Staff Shout Outs

This week, we’ve launched our first Staff Shout Outs. This was the brainchild of our fantastic Catering teacher, Sarah Tucker, who suggested it as part of our staff wellbeing strategy before Christmas. The idea is brilliant: a way of celebrating the wonderful things colleagues do to make one another’s lives easier and better, by giving them a public “shout out” to say thanks. Here’s how it works: 

  • A link on our staff intranet takes you to a Google Form, where you fill in your name, the name of the member of staff who did something nice, and what it was that they did. 
  • The results are collated by our HR team and run through a mail merge, so that every Friday afternoon you receive a certificate in your pigeonhole with the details of your shout-out. The certificates are also displayed on the staff room wall. 
  • HR send out an all-staff email on a Friday afternoon containing the details of all the Shout Outs from the week, so that everyone can see the lovely things that have been going on. 
  • Every term, I use a random number generator to pick one Shout Out to win either a bottle of wine of a box of chocolates (their choice!) to say thank you. The winner, and a summary of all the term’s Shout Outs, are included in the termly HR newsletter and shared with the Governors. 

It doesn’t take the place of the private thank-yous that happen as a matter of course across the Academy, but when a colleague has gone out of their way, or over-and-above, or just deserves public recognition for their all-round niceness, the Shout Out is an excellent addition to the staff wellbeing strategy to foster a positive culture or mutual support, recognition, and celebration. 

I even got a Shout Out myself this week – for being supportive of the introduction of Shout Outs. 

Thank you Barack and Michelle Obama

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Dear Barack and Michelle Obama,

I wonder if you realise how far the influence of your Presidency extends? I know the President of the United States is often dubbed the “Leader of the Free World,” but your time in the White House has had a truly global reach. In my little part of England, I have been moved to tears more than once by the example that you both have set for me, for my family, for the students I teach, and for future generations.

I want to thank you. Over the past eight years, you have shown the world what it is like to behave with dignity, compassion, and humanity in public office. The first black President and First Lady in the White House, you have completed your tenure without personal scandal or revelation, with your integrity intact. This shouldn’t be a rarity, but public figures with such qualities are few and far between.

I want to thank you for your leadership. You have shown what it is to lead with vision and values, a set of principles that you articulated clearly and which ran through every aspect of your Presidency. I am sure that you will feel frustrated at not having achieved all that you wished to, obstructed by partisan division and political machination. I am sure you will be frustrated as you watch some of what you have achieved rolled back and undone by your successor. But you have borne those setbacks with equanimity and tolerance, and they seem to have strengthened your resolve, not weakened it.

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I want to thank you for the example you have set as a family. I admire the care you have taken to protect your children and ensure that their upbringing was insulated from the extraordinary circumstances of your role. The fact that Sasha did not attend her father’s farewell address because she had an important exam the next day tells us everything about your priorities as parents, and the value that you place on education.

It was fitting that the First Lady’s final public engagement was at a celebration of school counsellors, and you took the opportunity to re-emphasise your commitment to the importance of education to the success of our society. You have yourselves shown what the power of good schooling can do, as it was your own education which allowed you to overcome all of the barriers and obstacles between you and the highest political office, and to speak with such authority, knowledge and wisdom on so many occasions and on so many topics.

 

I want to thank you for your feminism and all you have done to overcome stereotyped masculine and feminine roles in the workplace, in authority, and in relationships. In your farewell address, and on so many occasions throughout your two terms in the Oval Office, you have shown that your marriage is a partnership of equals, modelling those values that so many still struggle to live by. You took time to reply to a letter from a young girl suffering bullying because her parents were a gay couple, saying:

In America, no two families look the same. We celebrate this diversity. And we recognize that whether you have two dads or one mom what matters above all is the love we show one another. You are very fortunate to have two parents who care deeply for you. They are lucky to have such an exceptional daughter in you.

Our differences unite us.

I want to thank you for your humour. From Carpool Karaoke to the Correspondents’ Dinner, from your Thanksgiving dad-jokes to your Saturday Night Live appearances, you have set a new standard in political comedy – although I admit your competition is scarce. You have balanced this with the dignity you have mustered in times of unbearable tragedy and commemoration. You have shown that laughter and tears do not diminish your leadership, but enhance it.

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I want to thank you for all the barriers you have broken down. You have shown people what is possible with a good education, a set of deeply held principles and values by which you chart your course, and the unconditional love and support for one another as a couple and as a family – not just in America, but the world over. You talked about the audacity of hope. But in your time as President you have shown what can be achieved by daring to hope, by daring to try, and by believing in what is possible. You have been inspiring. And no matter what follows, that will always remain.

Thank you, Barack and Michelle Obama. Thank you.

 

 

Assembly: The 1960s

Latest Assembly from the Headteacher’s Blog

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This year marks the Diamond Jubilee of Churchill Academy, which opened its doors as Churchill Community School in January 1957. To mark this anniversary, we are having an assembly in each term looking back on the decades that the school has existed. This term, it’s been my job to look back on the 1960s.

sixties-collage The Sixties: what a decade

When looking at this amazing decade, I could have chosen from such a wide range of events, movements, and people – I was spoilt for choice! But for me, the iconic image of the 1960s comes from the end of the decade.

man-on-the-moon Buzz Aldrin walking on the surface of the moon in 1969 (Source: NASA)

The moon landings still represent the zenith of human scientific achievement. I have written before about the so-called “moonshot thinking” of President Kennedy who, in September 1962, gave a speech at Rice Stadium where he…

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Why I’m backing #ASCLBarton

In a previous post on my history of union membership, I waxed lyrical over my ASCL membership. Here’s what I wrote:

Now that I’m in ASCL I feel like I belong to a union that does speak with my voice. When I read Brian Lightman’s responses to the GCSE fiasco, to the EBac proposal, to the proposals for performance-related pay, they seem rational, reasoned and responsible. They represent the profession as a profession, and when I hear the national officers speak at conferences, they seem committed to constructive negotiation on our behalf with the Secretary of State and the Department for Education. This model of the representative voice constructively negotiating with the senior leadership on behalf of teachers is precisely that which works so well in school, scaled up to the national level.

I stand by those comments. I do think that the Association of School and College Leaders represents the profession well. I am proud of my membership and I feel like ASCL represents me, as a Headteacher, in the way I would like to be represented. Their Blueprint for a Self-Improving System is a document I return to, alongside the Headteachers’ Roundtable Five Principles and Alternative Green Paper, as a common-sense but ambitious vision for how education could work in this country.

Now, ASCL members are faced with a choice. Two candidates have been placed before the membership of the association for election to the post of General Secretary. The ASCL selection committee have nominated Chris Kirk, who has spent fourteen years at PwC as an education leader as well as stints at the National College, as a director of education services for GEMS, and at the Department for Education as a civil servant. Before that, he spent a year in the classroom. Around 300 ASCL members, myself included, nominated his opponent, Geoff Barton, who started teaching in 1985 and hasn’t stopped since. Geoff has been a Headteacher since 2002.

Both candidates are qualified to lead ASCL, but for me the choice is clear. Who do I want representing school and college leaders at a national level, influencing policy, engaging in debate, challenging the evidence base behind decision making, and holding the Secretary of State and the Department to account? I want the candidate who has been where I am now, as a serving Headteacher, facing the challenges of the current system and climate, and really understanding them. Not in theory, but in practice. The candidate who has spent over thirty years in schools, in classrooms, teaching and leading.  The candidate who has been endorsed by Stephen Tierney, John Tomsett, Kev Bartle, Rob Campbell, Ros McMullen, Caroline Spalding, Ross McGill and countless other teachers and leaders I admire and respect from across the country.

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Click the image to tweet your support for #ASCLBarton

In his manifesto, Geoff outlines the challenges currently facing our “perilously fragmented system”:

  • funding
  • teacher and leadership recruitment
  • the proposal to resurrect educational selection
  • an apparent marginalisation of vocational education and the arts
  • the fallout from over-hasty qualification reform
  • an inspection regime which for too many leaders continues to feel punitive

These are all critical issues facing our profession today. The top three – funding, recruitment, and the return of selection – all loom large in the top left “urgent/important” quadrant of my Covey Matrix. That they have pushed the other three towards the top right hand corner indicate the unprecedented level of crisis across education. We need an eloquent, level-headed and experienced leader to articulate the genuine concerns that every Headteacher I speak to is feeling.

But what Geoff also brings to the table is optimism. In amongst the dark clouds and portents of doom, the horses eating one another in the stable and the spilled salt, Geoff brightens my Twitter timeline with silly humour, tales of the unexpected and dry reflections on obscure words in the English language. Geoff is already a high-profile figure. A published author, a well-known writer, and an engaging public speaker, his over 35,000 twitter followers show that he has the capacity to reach not only school leaders and teachers, but a wider audience too. His voice will be a powerful one not only to ensure that this issues are clear – he articulated the funding crisis in just this way in the Guardian in November – but also that the many positives in teaching continue to be communicated far and wide. He promises to battle hard to defend, champion and celebrate the profession he has devoted his life’s work to. I will be supporting him all the way.

So what now? If you are an ASCL member – or if you know an ASCL member – it’s vital that you engage with the election for General Secretary. Whoever is elected will be our voice. Read the information on the ASCL website and, when your ballot paper arrives in January, vote. As 2016 has shown us, anything can happen when democracy is unleashed. So read. Fill in your ballot. And vote.

Why I love the Junior Choir

New post on The Headteacher’s Blog:

The Headteacher's Blog

This year’s Christmas Concert was an absolute triumph, as you can read in my review for the website and all the lovely emails and messages which were sent in afterwards. The standard of music-making and performance was exceptional, and the variety of acts was joyous. But for me, and I think for most of the audience, the Junior Choir was the perfect way to close the show. Here’s why I love the Junior Choir…

Collaboration

By my count there are 237 students listed on the programme in the Junior Choir, including 21 soloists. The captures the ethos of the Academy – it’s inclusive, where all students are valued, where everyone has a voice. And what a fantastic sound 237 Year 7 and 8 students make when they’re together!

Confidence

The soloists – and the rest of the choir – who performed on the night were incredible. It’s important to remember…

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#LoveToRead: My Desert Island Books

My Desert Island Books – from The Headteacher’s Blog.

The Headteacher's Blog

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This weekend (5-6th November) is “Love to Read” weekend, a campaign run by BookTrust and the BBC. There’s a wealth of programming across the BBC (read about it here) and as part of the campaign, Simon Mayo has been asking authors to share their six “Desert Island Books” on his Radio Two show (you can hear Marian Keyes’ choices here). Our wonderful LRC co-manager Mrs McGilloway suggested I share mine here…and I don’t need asking twice! You can read the LRC’s #LovetoRead blog post here.

Firstly, I’ve always loved to read. I used to read by torchlight under the covers at night when I was supposed to be asleep. I have always got a book on the go (it’s pretty much all I put on my Instagram!) and I don’t think there’s much to beat the feeling of being completely absorbed…

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Teaching: Leading Learning at #TLT16

I have always been interested in leadership, probably even before I started teaching. I’ve always been an organiser, and I’ve enjoyed getting people involved in a project and seeing it through to realisation. As a teacher, I was quick to take on extra: I took on my first responsibility after two years; I was second in English after three; I was Head of English after five. I truth, that last jump was probably two years too soon, but I learned an awful lot from my mistakes in those two years!

I started this blog in December 2012 to share my experiences of senior leadership as a Deputy Head. I called it Teaching: Leading Learning without hesitation. The name of the blog stems from the long held belief that teaching is itself a leadership role, and that if you teach well you already have the skillset of an effective leader. In my session at #TLT16 I set out to explore how my experience as a teacher has prepared me for Headship, and the lessons my experience as a new Headteacher has for teachers.

Leadership behaviours in teaching

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Going through the now defunct Leading From the Middle, several home-grown leadership development courses and, more recently, NPQH, I’ve read a lot about different leadership styles and behaviours. It’s interesting to look beyond education and think about business models of leadership, and whether they have relevance to us in the public sector. Hence my plundering of Zenger Folkman’s generous free-to-access resource library, where I found the “Top 9 Leadership Behaviours That Drive Employee Commitment.” They are:

  1. Inspire and motivate others
  2. Drive for results
  3. Strategic perspective
  4. Collaboration
  5. Walk the talk
  6. Trust
  7. Develops and supports others
  8. Building relationships
  9. Courage

These are qualities that have relevance to educational leadership but also, clearly, to classroom teaching.

Inspire and motivate others

This is clearly the role of the leader: to bring people with you on the journey. And it is the role of the classroom teacher too. To spark the interest of your learners, to get the best out of them, and to do your best to make sure that they want to do their best too.

Drive for results

We’re in an outcomes business, and there’s no point pretending otherwise. Results bring choice, raise aspiration and open doors. It’s the role of the school leader to evaluate every initiative, intervention and idea in terms of its impact on results, stopping the things that don’t help and doing the things that do. It’s the same for the classroom teacher. We must ask ourselves: what can I do that will make the biggest difference to the students’ outcomes?

Strategic perspective

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Why do you do what you do? (source)

The leader’s role is to hold and share the vision, based on core values, and align everything in the organisation towards achieving that vision. The teacher’s role is the same: to know how this activity fits into this lesson, which fits into this week, which fits into this scheme of learning, which fits into the long term plan, which contributes to this young person’s experience of this subject across their schooling, which shapes the adult they will become. Where does what you are doing today fit into the bigger picture? Think about how this ten-minute activity contributes to the cathedral that you are building.

Collaboration

Geese

Leadership lessons from geese (source)

A leader doesn’t fly solo. The leader is part of a team. We achieve what we achieve together. And we recognise that we can’t know and do it all, so we call in help, advice and support when we need it. The teacher is no different. The class must work together – the culture must be right. And, when it’s needed, it is a sign of strength in the teacher to seek help, advice and support.

Walk the talk

We all know of inauthentic leaders who don’t walk the talk. Words are hollow and empty when leaders are dishonest or do not act with integrity. Classrooms work the same way. When you say you’ll read their work, you have to read it. The students’ faith in you comes from you modelling the behaviours that you expect.

Trust

This comes from walking the talk. Trust is built over time by leaders who look, listen and learn, leading to an understanding of the issues facing those you lead. Then, it comes from actions rooted in integrity, with a clear and transparent rationale consistent with the vision and values you espouse. The same with the classroom teacher. If you say something is going to happen, it happens. You don’t let your students down. You are consistent, constant, reliable. You win their trust.

Develop and support others

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The National standards of excellence for headteachers, Domain Two, standard 5, says that excellent headteachers will:

Identify emerging talents, coaching current and aspiring leaders in a climate where excellence is the standard, leading to clear succession planning.

This is a vital part of any leader’s role, but the process of developing and supporting others is what a teacher does. It is the job.

Building relationships

Relationships lead to trust. This is how things get done – not by ordering people around, but by building relationships with colleagues which bring about commitment to the shared enterprise. Am I talking about leadership? Or teaching? Or both?

Courage

 

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Mark Twain: always good for a quote

Joanna Postlethwaite put me on to this quotation in her “Head in Heels” session at #WomenEd. It’s a different take on the “do the hard things first” I’ve used before, and it’s about not shying away from the most difficult tasks. If challenging situations aren’t grasped and resolved, they will fester. If you don’t eat that frog now, it’ll grow – and then you’ll never be able to stomach it. The same in your classroom – whatever you tolerate, that’s where your expectations sit. If there’s a problem, tackle it. Don’t let things go, or you’ll struggle to get them back.

Spheres of influence

spheresofinfluence

In leadership, and in teaching, it pays to focus your attention where you will have the most influence. In both cases, this is the inner two circles in the diagram above: the areas where you have complete control, and the area where you have direct influence. You can’t control everything. But what you will find is that, if you are outward facing and focused on outcomes, the energy you are expending on the inner two circles will have an influence on the third. And the third, on the fourth. What you’re doing with your students in your classroom matters. What you’re doing with your team in your department matters. What I’m doing with my school matters. We all influence one another. We all matter.

 Download the slides from my #TLT16 session here (Dropbox link)

 

Women into Leadership at #WomenEd

On Saturday 8th October my colleagues Jo Gill (@JoanneSGill, Assistant Headteacher Teaching & Learning) and Sue Strachan (@SusanSEnglish, Head of KS4 English) headed for Microsoft’s HQ in Reading for #WomenEd’s Second Unconference. We were co-presenting the approach we’ve taken at Churchill Academy & Sixth Form to promoting gender equality, with a particular emphasis on women into leadership. Here are my remarks. You can see the Prezi, along with the sections presented by Jo and Sue, here.

#HeForShe Headteacher

 

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The field when I interviewed for the Headship at Churchill was 50/50 male/female. I got the job. I feel therefore that I am already on the back foot when discussing the issue of promoting women into leadership roles. The numbers are clear:

  • 63% of secondary school teachers are female
  • 50% of secondary school senior leaders are female
  • 37% of secondary school headteachers are female

 

There are, however, signs that things might be improving. When Kate Chhatwal was writing in the New Statesman in 2014 about The Invisible Prejudice Holding Women Teachers Back,  she was faced with a choice to take her proposals forward:

Now, which of our great education or political leaders should I pitch the idea to? The man at No 10 or the man in charge of education?

There have been significant steps forward in gender representation at the top of education, although opinion is currently quite mixed on whether this represents progress for education generally.

What to do?

As a HeForShe advocate, I am committed to improving gender equality wherever I can exert any influence at all. In doing so, I need to avoid stereotyping, patronising or “mansplaining”.

 

I find explanations which focus on the generic qualities of “women leaders” as though that is a homogenous group unhelpful. However, Lean In provides I think useful advice in tips for managers and how to be a workplace ally. As a Head I try to ensure that I:

 

1. Make sure women’s ideas are heard

The chair of SLT rotates. We haven’t ever used the Are Men Talking Too Much? counter but perhaps it’s not a bad idea…

2. Challenge the likeability penalty

This is about challenging perceptions of male and female success. Lean In asks:

When a man is successful, his peers often like him more; when a woman is successful, both men and women often like her less. Who are you more likely to support and promote, the man with high marks across the board or the woman who has equally high marks but is just not as well liked?

At every point, it’s important to challenge the likeability penalty, asking colleagues (and myself) “Would you have the same reaction if a man did the same thing?”

3. Support mentorship and coaching

We are strategic partners in the North Somerset Teaching Alliance which runs a Women into Leadership programme. Both Jo and Sue have undertaken this course and continue to promote it to other women. I have encouraged female SLT to sign up to the National College’s Women Leading in Education coaching programme, as coaches and as coachees.

4. Celebrate women’s accomplishments

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It should go without saying that it’s the role of the Headteacher to celebrate accomplishments and positively reinforce success. However, as a strategy to encourage women into leadership, it’s vital. As Michelle Obama’s visits to the Elizabeth Garrett Anderson School show, highlighting high-profile successful women’s accomplishments can have a transformative impact: the “I did this; you could too” effect.

5. Encourage women to go for it

leanin

I don’t know whether the statistic quoted on Lean In, that men apply for jobs when they meet 60% of the criteria while women wait for 100%, is accurate – or even if such a generalisation is helpful. I do know that, if we are to improve gender equality, it’s my role as Headteacher to spot potential, develop it, and maximise it. My school will benefit from it and, if and when those leaders eventually leave, the wider system will benefit too.

As the Assistant Headteacher at Churchill, Jo Gill, said: 

 In order to move on in your career it is all about taking opportunities when they present themselves to you, but also to seek out those opportunities that you are looking for to enhance your career prospects. Ensuring that you have a mentor – or mentors – that you can trust and that you value their opinion and their advice. Having confidence in yourself about the experiences that you have gained along the way that shape the kind of leader that you want to be and demonstrate these skills and experience in job applications and when you achieve that promotion.

 

My thoughts on the grammar schools policy

Many people have written about this much more eloquently and persuasively than I can – such as Sam Freedman, Greg Ashman, Rebecca Allen, Chris Cook to name but a few – and Laura McInerney has just overtaken Matthew Tate as my educational hero of the week for her patient, persistent use of evidence in a post-facts policy-making pandemonium.

Just for my own peace of mind, however, here are my thoughts on the grammar schools policy. 

It’s not about parental choice

On the Today programme on Radio 4, Education Secretary Justine Greening kept returning to the argument that expanding existing grammar schools and allowing the creation of new ones improved parental choice. This is incorrect. In a selective education system, parents don’t choose the best school for their children; schools choose the “best” children for themselves. And children have no choice whatsoever. 

The evidence is against it

Performance of pupils in selective vs non-selective counties by deprivation index (click for source)


This seems a pointless argument. Policy makers aren’t interested in evidence or facts or experts any more. But selective education disadvantages the disadvantaged, whilst giving advantages or making little-to-no difference to those who already have a head start. It doesn’t improve social mobility. The best comprehensives are doing better for all pupils – improving standards in comprehensives would make more difference. Teach First’s statement on this sums it up best: 

It has an impact on every school

I wish I could believe that all Headteachers would take a principled stance and remain firmly comprehensive, but since we know that Progress 8 (and definitely the Basics, EBacc and Attainment 8 measures) favour schools with higher prior attainment on intake, I very much doubt that this will be the case. And once one school in an area decides to change its comprehensive intake to a selective one, it affects every single school in that area. Every school will have to review its admissions stance. If we remain comprehensive, will we lose the high achievers from our intake to the selective school down the road and become a secondary modern by default? 

It allows gaming the accountability measures on a systemic level

Theresa May’s proposals included encouragement for grammars to move students between schools at 14 and 16 (note that schools would do this: where’s the parental choice?). So, if your grammar-controlled secondary modern has done really well for you and you’re flourishing academically, you get hived off into the grammar parent school at 14. And if you managed to pass at 11 but you don’t make the grade at 14, you’re unceremoniously kicked out. And then, hey presto, the accountability measures at 16 for the grammar school look incredible, whilst the secondary modern flounders despite its best efforts, and the DfE presents its evidence that their policy has been a rip-roaring success in raising standards. 

The Key Stage 2 tests suddenly look even more sinister

I was amongst many who flung up my hands in dismay at the notion that students at the end of Year 6 would be labelled as having met, or not met, the expected standard, then sent up into Year 7 with the whiff of “success” or “failure” already hanging over them. I’m still awaiting the horror-show of making those Year 7s who have not made the expected standard re-sit the tests after a few months of secondary. But now, is it just me who thinks that the Year 6 tests look a little bit like an 11+? 

There’s money to put behind grammar expansion, but not for comprehensives with a track record of success

Theresa May also announced £50m to support the expansion of existing grammars. I know that, in the scheme of things, this isn’t a massive sum nationally. But honestly every school leader or business manager I know who would bite your hand off for an additional £500 in the budget right now. It is galling to see this money flung at selective schools to expand whilst outstanding comprehensives, doing great work for all children, struggle. 

It’s a sleight-of-hand policy which distracts from everything else

Watch your card, just your card…


Also this week we learned that teacher training courses are half empty with the profession facing a recruitment crisis. Schools budgets are in meltdown. New accountability measures are due to be published this month as schools continue to implement a new curriculum and testing regime in Early Years, Key Stage 1, Key Stage 2, Key Stage 3, Key Stage 4 and Post-16 at the same time. Academies that are part of MATs haven’t been audited due to loopholes. There are concerns that people are siphoning public money out of the system into their own bank accounts through academy freedoms. Rooves are leaking. SEND reforms are almost unworkable. But look: a return to selection! Over here! Look! Watch this! 

We can’t possibly fight on all fronts. But a return to selection? We must. 

The first staff briefing of the new school year

We had two Inset days on Thursday and Friday, then the weekend before the children started today. I’m a big fan of two-day-weeks anyway, and my Head of Music requested that I consider ensuring we have two days off after every two days of work in future. I’m looking into it.

Anyway, I began the first Inset day with a reminder of why we do our job in the first place: a photo slideshow of lovely moments from the previous year. Photos of our kids learning, enjoying, competing, trying, caring, succeeding, laughing, inspiring, travelling, performing, smiling, embracing, celebrating, achieving. It was such a pleasure to put together, going back through the photo archive and seeing all the wonderful opportunities that our school provides for young people, and the way in which they seize those opportunities with both hands. I soundtracked the slideshow with two tracks from our gospel choir’s new CD: “September” (topical) and “True Colours” (emotional). I wanted to begin the year with a celebration of the children – because that’s why we do it.

The first inset day was focused on performance development, our replacement for “appraisal” or “performance management” inspired (as usual) by John Tomsett’s work. It’s our first run through this year – I’ll blog about it when we’ve got it properly up and running and let you know how it’s gone!

The second day began with a focus on teaching and learning. We are launching teacher-led research and development groups working alongside a leadership strand in scheduled meeting time over the course of the year. My colleagues and I will be presenting about this at #WomenEd’s Unconference later in the year – again, blog to follow!

The point of all this preamble is that I’d already had two opportunities to speak to the whole staff. Briefing on Monday was going to be factual – key information about the new Year 7 to be checked, arrangements for lunch and catching the buses etc. But I wanted to set the tone for the year and make sure that I gave out key messages about our approach and direction. So here’s what I went for.

  1. Love the kids.
  2. Pace yourself.
  3. Start the learning straight away.
  4. Enjoy it.

Have a great year everyone!