When Chris Dyson took over at Parklands Primary School, there had been 150 exclusions in the previous year and morale was at an all-time low. By addressing the underlying wellbeing issues, he is now head of a school that is in the top 1% nationally for maths and which has received an ‘Outstanding’ rating from Ofsted.
As a gung-ho young head, Rob Carpenter was in love with systems. It was, he discovered, a big mistake. He now believes that the core of leadership should be based around relationships with staff and children.
Building on last issue’s article on Acing the Leadership Interview, here we look at how sometimes the worst thing that can happen isn’t not getting a job you’ve applied for, but getting the wrong job. Jill Berry shows how you can avoid falling into that trap and what to do if you end up in a post that’s not right for you.
In the first of a series of seven articles, Rob Carpenter looks what real school improvement is and how important it is to stay focused on the real substance of education rather than pandering to the latest trends in accountability.
Working within a collaborative structure, such as a MAT or some other alliance, is becoming more and more common in the UK, and the leadership required is different than for individual schools. David Middlewood, Ian Abbott and Sue Robinson show how a willingness to learn from each other can help school leaders thrive in these new partnerships.
Joan Deslandes, OBE, shows how Kingsford Community School is helping children from deprived backgrounds reach for the top, achieving the distinction of becoming a Centre of Excellence for their approach to inclusivity.
Being a school leader involves much more than taking on a new title and more responsibility. It involves growth and skill development, which can and should occur at all career stages. Heather Clements outlines steps and strategies teachers can take to put themselves on track for successful career progression.
The parents of disadvantaged children are the most difficult to engage but they must always be the priority! Caroline Kelly explains how the approach the issue in a large primary school in the Midlands.
We need more leaders from a variety of ethnic backgrounds: What can schools do? Marianne Coleman reports on the best practices of schools dedicated to inclusivity and diversity at all levels.
This DfE report builds on the statistics presented in the annual School Workforce Census by looking at the characteristics and trends of teachers in leadership roles in state-funded schools.
Leadership Briefing (141)
In this article Toby Greany describes the development of school-to-school support,networks and partnerships, focussing in particular on recent developments in England.He explores the leadership practices associated with these and argues that schoolleaders must become adept at working in an environment that incentivises collaborative competition.
Toby Greany and Peter Earley explore the intriguing tensions between freedom
and control which lie at the heart of the English educational system, and consider
the implications for school leadership and professional development.
The push for more and better school-led research to improve practice and children’s learning has never been stronger. But many are skeptical about its value.Tim Cain investigates its current role and reception at the coal face.
In this article, Toby Greany describes the development of school-toschool
support, networks and partnerships, focussing in particular on
recent developments in England. He explores the leadership practices
associated with these and argues that school leaders must become adept
at working in an environment that incentivises collaborative competition.
Stephanie Rodgers recounts the seven pillars of wisdom that her school alliance has followed to transform teachers’ professionalism.
Amanda Godfrey explains the role of an NLE and the challenges they are confronted with when heads get into difficulties.
Christopher Chapman and Kevin Lowden describe how they built teacher leadership through collaborative research and development as part of the School Improvement Partnership Programme1 led by the Robert Owen Centre for Educational Change at the University of Glasgow. They report significant gains for both teachers and pupils, together with partnerships helping to close the attainment gap.
How do you respond to a troublesome mother behaving aggressively towards someone else’s child? Here, we find out it’s far from clear cut.
Mrs Granger and her son James had come to the school with a health warning. This was the fourth school that James had attended in his 10 years of life because Mrs Granger had a habit of falling out with each school she sent her son to...