I am always grateful for the time I can spend with primary headteachers when I am visiting their school.
Our conversations often turn to what it takes to be a successful primary headteacher and although everyone would acknowledge that good heads adapt their leadership approach to the specific context of their school, it is clear that there is a set of common approaches – what I call the constants of successful school leadership – shared by almost every effective primary head.
Doing the right thing, in the right way, for the right reason
Successful leaders have a certain confidence about them – borne out of a clear vision of what they see to be right for their school and their children. Being confident and clear about what your school needs means that you are less likely to react to the latest policy demand.
“Make sure that you don’t take a knee-jerk reaction to something but that you make it work for your school,” Cheshire primary head Kylie Spark told me. “When the new primary curriculum was being introduced we had no option, but how we implemented it is our choice and we do not lose control of it. We are doing it to get provision right for our children and ensure that it is personalised for them.”
Gary Wilkie, head of a London primary, took the same approach when considering how to address assessment without levels: “Make sure that it is you and your school in control and that you have an assessment approach that does what you want it to deliver – not what someone else wants you to deliver,” he said.
Being clear about your values and vision
Knowing your school’s values are more important than ever before, especially if you have taken the decision to join a multi-academy trust, or establish your own. “We looked for natural fits between us all and looked beyond headteacher personalities as they eventually move on,” said Stephen Orman, executive headteacher at Ocean Learning Trust in Bournemouth. “It was more about shared approaches to learning and collaboration and finding common ground.”
It can be helpful to see leading a school as similar to crafting a good story, according to Macclesfield executive head Andy Hodgkinson. “All good school leaders understand their narrative and shape their behaviours around it. In this context, be it in interpreting your data or working with staff, vision is central. Good school leaders live and breathe their vision and all leaders are writing their story. The question is, as a leader, are you writing pulp fiction or the next Shakespeare?”
Listening to your team and letting them lead
Every successful head has an empowered team behind them made up of professionals who have responsibility to lead. Shropshire head Helen Middleton set up “airing and sharing” sessions to help teachers share their issues and concerns. The sessions give colleagues an opportunity to get their concerns out there so that they can then develop solutions as a team. Small teams of staff are also asked to trial new teaching approaches or resources and then report back to the rest of the group at a staff meeting.
CPD for a firm leadership foundation
Nearly every leader I speak to makes special mention of the important role professional development and qualifications has played in building their confidence and giving them strong reference points and a toolkit which they can then use as they establish themselves as school leaders.
“It gave me scenarios that I had not thought about and helped me develop my people-management skills, as well as areas such as budgeting and planning to get your school where you want it to be,” said Cheshire head Steph Gaskell. “It made me think about the bigger picture and it was also a chance to meet with colleagues from other schools in the same situation as me. It’s really important to hear about what they are doing because it gives you ideas and makes you think differently.”
Taking risks to move forward
Ofsted has caused a “safety-first” culture in many schools, with many leaders nervous about taking risks and trying new approaches that might work for their children. Cultivating a leadership approach that allows innovative thinking is increasingly important.
“We live in a risk-averse culture and this is having profound effects on our ability as a society to reach our potential,” Mr Hodgkinson told me. “An Ofsted inspector once told me he had never seen an outstanding lesson where the teacher had not taken a risk for the sake of their pupils. Whether this is true or not, developing a growth mindset as a school leader is crucial for ensuring your children are given the best life chances.”
- Colin McLean is chief executive of Best Practice Network, a national provider of training and professional development. Visit www.bestpracticenet.co.uk/courses