Category: Empowering Professionals

It may seem that modern headship is less a role of academic leadership and more one of relentless crisis management. The prospect of Ofsted inspections and other accountability measures; teacher shortages and recruitment; poor student behaviour and AI-emboldened parent complaint; bugetary cuts and SEND funding gaps present an endless round of worries and problems from which there’s little relief. 

In this context, what school leaders struggle with most is thinking space. Space to slow down. Space to reflect. Space to think clearly in the face of complexity, pressure and responsibility for the 
whole school learning ecosystem. 

As school leaders move into roles with broader accountability, the nature of the work changes. Decisions carry greater consequence. Stakeholders multiply. Ambiguity increases. Yet the space to think often shrinks. 

The unspoken expectation is to know, to decide quickly, to have the answer. 

This is where leadership quality can quietly erode. 

A change in mindset 
A successful career in the classroom will provide most headteachers with a firm foundation in understanding teaching and learning. However, the management and leadership of schools has changed enormously in the past few years. 

Schools are now essentially small businesses with significant autonomy and great responsibilities. This means that headteachers need core expertise in finance, HR and technology. They must also understand the legalities of data protection, contract procurement and a host of other areas that a classroom career simply won’t have prepared them for. 

Beyond NPQs 
Surely, the answer to the skills gap conundrum lies in training? NPQs are driving a significant training shift in school leadership by providing access to a common, evidence-based language. The golden thread is raising standards in leadership discussions and equipping educators with the confidence to lead change. The impact is widespread, with NPQs recognised as an essential tool for school improvement rather than just individual milestones. 

Almost all teachers and leaders (98%) had taken part in some form of CPD in the 12 months prior to interview.

Department for Education Working lives of teachers and leaders: wave 4 

However, while the current NPQs focus on evidence-informed instructional leadership, they don’t quite capture the full breadth of skills required for senior roles. To better support our school leaders, we need to bridge the gap between instructional focus and broader leadership confidence and agency, creating a more comprehensive professional development framework. 

In practice, the most effective schools use the NPQ frameworks as a baseline rather than a ceiling. They encourage leaders to use the approved research as a foundation, but then empower them to see how those principles work within their specific situation.

To do that effectively, we need to create strategic space where educators can explore the ‘wicked’ problems their schools face.

From ‘tame’ fixes to ‘wicked’ solutions

The intense accountability culture in England forces many school leaders into a reactive loop. Because the stakes are so high, energy is often diverted toward short-term wins and the specific metrics measured by external bodies.

These ‘tame’ issues are the fires we know how to put out. They have clear boundaries, identifiable causes, and predictable outcomes. Unlike ‘wicked’ issues, that are are the deep-rooted, messy, and unpredictable challenges, that require a strategic, long-term approach rather than a quick intervention.

When a school system is under pressure, it invariably defaults to treating ‘wicked’ problems with ‘tame’ solutions. We apply short-term fixes to symptoms because we lack the capacity and headspace to address the root causes. Breaking this cycle requires a mindset shift: moving away from the firefighter who fixes the predictable, toward the strategist who has the time and support to navigate the complex.

The reality is that the school system is highly diverse and the world is changing rapidly. We need to equip leaders with the time to respond effectively.

If we create a culture where every teacher believes they need to improve, not because they are not good enough, but because they can be even better, there is no limit to what we can achieve. 

Dylan William, Educationalist

The power of trusted insight

In an era of information overload, the value of a strategic leader lies in the ability to distinguish between available data and trusted insight. 

While AI tools can provide rapid summaries, they lack the nuanced, ‘insider’ understanding of a school’s unique ecosystem – the specific cultural history, the subtle shifts in community sentiment, and the hard-won wisdom of years of effective delivery. 

As our service interviews show (p.08-15), when leaders partner with suppliers that provide rigorous, expertly designed answers to whole-school questions, something powerful happens. They eliminate the ‘verification tax’ – those hours wasted cross-referencing unreliable sources, fathoming new legislation or second-guessing speadsheets. 

This, in turn, affords absolute confidence in decision-making, and moves school leadership from a defensive posture of verifying information to an offensive one. Time is saved, and energy is now focused on the strategic application of findings, rather than the exhausting search for them. 

Investing in your capacity to lead

Investing in your capacity to lead is not merely about personal development; it is about strategic design. If the goal is to move from ‘tame’ fixes to ‘wicked’ solutions, the primary obstacle is the sheer volume of operational noise that floods a headteacher’s desk. 

This is where a partnership with holistic school services, designed to work across the whole environment, becomes a transformative strategic move rather than an administrative one.

By outsourcing the time-consuming complexities of school management – financial forecasting, literacy and numeracy support, governance tasks, ed tech deployment, psychological support or HR compliance – you are not just delegating tasks to experts; you are buying back your strategic sovereignty. 

Ultimately, the shift from a tactical to strategic leader is only possible when the foundational noise of school operations is silenced. By utilising Smart School Services, you transition from being a solitary problem-solver to a high-impact leader supported by a specialised executive infrastructure. 

It is the difference between surviving the academic year and intentionally designing the future of your learning community. By securing the time to think, the headspace to reflect, and the data to act with certainty, you don’t just lead a school – you have the opportunity to transform it.

Wandsworth’s relentless drive for excellence and commitment to educational innovation is a testament to our community’s resilience and aspiration. It is therefore only fitting that we focus on the visionary leadership that makes our schools so unique, different, and special – ensuring that every headteacher has the capacity to lead with clarity, purpose, and the strategic foresight that Wandsworth’s children, teachers and community deserve.

From Urgency to Intention

Operating a school in the current climate is a challenging exercise in firefighting. The weight of the operational burden – from complex financial compliance to the rapid evolution of educational technology – can trap leadership teams in a reactive cycle. When the majority of your energy is spent managing the immediate “now,” there is little room left for the “next.” Reclaiming that time is not just a luxury; it is a strategic necessity for those who wish to move beyond crisis management and toward visionary growth.

According to the National Education Union (NEU), a staggering 83% of school leaders report that they cannot find enough time for the strategic leadership aspects of their job. 

This is largely because senior leaders are now working an average of 57 hours per week, with the vast majority of that time consumed by operational ‘fires’ – specifically administration, safeguarding, and reactive staffing issues.

In this issue, we move beyond the theory of efficiency to provide real-world examples of how our services act as a pressure valve for school leaders. We demonstrate how our experts integrate into your school’s fabric, handling the intricacies of the everyday – from HR and data evaluation to governor compliance and psychological support. By offloading these high-stakes operational tasks, you create the mental and physical bandwidth required for strategic thought – allowing you to focus on inspiring staff, engaging your community, and elevating the quality of education.

I encourage you to explore these interviews and discover how our services can help you step back from the daily operational grind. By choosing to delegate some of the complex to supportive experts, you can refocus on the transformative work that defines a truly successful school. We hope this serves as a blueprint for a more proactive and sustainable future for your leadership team.

Michael Hallick
Director – Business and Resources
Children’s Services

Inclusion in school education ensures that all students feel valued and belong within the school community. It emphasises that ‘Every child has the right to quality education and learning’, as outlined by UNICEF. This includes respecting the diverse backgrounds, abilities, and learning styles of all students. It also bolsters full participation by creating an environment where all students can actively engage in learning and feel supported. Inclusive education prioritises the removal of barriers that may hinder any student’s learning, such as physical, social, or cognitive challenges. Finally, it recognises and addresses the diverse learning needs and preferences of each student. 

Inclusion is about everyone, or it is about no-one 

Inclusion in schools is not limited to providing additional support to a specific characteristic. At its heart is the creation of a learning environment that works for all pupils, whether they have a disability, speak English as an additional language, are a member of a minority community, come from a low-income family – or find it harder to learn and achieve for any reason. 

While needs vary, pupils should not have to adapt to the education system, instead education systems should adapt to their bespoke needs. Or, as Professor George Dei explains: “Inclusion is not bringing people into what already exists, it is making a new space, a better place for everyone.” 

While culture change is challenging, it can prove transformational – for everyone. Finding new ways of learning can unlock potential; reduce bullying through understanding; re-engage learners through representation in the curriculum; foster staff unity and lay the foundations for brighter, equitable futures for all. 

Setting the scene, systemically 

Imagine a school bus. You want everyone to get onto the inclusion bus with you – teachers, pupils, parents and carers, school governors – but you haven’t communicated your vision, reasoning or goals. How long will we have to sit on the bus? What is the final destination? What can we expect when we get there? 

If you want people to come on the journey with you, construct an inclusive vision that addresses the singular challenges that your school faces. Use the process to cultivate an environment that values every voice. Laying the foundations for ongoing dialogue. 

The culture of any organisation is shaped by the worst behaviour the leader is willing to tolerate. 

Steve Gruenert and Todd Whitaker School Culture Rewired: How to Define, Assess, and Transform It 

Take a deep dive and listen to the voices of your stakeholders. This should include staff, students, governors and the community. All stakeholders must have a sense of connection and belonging. Ownership of each idea is key to its success. Listen to each other’s lived experiences and hear. 

Have regular “curious conversations” with colleagues. 

Find out what makes them feel engaged or conversely, challenged. Create a safe space for engagement and learn to be comfortable with being uncomfortable. Create a shared understanding that is agreed and implemented by all. When you implement these elements, you will have a profound impact on team dynamics, school culture, and instil a systemic sense of purpose and direction. 

The work of EDI requires all members of your school to be on board. It has to be delivered systemically and the responsibility equally should not fall upon the marginalised and only take place at a grassroots level.

Diversity is a fact; inclusion is an act

Always act intentionally. If you do not intentionally include, you will unintentionally exclude.

Intentionality begins with setting out your key priorities. Inclusion needs to be embedded across all aspects of the school, from curricula to pedagogy and teaching, as well as broader school activities including social and extra-curricular. What does that look like? Do your homework. Look to outside services for expert support (see page opposite) and research best practice ideas. Create an in-depth action plan to ensures a transparent and accountable process.

Your action plan must outline the specific steps you will take, define clear success criteria and milestones, designate staff responsibilities, and identify the necessary resources.

Empower all staff with access to comprehensive training and continuous professional development (CPD) opportunities. While most staff are dedicated to performing their roles effectively, they may lack the necessary knowledge and skills to do so confidently.

Review, Reset, Repeat

To what extent has education changed since 2020? Think about the profound impact COVID-19 and Black Lives Matter have had on how we view and deliver primary education. How many pre-pandemic policies and procedures are no longer fit for purpose? 

The point is that any plan, however intentional at the outset, can become outdated and ineffective if it is not reviewed and discussed on a regular basis. Be realistic about what can be achieved, but over time, continue to expand its scope until it encompasses all aspects of school life. 

Let inclusion become the lens through which knowledge is delivered, difference is celebrated, behaviours are reported and responded to, and allyship is proven to pupils, teachers and families from marginalised groups.

We must model the behaviour we expect to see and demonstrate in all aspects of life, that each and every child deserves the opportunity to succeed, irrespective of the identities and intersections that they hold.

Inclusion works where teachers hold positive attitudes, where staff are well trained, use strategies geared to diverse needs and work collaboratively within a problem-solving school culture. 

Ultimately, a school’s success should be measured by the extent to which it prepares all the young people it serves for their next steps in life – do pupils leave the school confident and proud of who they are, appreciating the unique qualities of others and having reached their true potential? If you implement an inclusion strategy that is both systemic and intentional, there is a very strong chance they will. 

64% of learners agree they learn better if they see people like themselves or from their backgrounds in what they learn in school.

Pearson School Report 2024

We believe that great education knows no boundaries or barriers. That is why we are delighted to offer our services into our neighbouring boroughs.

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Governor Services: 
St Joseph’s Catholic Primary School, Kingston

St Joseph’s Catholic Primary school in Kingston has a long connection with Wandsworth’s School Governor Services. So, when head teacher Lorraine Flower joined St Joseph’s in April 2022, after 12 years as a deputy head in Weybridge, Surrey, she found there was already a clerk to the governors who knew the school well. 

“We are in the borough of Kingston and we do use their governor services as well, getting help with Governor Hub, but it’s Wandsworth’s School Governor Services that provides most support with governance tasks,” she says.

Clerk to the Governors is Steve Laffey who Lorraine describes as: “Very serious and knowledgeable. He keeps us on track and runs the meetings really well. He is efficient and timely with drafts of minutes, agendas, and if ever there are points for clarification needed in meetings, he tends to have the answers. In my time here he’s been fantastic and very good at his role.”

Schools need to keep on top of statutory policies and that’s where the Head finds professional clerking support a boon. “Our clerk sends a suggested agenda before a meeting and keeps a policy schedule for us – he will put on any statutory policies that are needed in time for that meeting and is open to us making amendments and putting on any agenda items we want to discuss. It is very much done in collaboration with the chair of governors and myself,” says Lorraine.

As well as organising a schedule of committee meetings a year in advance Steve also creates documents showing which policies need to be reviewed and which committee they need to go to. St Joseph’s is a small school, with around 240 pupils, but it still has a busy committee set up with the full governing body (FGB) and finance committees and has recently merged its Catholic life and Curriculum committees into one.

In addition, the Clerk did pay panel meetings for St Joseph’s in 2024 and clerked for a couple of disciplinary meetings.

“We get diocese training and Kingston governor training sent through and Steve is very good at communicating any available training to governors,” adds Lorraine who has recommended Wandsworth’s Governor Services to nearby schools looking for a new clerk.

“We are joining an academy trust on 1 January 2025,” says Lorraine, “but I don’t plan on losing Steve as our clerk as a result of it.” 

stjosephs.kingston.sch.uk