I am currently the Acting Headteacher of a one form entry village school that serves 180+ pupils in Buckinghamshire, on the edge of Slough and Maidenhead. This primary school is now part of a Multi Academy Trust (2017) as it was placed in special measures in 2016. I joined the school in 2018 as part of the senior leadership team. It is awaiting its first Ofsted inspection as a new entity. The school has had changes in leadership in the last four years which has affected the stability this primary school requires.
I started my current leadership position in September, at the start of a new academic year already affected by the pandemic and lockdown. Although the Trustees offered some support, it was a difficult landscape to meander, let alone lead. Every single member of the school community had been impacted by Covid, and it was my role to ascertain what was required to support every pupil, family, and staff. The amount of and the lack of guidance from the DfE were both challenging as I had to make decisions, not just based on limited guidance, but in the best interest of the community I served.
The lack of support from the DfE for Headteachers such as myself during the pandemic has been astonishing. The opposite seemed to be true – Schools and Headteachers were threatened with the Ofsted card if parents felt their children have not been supported through remote learning. The lack of understanding of what and how schools were operating and the hardships many communities were facing was disappointing. The last-minute guidance and closures of schools, the lack of devices for our pupils, usually the most disadvantaged ones, the hardships faced by many families from ill health, unemployment and isolation were all issues that schools had to deal with. School leaders, such as I, offer our aid willingly, but when we feel we are not being consulted, listened to and supported well from central government, the effect is damaging not only for the job that we do, but also for our wellbeing. This ultimately may negatively impact on the well being of our staff and pupils.
There is also the narrative of a standardised curriculum and provision recommended for all schools irrespective of demographic and context – a one size fits all, traditional model of, and for education which seems at odds with a modern world that demands curiosity and creativity. I find this unsettling, and this has become a major challenge for many Headteachers and leaders who know that this is not the best model for their school or community they serve. Igrapple with this challenge.
Many Headteachers feel that they operate in silos or in isolation. There are not enough hours in the day to dedicate time for reflection and personal nourishment. The pandemic has certainly not helped as Headteachers are on guard all day every day, thinking about the next burst bubble, or children who have faced even more trauma due to the impact of Covid. There is little respite and what we require are safe spaces to explore our personal and collective experiences. We also require autonomy to make choices and decisions that benefit our community. We need to know that we are trusted and supported in our decision making. I know of no Headteacher who does not feel accountable for the safety, and progress of their community. I also know that there must be a better way of holding schools and leaders to account for the public trust that they hold. I think the condition is right for the DfE to consider better ways to support all Headteachers, no matter how experienced they are.
I wanted to listen and learn from leaders and Headteachers across the country. I wanted to understand what the landscape of education is and what it might be if we had a better national vision for education.
The knowledge that I am not alone. I am supported and challenged, but never judged. It is being in the same room with leaders who hold the belief that our roles empower lives beyond the walls of our school. The events are inspiring and the space is a safe space to air your views and debate with respect. It is a place where you can remove your leadership mask for a while and share the emotional journey that is leadership. Leaders hioold the stories of their communities and some of those stories are peppered with trauma and sadness – HeadsUp is a place you can share these surrounded with other leaders that understand.
It has enabled me to be a stronger leader, one who is more reflective, who now knows she will always have a listening ear, and support from other committed and dedicated leaders. I like the predictability of knowing they will always be there. There is no judgment, only care, nurture and support.
Headteachers carry the ‘tomorrows’ in their hands every day. They nurture pupils, staff, and families to enable them to succeed. Who nurtures the Headteachers and show them compassion? Surely it is in the best interest of this system to support all Headteachers in the role that they play. This will require dedicated time, training, and funding. There are many routes to headship but not many ways to sustain it when you get that Headship. It cannot be down to individual schools, Trusts, and Local authorities for this sustenance as this will be inconsistent.
It is in all our best interest to do the right thing in education. One of the rare, positive outcomes of the pandemic, is the networking that has happened. Headteachers and leaders have had to source out organisations such as HeadsUp for support and the connection has been empowering. There is a belief that together, we can build a better future for all our children. However, we cannot do this is silos, without autonomy and transparency, and without the proper support. I really believe this is possible because it is already happening without the system. It would be so much better if this could also happen within the system.