2017-18 was the year that I recognised that teaching and being a Headteacher offer almost perpetual learning opportunities. Approaching my second full academic year cycle, I recognised that had a learnt more than I had expected I would. That I had not fully appreciated the breadth of a Headteachers duties and possibly over-estimated of my leadership know-how. For reference, the short-fall came, not in the strategic or the operational aspects of the role but the staffing and pastoral duties of headship, those shared in confidence. That said, is an important reflection, coupled with some very positive personal and professional “growth.” Looking back, I was very proud of my decisions and investment in the well being of others.
As we matured as a school, I shifted the school towards a more distributed leadership model, influenced heavily by my research into the place of trust in organisations. Student outcomes have markedly improved and expectations for students have been raised, re-evaluated and elevated even further. At Key Stage 2 attainment remains well above national. At Key Stage 4 attainment and progress is significantly above national measures, notably progress measures continue to improve. From 0.27 in 2017, to 0.48 in 2018. Key Stage 5 remains aligned with national benchmarks. Targeted and monitored interventions in Years 5 and 6, 10 and 11, as well as personalised curriculum planning in Year 11 students, has evidentially addressed under-performance. Having fully addressed all identified areas for improvement, with improved student outcomes, the school is arguably Outstanding in all four inspections categories.
Leading within a large group of school requires a degree a flexibility and faith in decisions made from the group. It has required me to think conscientiously through organisational change and my leadership role as part of it. I decided that I would
adopt the changes faithfully and adapt them intelligently within the given framework where this best serves our school, staff and students.
And I have.
Leadership theory and practice continues to fascinate me, none more so than Complexity or Complex Adaptive Theory. In it’s most simple form, Complexity Theory is a way of thinking about and analysing all things by recognising complexity, patterns and interrelationships rather than focusing on cause and effect. I remain fascinated.
In the summer of 2017 David Rogers joined our school to accelerate our adoption of our teaching and learning plan, on another note, together we set in motion the plans for a modest “teachers for teachers.” David is a hyper-connected leader with a passion for “telling teachers stories,” and before we knew it we were hosting 210 teachers for the inaugural Southern Rocks. By all accounts it was a resounding success that actually got itself featured in the national press. It was a highlight of the year and we a pleased to announce Southern Rocks is coming back.