of the secretary of state’s key priorities is finding solutions to this crisis. As a result, the Department for Education finally committed to developing a “coherent strategy to improve teacher recruitment and retention”, along with developing an Early Career Framework (ECF) to support the induction period for NQTs, which will be extended from one to two years. NAHT has engaged extensively and formatively with officials working on the recruitment strategy and the ECF. Our view is the ECF has the potential to transform the experience of NQTs. Delivered well, this programme of mentoring and support will help new teachers to build their confidence and hone their skills, creating the foundations for a successful career in teaching.

While NAHT broadly supports these steps, they are building blocks rather than solutions to the crisis. Our support for the ECF is therefore contingent upon sufficient new funding being available to properly support the two-year induction period, with dedicated time for both new teachers and their mentors. NAHT sees great value in extending this approach to create better career development opportunities for teachers, including non-leadership qualifications and pathways, better support for those in the early years of school leadership that will encourage more to ‘step up’, and exploration of more flexible working patterns at all career stages. We also welcome the work under way to create a strong narrative that articulates a positive proposition for a career in teaching, but this must also match the day-to-day reality for teachers and school leaders. Accordingly, it must be underpinned by competitive pay and conditions; a healthy work-life balance; great CPD; fairer, lower-risk ways of holding schools to account; and increased, sustainable school funding.

• Members in England told us for the fifth consecutive year that school leaders continue to struggle to recruit across all roles, from teachers to senior leaders • Recruitment difficulties for the main middle leadership roles in schools continue to be pronounced: 59% of respondents said they struggled to recruit to posts either carrying a teaching and learning responsibility (TLR) or special educational needs coordinators (SENCOs); and one in five (20%) respondents reported failing to recruit altogether • Recruitment campaigns continued to fail to produce a high-quality field from which to recruit experienced teachers: 61% of respondents cited a lack of quality applicants in their area, almost half (46%) said this was due to a shortage of teachers, and just over a third (37%) cited teachers in their area leaving the profession as a reason • The severity of the school funding crisis is evidenced by almost 44% of respondents reporting that their solution was for the teaching hours to be covered by a member of the senior leadership team, consistent with our 2017 findings • More than two-thirds (67%) of respondents told us they were aware of at least one member of their staff having left the teaching profession in the last year for reasons other than retirement, confirming a continuing trend • Almost two-thirds (64%) told us that a “realterms improvement in pay and conditions” would make the greatest contribution to easing the recruitment and retention crisis in schools.

Recruitment targets for initial teacher trainees have been missed for the last six years, while the proportion of working-age teachers leaving the profession has increased each year since 2010 in both primary and secondary schools. With overall pupil numbers expected to continue to rise, pressure on teacher recruitment and retention is likely to increase further in the coming years. There are positive developments under way, but there is much left to do to make teaching a more attractive and sustainable career choice.

WALES

Wales – policy update ROB WILLIAMS, director of policy at NAHT Cymru, provides a summary of the work we’re doing in Wales to protect, support and empower our members. Pay and conditions

Professor Mick Waters’ panel report into teachers’ pay and conditions in Wales, Teaching: A Valued Profession, was published in September 2018. It is a highlevel document that strays way beyond the remit for pay and conditions. At the time of writing, the Welsh government was yet to formally respond to the report or its recommendations. Members have raised concerns that the report appears “disrespectful” and “patronising”, both in its general tone and in its implication that leadership has been the cause of some of the issues within the current system. There is also a strong perception that school leadership appears to be impacted more than any other teaching role, in terms of both managing the recommendations for teachers and being required to make the greatest degree of change themselves. A number of the timescale suggestions in the report are undeliverable, and many recommendations also lack cost detail. Welsh government officials have been clear for some time that there is no additional funding available, and the scale of structural change required for most of the recommendations means they are unlikely to be able to be initiated effectively prior to the next Welsh Assembly elections in 2021. The establishment of a commission looking at all aspects of the education system in Wales and the generation of a subsequent report could be one recommendation the Welsh government may seek to take forward. Given the political timetable, a report could be generated in time to enable all parties to use the recommendations when publishing their respective manifestos. If this is to occur, it will be critical that NAHT Cymru is well placed to strongly influence the findings of any commission and lobby respective political parties prior to 2021.

Funding

In response to the Welsh Assembly’s Children, Young People and Education (CYPE) Committee inquiry into school funding, NAHT Cymru, with support

from our policy team, gathered data via a freedom of information request to all local authorities scrutinising the criteria used to generate the local age-weighted pupil units within their funding formulae. The ﬁndings clearly illustrate the overly complex, opaque and inequitable nature of school budgets in Wales. Our evidence also illustrates that this fragmented system has been allowed by the Welsh government to worsen through relative inaction over the last decade or more. A funding campaign email and survey was sent to members in November with the aim of feeding this data into the CYPE inquiry oral evidence sessions. From visits to branches, it is clear there is a strong appetite to engage in more campaigning activity. However, we need members to complete the survey in far greater numbers to strengthen our voice. The Welsh government reiterated its position that the proposed increase in employer pension contributions, as a Westminster government policy, must be fully funded by central government. NAHT is continuing to lobby for this additional funding for Wales.

Curriculum

The Welsh government announced that publication of the draft curriculum and assessment model is still due to take place in April 2019. This includes publishing the National Approach to Professional Learning (NAPL) that will support the profession to meet the challenges of the new curriculum. In mid-November, the cabinet secretary for education, Kirsty Williams AM, announced the new NAPL, which

included £9 million of support in this ﬁnancial year, increasing to £15 million next ﬁnancial year. The intention is to ensure additional funding is placed directly into schools for development of the new curriculum, not as part of the local authority revenue support grant, where it might be absorbed into overall cuts. While this is welcome for schools, it is also a clear acknowledgement that funding pressures are hitting the education sector hard and school-based spending requires protection. An additional concern remains that the detail, depth and quality of current plans within the new curriculum’s Areas of Learning and Experience may not adequately address the variability that is in the current national curriculum across Wales.

Inspection

We still await the Welsh government’s ofﬁcial response to Professor Graham Donaldson’s Estyn report. We continue to hope that all recommendations will be accepted following Estyn’s immediate acceptance of the full report, but recognise that the proposed gap in the inspection cycle will be challenging to implement. NAHT Cymru will continue the pressure to bring in this critical step, as it clearly beneﬁts the profession, the inspectorate and, ultimately, the pupils.

Pupil mental health

Following pressure from NAHT Cymru, the Children’s Commissioner for Wales and members of the Welsh Assembly’s CYPE Committee, the CYPE Committee has taken the unprecedented step to recall both the cabinet secretaries for health and education and to request a new response to its report into children’s mental health and resilience, Mind Over Matter. This came after the two ministers only accepted some of the recommendations from the original inquiry. A very successful joint NAHT Cymru and Royal College of Psychiatrists Wales conference took place in December, with the hope this will be the start of similar regular events across Wales.

LEADERSHIP FOCUS | FEBRUARY 2019

Northern Ireland – policy update A summary of the work being done by NAHT(NI) to support members and to demand action on funding fu u NAHT(NI) carries out consultat ative t ballot and will host educat ation t in crisis event amid increased pressure on members

Following unacceptably high levels of pressure facing members, including escalation of action short of a strike by the four teaching unions in Northern Ireland, NAHT hosted a series of member support events in autumn 2018. The strength of membership turnout at these events and the targeted nature in which discussion was approached was a testament to the professional commitment, dedication and leadership exempliﬁed by membership in addressing current challenges, while prioritising the education of all learners. It was felt unanimously that the education employers have continued to fail in their efforts to resolve the industrial dispute in Northern Ireland that is now reaching its eighth year. At the same time, employers are failing to adequately support school leaders who are placed in an impossible position trying to maintain acceptable standards on behalf of learners. NAHT is continuing to participate in pay and workload negotiations. We want to see a mutually beneﬁcial settlement between the teaching unions and employers, as well as ensuring an appropriate pay increase for school leaders. Based on the feedback received at these events, the NAHT(NI) Executive Committee

took the decision to issue a fresh trade dispute letter to the education employers in December 2018. A consultative ballot was launched in January regarding an escalation of membership action, including possible industrial action. Following our AGM on 28 February 2019, we are also hosting an education in crisis event involving politicians, key stakeholders and NAHT members in the Parliament Buildings at Stormont to address how the crisis at hand can be collectively tackled.

NAHT to demand MPs take action to address school funding u crisis at NI Affairs fu Committee evidence session

NAHT continues to be the only union campaigning on the devastating funding crisis that schools currently face in Northern Ireland. In October 2018, the NI Audit Ofﬁce report found that funding for education has decreased by 10% over a ﬁve-year period in Northern Ireland, yet the school population is the largest it has been in 20 years. Moreover, an unprecedented number

We want to see a mutually beneﬁcial settlement between the teaching unions and employers.

of our schools have budget deficits. Per head, children in neighbouring jurisdictions receive significantly more funding. NAHT continues to assert that children in Northern Ireland are not worth less. Without a functioning Stormont Assembly, NAHT(NI) is demanding that MPs use the ongoing Parliamentary inquiry into school funding by the Northern Ireland Affairs Committee (NIAC) to instigate a programme of radical reform that will see our education system receive increased funding to meet pupil need. We are also demanding that more funding reaches our classrooms directly and that greater overall financial transparency and scrutiny with regard to spending by centralised bodies takes place. NAHT(NI) conducted a series of lobbying meetings with MPs to raise these issues prior to giving evidence to the NIAC in January 2019. We continue to raise the profile of these issues at a local and national level. We have held public meetings in Derry/Londonderry, Carrickfergus and Belfast, with further meetings planned throughout 2019.

SECRETARY OF STATE

Tackling the challenges around recruitment and retention is vital 42

Education secretary DAMIAN HINDS sets out his department’s new strategy to ensure careers in teaching remain attractive, rewarding and sustainable. eaching is a profession unlike any other. Every day a teacher will change a life, help shape a young person and set them on a course for a future they have hardly begun to dream about. It is a profession of endless possibilities. As education secretary, I know that those moments of illumination, when something clicks for the ﬁrst time and you get real understanding, are what draw people to the profession. And I’m so privileged in my job to be able to see it in action, time after time, when I visit schools. I’ve seen some pupils who have made great ﬂying leaps, progressing way beyond what they – and

sometimes others – thought they could ever achieve. These are not exercises in ticking boxes we’re talking about here. This is seeing a child develop into the adult they are going to be. There are few things more powerful or more humbling. And it’s all because of the incredible people at the front of their classroom. The hard work all our teachers put in day after day is reaping its own reward. Standards are shooting up in our schools, with 84% of all children now in good or outstanding schools, and the gap between disadvantaged children and their peers has been steadily narrowing since 2011. But too often, teachers ﬁnd themselves struggling under the

Above: Secretary of state for education, Damian Hinds

demands of the job. And that usually boils down to workloads that are too heavy and sometimes jobs that are too inﬂexible. For those just starting out in the profession, when everything is new, the challenges can seem daunting. These factors mean that more and more teachers feel that teaching is no longer a profession they want to be part of, while others are being put off from joining. This is a tragic waste and it has to stop. I have just launched our ﬁrst teacher recruitment and retention strategy, which sets out how we will ensure that careers in teaching remain attractive, rewarding and sustainable. And this is how we’re going to do it.

LEADERSHIP FOCUS | FEBRUARY 2019

There are four priorities: T

More supportive school cultures and reduced workload

We’re going to simplify the accountability W system and reduce the pressure it places sy on teachers. This includes, previously set out in May 2018, clariﬁcation that a school will only be subject to intervention when it receives an ‘inadequate’ rating from Ofsted, and the launch of our consultation on a new way to identify schools that may require extra support.

Transforming support for early career teachers

We have launched the Early Career Framework, which will underpin an entitlement to a funded two-year support package for all new teachers, providing them with the early career support enjoyed by other top professionals. These reforms sit at the heart of our strategy and will include a dedicated mentor and a reduced timetable for early career teachers, so they have the time and support they need to focus on their professional development. We will start trialling delivery of the framework from September 2020, and it should start nationally in 2021.

Making sure teaching remains an attractive career

The way we work is changing rapidly, and as responsible employers we must become more flexible. We are launching a new job-share service to help those interested in flexible working. We are challenging education technology (edtech) providers to see how innovative timetabling solutions can enable part-time and flexible working patterns. And with this added support, alongside practical resources we are developing with the sector, we’re calling on schools to do what they can to open up opportunities for flexible working, building this into recruitment practices where possible. Separately, there’ll also be specialist qualifications for those who want to develop their career and progress without going down the usual leadership route.

Making it easier for great people to become a teacher

There’ll be a new, simpler application process, a ‘one-stop’ system for initial teacher training, as well as ‘discover teaching’ initiatives so more people get the chance to try out teaching before formally applying.

Tackling the challenges around recruitment and retention is vital and my department has been working hard with unions, education experts, teachers, leaders and training providers. They all know the challenges you face, and they are making sure with us that the concerns about the profession we all care so much about are heard and addressed. This is why we must continue these conversations and get in place the support you need to tackle some of the issues in your own schools quickly, whether that’s reducing unnecessary planning or marking, dealing with disruptive pupils, or getting a more ﬂexible timetable to allow for your own childcare. There are no great schools without great teachers, and I am determined that those who are called to this noble profession stay in it, where they belong, and where they will continue to inspire children for many years to come.

LEADERSHIP FOCUS | FEBRUARY 2019

F Focus ocus on on NAHT NAHT life life n June 2018, NAHT’s national executive committee set up a task force to look at some of the key issues relating to life membership. The life membership task and finish group met in September and started to scope the work it wants to achieve, which falls broadly into three strands: attendance, participation and equality; constitutional issues, voting rights and equality of life members; and the benefits of life membership. During its first meeting, it became clear that focusing on the future life member offer was the most logical starting point for developments, and it will form part of the review of the benefits offer for NAHT members in all membership categories. Developing this new offer will then lead to the necessary review and updating of constitutional and representational issues that are priorities for the life member committee. NAHT’s membership services team is working on the potential revised ‘free to access for all’ membership benefits. In November it reported back on its initial work,

and it will provide a further update early in 2019, which will lead to more focused work on what specific benefits for life members might look like. It could include, for example, healthcare, navigating the social care system and insurance for the over 70s. NAHT’s 2018 life member survey is proving helpful, with the thoughtful responses and comments received providing a good picture of many life members’ views. The life membership task and finish group includes five members of the national life members committee: Hilary Alcock, John Killeen, Mike Wilson, Donal McCarthy and Steve Iredale, with John Killeen elected committee chair and Anne Lyons elected as vice-chair. They are joined on the group by NAHT’s general secretary, president, and immediate past president, along with its director of membership services and its director of democracy and governance.

It aims to conclude its work ahead of annual conference in 2020 so the new life members package can be shared and debated with all NAHT members ahead of any decision making. An interim report will be provided at NAHT’s annual conference in Telford in May. It is still early stages, and the group aims to keep members informed of progress during the coming months. It also intends to produce a short survey in 2019 to get a view on the developments it is making.

Why join NAHT life?

Retirement from school leadership marks a huge change in lifestyle. There will be adjustments to make, new challenges to take and a range of new opportunities. At a time like this it is very important to ensure you do not lose all the support you received in your working life. NAHT life membership can help maintain that support. When you retire you have six months to transfer to NAHT life membership.

If you are retired or approaching retirement, we will keep you covered, protect your future and ensure you don’t lose the valuable support you received throughout your career. Become a life member today at naht.org.uk/join-life.

LESSONS FROM FINLAND 46

Lessons from

Finland JANET HAYWARD, head teacher at Ca adoxton Primary Schoo ol in the Vale of Glamorga an, and associate member of the National Ac cademy of Educ cational Leadership forr Wales, reï¬&#x201A;ects on n a visit to Finland.

LEADERSHIP FOCUS | FEBRUARY 2019

t the tail end of 2018, I was privileged to o visit Finland with four head teacher colleagues from the National Academy of Educational Leadership for Wales. Ass we were e gone aware, many others have before us and visited Finland to explore the secrets of its y looking education system, largely at why the Finnish do so well in the Pisa scores. nt one. Our lens was a differen Ours was a question thatt has been the focus of our wo ork over the past several months: how can leaders enable high-quality professional learning opp portunities that improve well-being and achieve better outcomess for all? Bearing in mind the fee edback and emerging conclusion ns drawn together from our work at home, background reading about the Finnish system, and Orga anisation for Economic Cooperatio on and Development (OECD) we ell-being statistics, we eagerly too ok the question with us and possed it to those we met. We visited a number of schools, both in Helsinki and Jyväskylä, a large city three hours north of Helsinki. During the visit we met with numerous school leaders, teachers and lea arners. We also visited the Unive ersity in Jyväskylä and several national agencies in Helsinki.

This is what we disco overed: All Finnish teacherss, with the excep ption of kinderg garten teachers, have a ma asters degree. In turn, there iss a belief that highly qualiﬁed tea achers must be good teachers.

There is trust and d respect at ystem: no all levels of the sy inspections, no governance, no scrutiny of performa ance, no performance indicatorss. There is no competition betwee en schools, all schools are seen as good schools and parents are strong in ocal school. their support of their lo

The system is built on responsibility not accountability. Re egular testing of learners putss the onus on them to study. If the ey fail a test, they resit it. SEN teams in schools ensure early identiﬁcation of any learning difﬁcultty is given appropriate and timely y support. The mantra is ‘no child is left behind’.

Well-being services are based in schoolss. It is usual for a school to have its own educational psychologist, nurse and social worker.

ea The week proved to be fascinating insight into the Finnish system but, most powe erfully, it

allowed us to collectively hold up a mirror to ourselves ass leaders and our own sy ystem here in Wales. he Welsh Stepping outside th system and reflecting g as a collective group of he ead teachers, we have much to be proud of. Our national mission gives us strong direction and we can build on firm foundations. The recent publications commisssioned by the Welsh government ca an be strong levers to enable much h of the change we know we need: • A Learning Inspecttorate – an w of Estyn by independent review Graham Donaldson n • Teaching: A valued profession, working towards a career, conditions and pay framework for school teachers in Wales – the endent review report of the indepe • Developing Schools as Learning Organisations in Wales - OECD • Mind Over Matter: A report on the step change e needed in emotional and men ntal health support for children and young people in Wales. A new culture of trust and belief could be the real secrret to our ultimate success. The ese reflections will feed into the firstt commission for the academy. The e report will be published during spring 2019, with recommendations forr leadership at all levels in Wales.

Further information about the National Academy of Educational Leadership can be found at nael.cymru.

LEADERSHIP FOCUS | FEBRUARY 2019

NAHT chief solicitor SIMON THOMAS on the key points to consider around unfair dismissal and fair investigations. otentially fair reasons for dismissal are conduct, capability, illegality, redundancy and some other substantial reason (or ‘SOSR’). It is well established that a dismissal for misconduct will not be fair unless the employer, following a fair investigation, forms a genuine belief based on reasonable grounds that the employee was guilty of the conduct that justiﬁes dismissal. It is also well established that when considering the fairness of a dismissal, the Employment Tribunal (ET) must not substitute its own opinion for the opinion of the employer. This applies both to the employer’s ﬁndings in relation to the reason for dismissal, and to the decision to dismiss. This is fundamental to understanding the law of unfair dismissal and the role of the ET. Schools leaders, because of their roles in maintaining discipline, are particularly vulnerable to allegations from children and parents of using inappropriate physical force that may become a disciplinary issue and police matter. In the context of unfair dismissal, a dismissal for inappropriate physical force with children is clearly a ‘conduct’ issue and so potentially a fair reason for dismissal. And because the ET must not substitute its own views for the views of the employer, the focus in an unfair dismissal claim will often be the fairness of the employer’s investigation into the alleged misconduct. In a recent case, the Employment Appeal Tribunal (EAT) considered the fairness of an employer’s investigation where the employee, an experienced teacher with an unblemished career, had allegedly grabbed a pupil (pupil A), pushing

Schools leaders are particularly vulnerable to allegations from children and parents of using inappropriate physical force that may become a disciplinary issue and police matter.

him against a wall and putting his fingers to the pupil’s throat. The teacher said he had seen pupil A rugby tackling another boy and so had got hold of him by his rucksack. He denied pushing or grabbing the pupil or holding him with his fingers at his throat, and believed the accounts to the contrary, given by other pupils as well as pupil A, were malicious lies. A number of staff and pupils were interviewed, and accounts varied. Some supported the allegations of gross misconduct; others suggested nothing happened and the allegations were false. Following the investigation, a disciplinary hearing concluded that the teacher was guilty of gross misconduct and he was summarily dismissed. The ET ruled that the dismissal was fair. The teacher appealed on the grounds that, given the career-changing impact of the allegation, the school’s investigation was inadequate. His appeal was unsuccessful. The specific point of contention was that the employer had interviewed four potential witnesses who said they had seen nothing. The employer did not disclose these statements to the teacher because, it argued, they were not relevant. The teacher argued that the allegation was such that if the incident had happened as alleged, persons in the vicinity would probably have seen something, so the fact that they did not was relevant and ought to have been disclosed, and he should at least have been given the opportunity to argue that the statements were relevant. The employee was aware that the witnesses had been interviewed but did not ask for this to be disclosed during the disciplinary process.

A LEGAL VIEW

Fair investigations The EAT upheld the ET’s ruling that the dismissal was fair. However, in doing so they set out several points of guidance on fair investigations: • Serious allegations of criminal misbehaviour must always be the subject of the most careful investigation. Of course, even in the most serious of cases, it is unrealistic and quite inappropriate to require the safeguards of a criminal trial, but a careful and conscientious investigation of the facts is necessary. The investigator charged with carrying out the inquiries should focus no less on any potential evidence that may exculpate or at least point towards the innocence of the employee as he should on the evidence directed towards proving the charges against him. • Employers’ investigators should be wary of concluding that evidence collected as part of a disciplinary investigation is immaterial and could be of no assistance to the employee. • It is for the employer to ensure a fair investigation and the fact the employee may not raise issues during the disciplinary process does not necessarily mean he cannot argue later that the dismissal was unfair. In this case however – on the facts presented – both the ET and the EAT ruled that the employer had acted reasonably in deciding that the statements in question were irrelevant and could not have added anything to the employee’s case. NAHT has successfully represented several members in unfair dismissal claims where the dismissals have been ruled unfair because the employer’s investigation appeared to have been conducted with a view to establishing the employee’s guilt rather than a view to establishing the truth.

OPINION

PAUL WHITEMAN: General secretary

Your voice matters n this issue, we’ve focused on the positives. Examples of inspiration, optimism and engagement have found their way onto almost every page of this magazine. Now, don’t worry, we haven’t all been on the laughing gas. We’re still well aware of the obstacles. But it’s also important to take a moment every now and then to celebrate what school leaders do. The quality, delivery and standards of education in schools across England, Wales and Northern Ireland rest upon the shoulders of NAHT members. I’m really pleased to say that membership is growing. Growing the union will create strength and security. Your membership of NAHT guarantees that you are not alone. It also guarantees you a voice at the highest levels of government. Almost every day, NAHT representatives are to be found within the education departments of England, Wales and Northern Ireland. In England, we have made significant strides forward when it comes to accountability. It was very pleasing to see the government agreeing with the findings of our Improving School Accountability report and announcing plans for the end of floor and coasting standards. This is a major change for the system, and a major victory for NAHT – arguably the biggest win we’ve had for years. There’s still more that needs to be done to rebalance the need to hold schools to account with the effort required to help them improve. I’d like to see an end to Ofsted’s four-point grading system as well. It’s imperative that as many NAHT members as

possible contribute to the public consultation that is under way. That’s the only way to make sure Ofsted’s new framework is an improvement on the old one. Look at our analysis on page 26. Estyn, the school inspection authority in Wales, is under similar pressure to change. The principles within the Improving School Accountability report have inﬂuenced Professor Graham Donaldson’s review of Estyn. When NAHT policy principles create cohesion and continuity across borders, our voice is at its strongest and simply cannot be ignored. In Northern Ireland, NAHT continues to be the only union campaigning on the devastating funding crisis that schools currently face. Without a functioning Stormont Assembly, NAHT(NI) ofﬁcials have spoken at the ongoing Parliamentary inquiry by the Northern Ireland Affairs Committee to make the case for increased funding.

Above: Paul Whiteman

It’s imperative that as many NAHT members as possible contribute to the public consultation. That’s the only way to make sure Ofsted’s new framework is an improvement on the old one.

Despite all the impressive developments I’ve listed here, you can’t escape the fact that for too long the efforts of principled campaigners like NAHT have been focused on fixing what is broken. Our education system has been put together in a piecemeal fashion, with one policy overwriting another before the ink has even dried, creating confusion rather than collaboration, with school leaders and pupils as the collateral damage. We can do better than that. As 2019 continues, NAHT will continue to grow, not just in size but in ambition. You’ll see more efforts to rejuvenate our regions and branches so that wherever you work, you’ll always be able to tap into a ready-made network of likeminded individuals. More and more of you tell me that you value these professional communities just as much as the first-class protection and advice NAHT is well known for. We’re also well known for offering credible alternatives to policies that are harmful or destined to fail. We don’t just throw rocks and complain. The odd rock or two is still necessary sometimes, of course. But for me, it’s always about looking for new ways to create the conditions for school leaders to succeed, so young people feel the benefit. Something inspirational, for want of a better word.

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A pupil sorting the k. pacc pa pictures in the photo

Sample of a from a Yea mind map r 2 pupil.

PARENTKIND 52

Harnessing the power of parents is within your grasp MICHELLE DOYLE WILDMAN, acting CEO of national charity Parentkind, on why parents play a pivotal role in school improvement and how head teachers and school leaders can be the inspiration behind strong parental engagement strategies to aid accountability and build support. arents have always played, and will continue to play, a critical role in their child’s school and learning. As fundraisers, volunteers, governors, homework supporters or education champions, and in a myriad of other ways, their contribution to education really matters to your success and to that of your pupils. Indeed, according to our latest annual survey of over 1,000 parents, we found more than eight in 10 want to play an active role in their child’s education and describe themselves as supportive of their child’s school (88% and 85% respectively). This willingness to participate provides school leaders with a prime opportunity to harness their value, expertise and goodwill, inspiring them to get involved and contribute to your plans for school improvement.

CASE STUDY

However, many experience barriers to playing their part to the full. Our research found that just 57% of respondents reported being satisﬁed with the opportunities to get involved in their child’s school, while even fewer believe their school listens to (53%) or takes action (55%) based on their views. But what is it that’s preventing positive engagement? The reasons include cultural, language or

health matters, as well as the often unfounded belief by mums and dads that they don’t have the necessary skills or time to get involved. At the same time, less than a ﬁfth (19%) of more than 1,300 teachers told us in a survey we carried out in 2017 that their school had a written parental engagement plan in place, and barely a quarter (24%) said their school had measures to track parental engagement.

ROWLANDS GILL PRIMARY SCHOOL, TYNE AND WEAR

Some schools are leading the way in parental engagement, bringing the community together to support families. Take for example Rowlands Gill Primary School in Tyne and Wear, where the school leaders and PTA recognised that some children’s behaviour in class reﬂected challenges at home. Working together, the PTA and the senior management team decided to address the problem by employing a family support worker who strengthened home-school ties with advice and support through an outreach programme. Since her involvement, the behaviour of the children at school has improved and families feel better able to positively participate in their child’s school life.

LEADERSHIP FOCUS | FEBRUARY 2019

CASE STUDY RIDGEWAY PRIMARY ACADEMY, SOUTH SHIELDS

Ridgeway Primary Academy in South Shields was a once-failing school and is a forcedsponsored academy, but is now ﬂourishing and achieving notable success. School leaders recognised the value in sharing the changes, improvements and progress they were making with parents and carers via social media. A new website and the introduction of the school Facebook page as well as the effective use of Messenger allowed the school to regularly keep parents informed, while encouraging them to buy in to the school ethos. The results have been signiﬁcant, with better parental engagement that supports work between home and school; an increase in the number of parents attending events because they receive easily accessible information that allows them to plan better; and more parents messaging the page requesting a place at the school for their child, with a clear indicator of the success in the numbers on roll doubling in four years.

In these times of stretched resources and conflicting priorities it can be hard to carve out the time needed to develop or enhance a parental engagement strategy in your school, but the benefits of doing so are significant. Indeed, I would go further and ask: can you really afford not to? Inspirational leaders will work with the staff and parent community to share and develop a joint vision establishing the mechanisms that can deliver what’s best for the children in our schools. Whether it’s through regular surveys to gather views and provide feedback on what has been achieved; by appointing a staff lead for parental engagement; or, for example, by establishing a consultative parent body, such as a parent council where mums’ and dads’ views are sought in an inclusive and representative way and a broad range of topics and school policies that impact their child’s education and learning are discussed – all can have great impact. What’s more, by establishing these positive engagement strategies, schools are demonstrating their accountability to parents – an issue that is gathering momentum. Our research found that two-thirds (66%) of parents want schools to be more accountable to them and threequarters (77%) want to have a say in their child’s education at school level, with the curriculum, pupil behaviour, homework and budgets/ school costs reported as the top areas where they’d like some input. Yet, despite this, a minority of parents – three in 10 or fewer -

reported having actually been consulted on these issues, while two in ﬁve (42%) said they have not raised issues, contributed ideas or offered feedback on matters that affect their child’s education at all in the past year. As a charity, Parentkind is committed to championing parents in education, but recognises that in order for them to be meaningfully engaged, the right mechanisms and expertise need to be in place. Our teacher survey showed that the overwhelming majority (98%) agree that parents have a positive impact at their school, achieving greater trust and improved relationships between parents and teachers. Improved academic achievement and pupil behaviour; a shared school ethos and culture; reduced absenteeism; and a positive impact on school decision-making were also cited as key beneﬁts. Undoubtedly, investing when thing are going well will build up goodwill ahead of any school leadership challenges, as well as preventing small dramas becoming time-consuming or reputation-bashing crises. One thing you can do right away is invest in professional learning. Although it’s a fundamental part of their job, we know very few teachers have had any training in working with parents and families. Parentkind will support you as school leaders to continue to inspire the families in your communities through better engagement and a proactive and pragmatic approach to overcoming the barriers that exist. For example, through our training

CASE STUDY

courses we help schools establish and build on parental engagement strategies, while helping to devise ways to ensure all parents and carers within the community can participate in whichever way they can and want to. You as head teachers and school leaders can drive positive parental engagement, inspiring your teams and peers to follow as the beneﬁts of working with parents for a common purpose begin to deliver results. And at Parentkind, we welcome the opportunities to support you in your efforts to establish your parent-friendly school credentials.

RICHMOND PARK SCHOOL, CARMARTHENSHIRE

Richmond Park School in Carmarthenshire broke down barriers between home and school through a series of activities designed by teachers and the PTA collaboratively to engage parents. They included academic workshops and reading sessions run by teachers for parents, as well as sessions on oral hygiene and sporting activities for everyone to get involved in. Since introducing these weekly parent-focused events, the school has seen better attendance, children’s reading ages have improved and more mums and dads have attended parents’ evenings.

To read the case studies in full and other success stories visit the ‘News and blogs’ section at parentkind.org.uk.

About Parentkind

Parentkind champions all the ways that parents can participate in education and is the leading Parent Teacher Association (PTA) membership organisation and registered charity in England, Wales and Northern Ireland. Parentkind also provides training and support to teachers, governors and parents to build successful home-school relationships. For a full list of training courses available, including ‘Developing a parent council at your school’, ‘A whole-school approach to parental engagement’ and ‘Overcoming barriers to engaging all parents’, see parentkind.org.uk/Parent-Councils/Training.

CONFERENCES AND COURSES

New and aspiring heads’ conference Are you a new head teacher? Or are you planning your move up to headship? If so, NAHT’s New and Aspirin ng Heads’ Conference is for you.

oin n us in Birm min ngh ham on 24 May 2019 9 to meet other new and as spirrin ng school leaders and share e your visions s, concerns an nd aspirratio ons. Form mulated by successfu ul and ex xperie enced senior le eaders from all sectors, this conferrence provid des you with h sound founda ations, so you return to your scho ooll equipped to develo op and deliv ver your vision or pla an your pathway to headship p, as welll as

priorittis se th he daily deman nds off your ne ew role. You willl hear ins sig ghts from practittio oners and other experts s, gain a pic cture of the ch hanging g educattio onal lands scape and co onsid der ways to o sustain n you ur person nal resilie enc ce thro oughoutt your career. We provide the highest sta andards of support and advic ce through hout your time as a scho ool le eader – whether you willl be

See naht.org.uk/conferences for more information and to book a place.

le eading in the earlly years, priimary, secondary, specia al schools or alternative e proviisio on. On becomin ng a ne ew sch hool le eader, we know you’lll hav ve compe etin ng prrio orittie es;; we thin nk you should ha ave the oppo ortu unitty to develo op your pote entiall, whic ch is s why we are offe ering this s conference at su ubsid dised rates. “Underttaking yourr ﬁrst headship will be both h excitin ng and fulﬁlling, and it’s s importa ant

LEADERSHIP FOCUS | FEBRUARY 2019

to invest in your skills and development. We have specially commissioned this conference to provide you with a strong foundation, which will allow you to return to your school with the conﬁdence to develop your vision and respond to your school’s needs,” says Bernadette Hunter, NAHT past president ATTEND AND BENEFIT FROM: • understanding how to better prioritise the daily demands of your job • gaining a picture of the changing educational landscape, • advice on sustaining your personal resilience throughout your career • a choice of three practical workshops, led by industry experts • designated networking time. HEAR FROM INSPIRATIONAL LEADERS, INCLUDING THESE KEYNOTE SPEAKERS: • Phyllida Hancock – Olivier Mythodrama • Vic Goddard – principal, Passmores Academy

• Simon Smith – head teacher, East Whitby Academy • Paul Whiteman – NAHT general secretary. “I loved this conference. It was a real pick-me-up. It delivered a great mix of practical advice and inspirational stuff to keep me going. It was a rare opportunity to focus on my own leadership as an area for CPD, and I very much enjoyed chatting with colleagues at lunchtime and break time because this can be a lonely profession!” Nicola Faulkner, head teacher “As a result of this conference, when I go back to school, I will be more conﬁdent, feel energised, believe I can do this headship job thing now.” Jacqueline Wheble, head of school

When and where?

The New and Aspiring Heads’ Conference takes place from 9am to 4pm on 24 May in Birmingham.

Who should attend?

New head teachers (ie those in the ﬁrst two years of headship), deputy and assistant heads, and others aspiring to leadership from all phases.

Workshop topics

These workshops look at the vital role head teachers play within their school and the wider community, and the unique problems they face. YOU CAN CHOOSE TO ATTEND THREE WORKSHOPS FROM OUR SELECTION BELOW: • Demystifying Ofsted’s Inspection • Dealing with Difﬁcult People • Keeping Your Balance – How senior leaders can prioritise, manage workload and look after their well-being • Emotional Health and Well-being – A wholehearted approach • Taking the Fear out of ﬁnance • Recruit Right, Perform Better • Media Training for New School Leaders • Governance ‘Top Trumps’ for Senior Leaders.

I loved this conference. It was a real pick-me-up. It delivered a great mix of practical advice and inspirational stuff to keep me going.

COURSES AND CONFERENCES

Courses to help you learn and grow Developed and led by expert facilitators, our courses are innovative, challenging and explicitly designed to for senior leaders. NEW SUPPORTING YOUNG BILINGUAL CHILDREN

29 March, London

Most teachers and practitioners in the UK now work within complex communities, and increasingly large numbers of children are bilingual. Teachers’ daily work is with children who speak more than one language, but their curriculum and assessment are monolingual and English. This new course will explore bilingual children’s use of ﬁrst languages and the learning of a new language in the early years of schooling. The advantages of growing up learning more than one language will be discussed in relation to recent research. To give children the best chance of success, strategies will be suggested for fostering children’s bilingualism and supporting and assessing the learning of a new language, creating environments where multilingualism is a positive resource. Course facilitator: Dr Ruth Drury

BUILDING LEADERSHIP CAPACITY FOR NEW DEPUTY AND ASSISTANT HEAD TEACHERS 8 March, Birmingham

Designed for newly appointed deputy and assistant head teachers, this course explores your role and responsibilities and helps you identify a personal development plan to support or complement your induction into your new position. Feeling conﬁdent and being competent to take on new roles and responsibilities is vital if your school is to maintain its focus and continue to progress the priorities in your school plan. Leading and managing change, building effective partnerships and inﬂuencing others will be key to your success. Course facilitator: Dr Chris Greenland

HR ESSENTIALS FOR THE SCHOOL LEADER 7 March, Manchester

This course will give you the confidence to lead and manage the employment lifecycle, including understanding recruitment and selection. Providing a step-by-step guide, you will leave the course with a better understanding of the general employment life-cycle, including the formal processes involved in managing disciplinary and grievance procedures. You will be provided with an opportunity to reflect on a number of scenarios and examples to help build confidence and develop management strategies. Course facilitator: Jenny Salero

AN INTRODUCTION TO EXECUTIVE HEADSHIP

27 February, London

Focusing on the role of the executive head teacher, this course offers practical advice vice on how head teachers can formulate a long-term plan to up-skill in preparation for this change in focus and career. You will get the chance to reflect on how the role of executive head teacher differs from the role of head teacher in a single school. You will consider how to form a multi-academy trust ensuring it is efficient, effective and financially viable. This course will also consider teaching and support staff structures in more than one school to ascertain whether they are ‘future proofed’ and financially sustainable into the future. You will have the opportunity to consider how they will develop their existing skills into system leadership skills. Course facilitator: Phillipa Ollerhea

OFSTED INSPECTION UPDATE

6 March, London 19 March, Preston “What we want to see on inspection is an accurate reﬂection of what happens in your school. Yes, we want to see how you approach assessment. We want to see good teaching. We absolutely want to be sure that your leadership is effective. But we want to see all of that just as you approach it day-to-day, not a special presentation for Ofsted.” Amanda Spielman, March 2018 One of our most popular courses, we designed this course to help you manage and reduce the stress associated with school inspection. Course facilitator: Phillipa Ollerhead

“Thank you for preparing and delivering a most informative presentation. As a head teacher, many of the courses on offer just make you think slightly differently about the way you do things. Very rarely do I come back with a whole list of ideas that will improve the way we run our school while enhancing our provision. I like that your advice and suggestions weren’t just about the dreaded visit, but were sound school improvement strategies.” Elaine D’Souza, Hermitage Primary School

There are many more courses available at a discounted rate to NAHT members. Visit naht.org.uk/courses for more information.

LEADERSHIP FOCUS | FEBRUARY 2019

Strategies for social, emotional and mental health JULIA JAMES, principal of Bedelsford School, on helping young people improve their mental well-being. eurotypical learners are faced with unprecedented expectations to conform and achieve in some way, while they have access within seconds to a vast array of unfiltered information that can exacerbate those expectations further. Many learners struggle to develop the skills and strategies needed to manage and lead healthy adult lives. As principal of a special school for learners aged two to 19 who all have complex learning/medical difficulties or disabilities, I am aware these issues are significantly magnified for our cohort. Bedelsford School is part of Orchard Hill College and Academy Trust, a specialist trust with 14 special educational needs (SEN) schools and academies in London, Surrey and Sussex. I attended two NAHT-supported SEMH conferences in 2018, a joint mental health conference and the Girls and Autism conference. Professor Barry Carpenter posed the question: how do we build ‘emotionally wealthy’ futures for our learners? The statistics given for anxiety, depression and early mortality for people with learning disabilities were shocking, yet by acknowledging and recognising the issues at all levels, including any encouraging government initiatives, we do have some hope we can begin to better equip and build the strategies and resilience in young people that will improve their chances for emotionally wealthy futures. In my own setting, learners are particularly vulnerable to anxiety, fear and self-harming, as well as depression, which is typically due to frustration of what they can’t do due to physical disability or reliance on others who know them well and interpret what they are trying to express. We have established leaders for SEMH and, in partnership with other schools in our trust, coordinated our own regional mental wealth conference to share the current knowledge and strategies that had been developed through research. In addition, we specifically developed three initiatives following the conferences:

Involvement in the ‘Books beyond words’ research project – the use of the books empowers learners to develop a better understanding of managing their world, anxieties and emotions through the use of pictures.

We are working to develop mental wealth bags or journals for learners of all abilities (based on the research Inquiring Minds: Adapting mental wealth journals for pupils with additional needs, by Jo Egerton and Bev Cockbill). ‘Happy bags’ have been designed to transition between school and home so the child has them available at all times.

Julia James

Overcoming barriers to their physical challenges can be the focus for our learners who are cognitively able but nonverbal. To address the development of their emotional wealth, we have worked with speech and language therapists, teachers and the learners and families themselves to develop appropriate language on their VOCA’s (voice output communication aids) to enable them to express all their emotions, needs and wishes in all settings and support input into their mental wealth journals. I look forward to seeing you there this year – see below for details.

Unmissable SEND conference LEADING ON SEND ACROSS ALL SCHOOLS CONFERENCE

2-3 APRIL 2019 | LONDON

Day one: World autism day: autism in girls - many voices

Day two: Diversity, difference and dynamics

This highly anticipated conference for senior leaders will focus on girls with autism. You’ll gain insight and perspective from girls on the autism spectrum, which often goes undetected, and learn effective practices emerging in the ﬁeld. Be the ﬁrst to read the Girls and Autism book, edited by Barry Carpenter, Francesca Happé and Jo Egerton, which will be launched at the conference.

Day two will focus on the varied challenges and experiences for both young people with SEND and the adults working with them. Through a range of workshops and keynote sessions, we will explore the solutions that can be found through deepening partnerships and understanding.

Spaces are limited, so book your space now!

naht.org.uk/SEND2019

01444 472405 @NAHTnews

For more information about all the NAHT courses and conferences on offer, see naht.org.uk/courses.

THE FINAL WORD

SUSAN YOUNG: Education columnist

Inspiration in action s the primary head in an all-through school, Mark Sim has a different view of inspirational leadership. “It’s an almost 360-degree effect – I can look up and down and see how inspirational leadership looks around me.” Like most school leaders, Mark is reluctant to talk about how he inspires staff. But he’s more than happy to discuss how his career has been transformed by others, how inspiration works in action, and how he works with his own team. He’s in his ﬁrst headship at Oakgrove Primary and Nursery in Milton Keynes, which opened when the existing secondary became the city’s ﬁrst all-through school, also becoming part of a multi-academy trust. At that time, he was at Middleton, another trust primary. “My headteacher, Jane Miller, was always very inspiring. She encouraged me to think about headship and doing the MBA. She thought when the all-through opened there might be a good headship opportunity for a member of her leadership team and she always encouraged us to position ourselves to apply,” says Mark. He adds: “She was always very positive about her belief in my ability even before I had that belief. I became a father about a week before a key opportunity arose on the leadership team at Middleton. I wasn’t really minded at that point and Jane pushed me forward when I was sleep-deprived and not necessarily open to it. Had she not done that, I wouldn’t have applied and wouldn’t be where I am now.” Jane was also a reassuring ear when Mark got the Oakgrove job and was working with then-principal – now trust CEO – Peter Barnes to extend the age range, initially while still in post at Middleton.

Her memories of setting up her own school from scratch – and how daunting it was – “nurtured and reassured” Mark, and he says he inherited her belief in growing leaders from within. At this point, Mark was adapting to a different style of leadership. “Peter is a very inspiring leader with an interesting style, challenging you to step up to his expectations. That can be quite stressful, particularly in the early days, though his expectations are clearly communicated.” High expectations are mentioned a lot. “I think people are inspired by that. Staff want to feel part of something special, excellent – something that is trying to be the best it can be. You can take part in that success and take pride in it. A constant communication of that culture is also inspiring. I work closely with the principal Ian Tett, and he has the very highest expectations, communicated very clearly.” He muses: “I’d like to think I’m self-motivated but I have no doubt that I am sharper in my thinking, more insistent, relentless and motivated, because I know Ian expects the very best from

Above: Susan Young

Staff want to feel part of something special, excellent – something that is trying to be the best it can be. You can take part in that success and take pride in it.

the primary and nursery. I know he notices, and would notice, if I wasn’t delivering that oversight and level of accountability. Expecting the highest standards at all times is quite powerful.” Isn’t that Ofsted? “A friendly cuddly Ofsted in an idealised world, where it is increasingly interested in supporting schools,” says Mark, adding that he has complete trust that high expectations are best for his pupils, and that the senior leadership’s eye for detail is inspirational. While Mark says high expectations work for his staff, he works to inspire in other ways as well. The primary and nursery is now too big for the team meetings they used to have, but regular group sessions celebrate achievements and thank, reassure and challenge “everybody on the team, not just a narrow strata of people,” he says. Talent spotting is important, with staff encouraged into further study and promotions, and SCITT trainees taken on as NQTs, with Mark offering practical support. “I think people thrive in knowing where they stand. Brave leaders suggest what they are looking for and give clear direction but without being prescriptive or micromanaging,” he says. So how would he sum up inspiring leadership? “Challenge, nurture and recognition – and having a leader who celebrates, enjoys and shares your success.”

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