Leadership reflections

As this academic year draws to a close, I have found myself reflecting on what has undoubtedly been one of the most unique years of my career. Over the course of the year, I have had the privilege of leading two very different but deeply connected areas of school improvement: Quality of Education and Behaviour. In many schools, senior leaders tend to specialise in either an academic pathway: curriculum, teaching and learning, outcomes or a pastoral pathway: behaviour, attendance, safeguarding and culture (these are examples, the list could have continued). The reality is that they are intrinsically linked.

Great teaching cannot flourish without strong behaviour systems.  We hear this all the time in education. We know that teachers cannot deliver ambitious lessons if classrooms are disrupted, expectations are unclear, or routines are inconsistent. Equally, strong behaviour systems do not exist as an end in themselves; they exist to create the conditions in which students can learn and think deeply about the subject expertise being delivered. The most effective schools understand that these areas of leadership are not competing priorities. They are different parts of the same mission: ensuring every young person has access to an education that changes their future.

These are some of my key reflections:

We need to spend more time talking about technical proficiency.

If there is one idea that has occupied my thinking most this year, it is technical proficiency.

Within education, we rightly spend a significant amount of time discussing vision, values, culture and relationships (the list goes on). These are fundamental elements of successful schools. However, these conversations must be matched by equally strong discussions of the technical aspects of leadership: the systems, processes, and operational expertise that enable schools to function effectively. How to best leverage the MIS to improve processes within schools.

Schools are incredibly complex organisations (we also hear this a lot in education). Every single day, thousands of decisions are made (teachers talk about decision fatigue as a result). Information is gathered, communicated and acted upon. Systems are used to manage everything from assessment and behaviour to attendance, timetabling and safeguarding. When these systems work well, they often become invisible. They simply allow people to do their jobs effectively because an effective system is in place.

However, when systems are weak, unclear, or dependent on a single individual, they create inconsistency and unnecessary workload. Schools can therefore unintentionally create dependency on individuals rather than building organisational capacity.

A leader may become the only person who understands how the timetable works. Another person may become the only person who knows how to extract key data, perhaps the data manager. Someone else may hold all the knowledge about a particular system. While this may appear efficient in the short term, it creates fragility. Could you imagine how many of the same emails the data manager would receive to extract data, rather than leaders knowing how to do this?

What happens when that person is absent?

What happens when a new leader joins?

What happens when another colleague needs access to information quickly but lacks the knowledge or confidence to use the system?

I have seen examples where staff cannot access key information because one person holds the knowledge, and when there is no system in place and in the same vein, staff are not trained in this area. A colleague on detention duty cannot access the register because they do not have access to the document (where in reality it should all be in the same MIS, not a separate spreadsheet). A member of staff cannot easily find a student's prior attainment information. Teachers do not have access to their class lists before the summer break because the information has not been shared during the Summer term. Systems should never be hidden behind a metaphorical locked door. They should not become mysterious objects that only a select few understand. Good leadership is about building the capacity of others. A strong system is not one that relies on the person who created it. A strong system is one that can continue to function when leadership changes and when that leader is not in the building.

This requires leaders to think differently. Instead of simply solving problems as they arise, we need to ask deeper questions.

Why has this happened?

What within the system has allowed this to happen?

Where is the weakness in the process?

Most importantly, how can we fix this and what needs to change?

School improvement requires leaders who are curious enough to examine the systems underneath the problems. Leaders who are willing to challenge existing processes and ask whether they are still serving their intended purpose. Just because something has always been done a certain way does not mean it is the right way. Good systems should make great practice easier. They should reduce unnecessary workload, create consistency and give staff the confidence and clarity they need to focus on what matters most: teaching and supporting young people.

Behaviour and Quality of Education are part of the same conversation

I have mentioned this before, and I fundamentally believe that leading both Quality of Education and Behaviour cannot be separated. They are completely intertwined. The schools that improve most successfully understand this relationship. They do not see behaviour and teaching as separate agendas fighting for attention. They recognise that both are essential components of the same ambition: ensuring every child receives the education they deserve.

One of the biggest lessons I have taken from this year is that familiarity should never be mistaken for effectiveness. Just because something has always been done a certain way does not mean it is the best way, and good leadership requires the confidence to challenge established practice. Schools are built on traditions. Many of those traditions exist for good reason. They are built from experience, expertise and a desire to do what is right for children. However, there is a danger when tradition becomes immune to questioning. Change can feel uncomfortable, particularly in education. Schools are communities, and any change affects people. However, avoiding change because something feels familiar can prevent improvement. The best leaders are not those who change everything. They are those who know what needs protecting, what needs improving and what needs replacing. Leadership requires the confidence to ask difficult questions and challenge the status quo.

Why do we do this?

What problem is this process solving?

Is this still the most effective approach?

Are we continuing with something because it works, or because we have always done it?

Ultimately, everything we do must serve one purpose: improving the experiences and outcomes of the young people we are privileged to serve.