Diane Compton is headteacher at Michael Drayton Junior School in Nuneaton. It is a large school with more than 500 pupils and it is Diane’s first headship.
That is perhaps quite unusual in itself, such a large school in your first headship isn’t the norm. But what is even more noteworthy is that Diane is just 32 and when she took up post at Michael Drayton she was only 30.
“I’d had in mind that I’d like to be a headteacher by the time I was 30 since probably my second year of teaching. I realised that it was something I could do,” explained Diane.
“I also realised that although I could make the difference to the 30 or so children in my class I wanted this to go further and extend it to a year group and then a whole school.”
This might seem like an ambitious plan, but it is one that Diane has been able to put into motion. She admits that she has had some fortunate placements that have helped her along the way. She began at Queen’s Junior School in Nuneaton which went into special measures in her NQT year.
“It’s hard enough being an NQT,” she explained. “But when you’re also plunged into special measures and all the additional work that goes with it, it is even more of a challenge.”
However, being in special measures gave Diane insight into school improvement, an interest and a strength that continued with her during her next placements. Events at Queens meant she was soon given opportunity to be numeracy co-ordinator and that she quickly gained more responsibility, not only for PE and enrichment activities but for year 6 too.
Fast Track
In her second year of teaching, Diane took the decision to apply for Fast Track. This was a scheme that supported young, ambitious teachers in moving quickly through middle leadership.
“I’ve always sought these kinds of opportunities out for myself,” explained Diane. “People won’t always lead you through your career path, you’ve got to push on under your own steam.”
Diane has never been afraid to ask, and this first part of her journey demonstrated clearly a resolve to be on the top rung of the ladder when some people would still have been consolidating their first steps. Each course Diane has completed has provided her with opportunities to meet like-minded people and gain insight into school leadership.
At her second school, Hurley Primary School, she applied and was successful in taking the NPQH. “Fast Track had finished as I’d reached my target of taking a leadership position,” Diane explained.
She had, in fact, been appointed at Hurley as assistant headteacher. Although only a one-form entry school, she was again given the opportunity for more responsibility earlier in her career than she had anticipated.
“There were originally to be two assistant headteachers,” continued Diane. “But the other assistant head went on maternity leave.”
There was no great master plan here, but, once again, Diane found unforeseen events gave her more opportunity to learn and grow: “I’m not afraid to ask and learn from others,” she added.
“I don’t claim to try and invent everything myself. Being in different schools, moving in different contexts enables you to pick up ideas.”
Making a difference through the curriculum
However, when it came to a complete review of the curriculum, Diane found herself immersed in what she likes best – improving learning through taking a creative approach.
“I’ve always believed strongly in enrichment and creativity and apply this to everything I do. When I had the chance to rewrite Hurley’s curriculum I was able to thread creativity throughout it. I used a lot of enquiry-based approaches where children decide what the learning focus is.”
This might not seem to be such an innovative approach now but when Diane was constructing Hurley’s new curriculum in 2010, it was very different and Ofsted inspectors were particularly impressed by what they saw when they inspected the school. The curriculum was rated as outstanding in their 2010 (April) Ofsted report.
There are, perhaps a combination of qualities that have made Diane such a successful leader. She is committed to creativity and the arts but she also has the knack of spotting how to improve results and a great dexterity with data.
Whereas some people with Diane’s enthusiasm for the arts are a little perplexed when it comes to the figures, Diane doesn’t have that problem. She can clearly demonstrate how you needn’t be a slave to rote learning to get your pupils through exams.
Taking the next step
During this time, Diane’s track record was increasingly noted within Warwickshire and the authority encouraged Diane to continue to look onwards and upwards. “I found my advisor, Sheila Dentith, to be particularly supportive and we both knew it wouldn’t be too long before I’d be looking for something else.”
This “something else” came in the form of a year’s secondment as a deputy headteacher into a local school that was stubbornly “requires improvement”. “So many people had been in and out of the school trying to make a difference there,” said Diane. “I agreed to the secondment. Again, it was a challenge. I often seem to have found myself in situations where I’ve had to either sink or swim.”
During the upheaval in her new position, Diane knew she had to take a tough lead: “I never ask people to do something that I wouldn’t be prepared to do myself,” she said.
“I did demonstration lessons at the school from reception to year 6 and the staff observed me. You’ve got to be prepared to get your hands dirty when it comes to real school improvement.”
Throughout these challenging times, Diane found herself referring back to the model of school leadership that she carried with her from her own school days. Diane had been to St Joseph’s RC Junior School in Nuneaton as a pupil and she always admired the example of Richard Phillips, its headteacher.
“He knew everyone’s names – not just those who got into trouble,” recalled Diane. “I always looked up to him and he is partly responsible for me wanting to be a headteacher in the first place.”
Following her year’s secondment, Diane knew that there wasn’t really any going back to Hurley.
“By now I realised that I was ready for my own school. I started to look at other authorities but Warwickshire was keen for me to stay here.” Fortunately they did find Diane a school where she could take up an acting headship.
Who will help me?
“When I heard that it was Michael Drayton I didn’t say ‘yes’ or ‘no’ to start with,” explained Diane. “I just wanted to know who was going to help me.”
Michael Drayton had previously had a long-established and respected headteacher. Diane knew it was going to be a challenge to take over, particularly as she was so young.
However, when she heard who was going to act as executive headteacher during her first year she felt reassured and was prepared to put herself forward as a candidate.
During that first period of acting headship, Ofsted came in while Diane was on an educational research programme with the British Council in Mumbai. “I’m afraid I found it difficult to concentrate knowing that Ofsted were in my school. The inspectors wouldn’t even talk to me over the phone,” she explained.
Diane wasn’t surprised when the school went from “outstanding” to “requires improvement”, as the 2013 data had been disappointing. However, she had put together a Learning Improvement Plan and had already identified the priorities – unsurprisingly these turned out to be the same ones that Ofsted highlighted during their visit.
“The issue was how would the governors feel?” said Diane. At this point Diane was looking for a permanent position but recognised the importance of putting her plan at Michael Drayton into place.
“I suggested that instead of them appointing a permanent headteacher at this point, they extend my temporary role so that I could see the Learning Improvement Plan through.”
Diane continued on in a temporary capacity and the plan worked. The results went up and, Diane was eventually appointed as the permanent headteacher at the school.
“I think one of the things I’m proud about in the career journey I’ve taken is that I’ve never trodden on anyone’s toes to get there,” she said. “I’ve always been considerate of others and I advise that to my staff and those thinking about the next stage in their careers too.”
The importance of support
Diane is also appreciative of the help she has had along the way. Particularly from her mentor, Simon Pearson: “He’s always been there when I’ve needed advice and we’ve met regularly to look at issues. He likes to play the devil’s advocate and this approach helps me to work the problem through without him telling me what to do.”
Although Mr Pearson is no longer executive head, he still comes to see Diane as a mentor. Diane is also complimentary of the support groups that the school belongs to: “We have groups of Nuneaton heads who work together and will help, share and give advice.”
The value of a support network shouldn’t be underestimated: “It is a lonely job at times and having people on the other end of the phone helps a lot.”
But having been a headteacher at 30, there’s a lot of time to go before retirement. When you’re head of a large school already what can you do next? “I’ve seen people stay too long,” said Diane, “and become bitter about the job. I don’t want that to happen. Now the children at Michael Drayton are getting a good deal, at some point in the future I’d like to be an HMI and take my ideas even further.”
Another ambition for Diane is that she would like to write books. “Nothing to do with education,” she quickly added. “Chick books I think, something fluffy to read when you’re on holiday.”
This might seem a little out of kilt with Diane’s drive to make sure that children are not disadvantaged by where they live. “It shouldn’t be down to your postcode,” Diane reiterates. “I want all the children I have responsibility for to be able to achieve what they can.”
When it comes to achievement, they couldn’t have a better role-model to hand.
- Suzanne O’Connell is a freelance education writer and former primary school headteacher.