In the summer of 2014, during my second year at my current school, I became vice-principal and joined Future Leaders, a leadership development programme for aspiring heads.
As part of Future Leaders, I was required to plan and deliver a school improvement project, called an “Impact Initiative” that would both improve student achievement and develop my leadership skills. However, despite putting significant effort into planning a reading initiative, I found that schools are complicated places to work.
I was responsible for raising standards in phonics, reading and writing. The objective of my impact initiative was to make significant improvements to student achievement and increase the proportion of children meeting the government’s new end-of-year expectation measures in English.
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