Managing Conflict in School Leadership Teams

Have you ever found yourself on the receiving end of a message like the above? I have. It hurts. It can be embarrassing or sometimes, it can be unexpected and offensive. When it comes to managing conflict, I’ve found myself in all types of situations as a receiver and as a giver, and how I manage these situations as a teacher and school leader has varied significantly throughout my career.

Such is the busy nature of school life, rarely are difficult conversations or conflicts of interest conducted in a climate where the process can move calmly or at a steady pace. Unless conversations are carefully engineered, individual thoughts and clarity for both the receiver and the giver as less likely to be well-managed and are likely to be emotive rather than logical.

board table

Safeguarding aside, what tends to happen in schools is that conversations are often conducted on their feet in corridors or constructed to be completed where both parties can meet together to discuss the issue before the next ‘school bell’ rings. In more serious cases, during the day or after-school hours are often best placed for serious investigations with various people and organisations in attendance to act as advisers and conduits of support for both parties, particularly when legal issues are involved and the implications are serious.

Once I received a difficult conversation as a teacher and I was supported by my union after a parent complaint. This was constructed during the school day when I had a free period. Naturally, I left the meeting feeling aggrieved but thankfully with very clear expectations. At the time and as a young teacher, I did not contemplate how difficult this conversation may have been for the person having to provide it. With hindsight, the person acting as my mediator provided an objective point which offered much-needed support and challenge.

However, I sometimes found myself in positions without support. Why? Well, as teachers we conduct countless conversations on our feet every day, with pupils parents and colleagues.

As with any school, incidents may be rare but sometimes unusual circumstances can unfold, such is the busy nature of school life.

hand up


After the first three years of my career, I found myself working as a middle leader in charge of other teachers, leading a team of 13 members of staff in a large secondary school, supporting and challenging processes, thoughts and decisions as well as managing my own workload. It was highly rewarding, exhausting and challenging.

After seven years, as a new school leader, I suddenly found moving from a position where I was a leader of a small group of staff to being partly-responsible for all 200 staff and 1,500+ pupils. As one would expect, the shifting responsibility was dramatic and under strong leadership from Head Teacher, various difficult conversations were delegated according to need, time and personality.

What causes conflict?

In an educational setting, a conflict might be defined as ‘challenging’ for many reasons. Therefore it is important that every leader has a good definition of the type of behaviours that lead to a challenging situation, not only with pupils but with adults also.

When conflict does occur, a clear definition should be used to offer support to the people involved, and this and is likely to follow suit with professional Teachers’ Standards or the school’s code of conduct for employees. Generally, these rules follow typical human being attributes, but within the profession, there are specific details that will align with, for example, competency, professionalism and safeguarding.


Whatever situation you find yourself in, and I too have found myself receiving and managing a difficult conversation as a school leader, it’s very unlikely that the person leading the conversation will have had any formal training in managing difficult conversations.

The first time is always a steep learning curve, so it is critical to have a dress rehearsal to ensure the conversation is clear, objective and that you adhere to the facts. Most importantly, the person involved leaves with clear expectations and a potential resolution or consequence.

It is a really important process to get right, so below I’ve offered 7 tips to help get you prepared and in the right frame of mind.

Positional Power

The role of leadership brings with the position, positive and negative territory. Knowledge is power, but so is it positional and monetary. Often school leaders find themselves in two of these three positions in terms of power status.

They are is often the source of all knowledge – or at mostly perceived to know the answers – and they also have the positional power to be able to make decisions. In toxic school cultures, this status can be threating to the workforce, whereas in environments in which teachers thrive, potential difficult conversations, although they may still happen, are less frequent.


With this positional power comes the responsibility to eradicate poor behaviour in adults, but also minimise the risks. It is for this reason that I’ve always argued that leaders need to build their potential to become a ‘problem finder’, not just a ‘problem solver’.

Another way of looking at this is the glass half full, half-empty scenario. I’d like to consider myself someone who has a glass half full perspective on life, but I would clearly accept the others viewed my approach as a glass half empty stance.

For this reason, constantly looking for problems, gaps in knowledge or strategy ensure that schools, teachers and school leaders can be the best that they can be by adopting an approach in which one looks for potential issues prior to before they arrive, rather than solving them after they have come to fruition.

The nature becoming a problem finder is that you often seek out potential issues and have to deal with them. Equally, in the role of a school leader, you can find yourself acting more often as a problem solver. Whether this is solving other people’s problems, picking up issues that have been missed, or acting as a mediator between two or more other people.

Critically, how these conversations are conducted is what matters most. As the saying goes, people don’t often remember what you say, but they remember how you make them feel. So it is my conclusion, after 20 years of delivering difficult conversations and very high stressful environments, is to learn to deliver the difficult message, but provide it fairly, humanely and in a timely manner.

As with most things in education, funding and timing are often lacking, but there is never a good time to deliver a ‘bad-news’ message, so gathering the facts and knowing when to seize the opportunity is fundamental.

back to back

So, if you find yourself in a position where you have to provide a solution to managing conflict, and the chances are that this will be high as a school leader, then not only will you need some training and tacit knowledge, but how good you are at having those difficult chats with colleagues will be your legacy towards sustaining credible leadership for the future.

How to manage a difficult conversation?

1. Have the conversation sooner rather than later

Too often we postpone the difficult conversation because we know that it won’t be easy, and potentially we drain our own energies and emotions. While it is important not to rush into something, procrastination simply makes the situation worse. Keep the matter private and professional.

2. Stick to the facts

Describe carefully the behaviour that has led you to speak to the individual. Have all the facts ready. Describe the impact of the behaviour on others, for example, students, colleagues or yourself. Ensure the person understands why there has to be a change in behaviour.

Always have to hand professional standards and school policies for reference or for non-verbal cues. If you do need to quote from them, allow adequate time for the individual to read the details before responding. Hopefully, this level of detail won’t be needed as an initial conversation is usually all that’s required to rectify most situations.

3. Focus on the future

Talk about what is going to be different in the future. Depending on the nature of the conversation, this could be specific procedures that are required to be put in place, or simply a verbal commitment from the individual to take what has been said and act on it.

agenda book-2

4. Show respect

No matter how important the issue is, always ensure that you show respect for the individual as a person. You are taking issue only with the behaviours and not the individual. Give the member of staff time to digest, respond and reflect.

5. Allow time

Even where the issue is perfectly clear and must be addressed, ensure the individual’s voice is heard. While you are dealing with a particular issue, you are also modelling a process that shows respect for all.

6. Keep tight control of your emotions

Don’t allow your emotions to get the better of you. To raise justifiable concerns in an unjustifiable manner simply creates more problems. Always be professional, and remember that the other person is not enjoying this either! Oh, and always have a box of tissues in close proximity and learn how best to respond or end the conversation if needed.

7. Reflect

Beware of replaying conversations again and again in your head; what you should have said or not said – this can be exhausting. Accept what is done and move on. Sometimes a small follow-up conversation or nod of the head is enough when next seeing or meeting with the same colleague.

If you recognise an issue with a colleague, you should talk to them honestly. It’s a matter of professional respect.



About our Community Expert


Ross Morrison McGill
Community Expert ~ Founder of @TeacherToolkit

Ross Morrison McGill, also known as @TeacherToolkit, is the ‘most followed educator on social media in the UK’. Ross has been a teacher for 25 years and is the founder of one of the most popular education websites in the world. He is an award-winning blogger, author and today, has worked with over 100 schools in 8 countries. The Sunday Times listed Ross as one of the ‘500 Most Influential People in Britain’ and today, he remains the only classroom teacher to have featured.

4 Steps of Strategic Planning for School Leaders

Dejected, forlorn and without hope, he says nothing, he does nothing, just watches the nightmare unfold, as the nations’ team tumbles into humiliation at the hands of novices.

He is dismissed from his post with the media shouting loudly that he simply did not have a plan, no strategy in place to deal with the situation on the field. He just sent the team out doing what they always did and hoped it would be enough. It wasn’t.

“The essence of strategy is choosing what not to do”

– Professor Michael Porter

Roy was and still is a good leader. He has enjoyed success in many situations where others would have struggled, but he did not have a strategy to take the national side past the level they had reached previously. Those in his leadership team around him were not able to bring any positive influence to bear so that the outcome could be different. Without an effective strategy, a shipwreck occurred and all was lost.

Effective school leaders are masters of strategy, it’s not that they have left the operational aspects of school behind, but they have developed insight and skill in understanding the frameworks and nuances of strategic planning and execution.

bulb light-2

Davies and Ellison (1999) suggest that schools should engage in three types (or levels) of planning activity and integrate them into a cyclical process through which they can manage their strategic development over time. This model has been updated by Davies (2006) as follows,

Short term

This refers to one or two-year planning and the creation of operational school development plans. These short-term plans need to be focused on practical and achievable areas of school improvement and need to be driven by specific operational development teams.

Medium term

This refers to the strategic analysis used to create a strategic intent for the less predictable areas of medium-term planning. It also refers to traditional planning processes to produce strategic plans for definable and predictable areas of development. Medium term plans are best put together, monitored and reviewed by a standing group that meets regularly to manage the various strands of the school’s strategic plan.

Long term

This refers to future thinking to identify longer-term fundamental shifts in the educational environment and provide a future perspective. In larger schools, this process may be promoted by ‘research and development groups’, set up as task-and-finish groups.

A strategically-focused school is one that is educationally effective in the short- term but has a clear framework and processes to translate core moral purpose and vision into an excellent educational provision that is challenging and sustainable in the medium to long term, Bennet (2000).

School leaders do not need to devise new frameworks for strategic planning, this area is well researched and readily available, we need to be courageous and forward thinking to employ strategic models, even though we may be in the midst of firefighting within the school community.

Strategic school leaders rise above the managerial daily school life and view the school and its future from a different perspective. Using a framework, school leaders can plan and implement a strategy to secure improvement, build capacity and enter into new territory. The following is adapted from a framework by Davies (2008).

plan table

Stage one: Generate intents

Generate a list of three to five strategic intents. These are intended to be significant changes and challenges that fundamentally move the school forwards.

For instance:

• Moving the entire curriculum of the school in a new direction across all key stages.

• Joining a new academy trust or federation.

• Cementing literacy, numeracy or business enterprise at the heart of the school ethos. Leaders, you must state your purpose, sum this up in keywords to guide day to day operations and as the foundation for future decision making.

• What is our core business in relation to this intent?

• What are we trying to accomplish for our students?

• What is our reason for existing?

Visualise the future… be courageous and think big! To write a statement of intent for each area answer this question, ‘What will this area of school look like in 5 – 10 years from now?’

Whatever you visualise should inspire you and others.

Stage two: Capability/capacity-building

For each intent (separately), list the early capabilities/capacities to be built in order to move towards achieving the intent. Each intent will then be taken separately to be developed (perhaps by different groups of staff or staff and other stakeholders).

Leaders, here you lead the analysis that helps the organisation look critically at itself. Tools to help you? the good old SWOT (strengths, weaknesses, opportunities, threats).

Or my favourite, MIC:

• What should we keep doing? Maintain

• What should we tweak? Improve

• What should we overhaul or start again? Change

Leaders, there had been no doing as yet! You are leading the leadership thinking across the community, facilitating focused dialogue with staff and stakeholders.

Neglect this collaborative thinking stage at your peril. Profiling will play a role here too. Find out about your staff afresh, find out about your students afresh, what are their needs? wants? training requirements? levels of morale and issues therein? Do this for each of your strategic intents.

strategic bulb

Stage three: Strategic processes to build intent

Take each capability/capacity to be built at stage two separately and set out the strategic processes which will be required to build it. In each case, this will involve the strategic processes of conceptualising; engaging; articulating.

Now, the leadership team get writing, still not doing as yet. Don’t be hasty, the pre-work is the equivalent of digging a deep foundation for future success.

Conceptualising: what could this look like for the school and for the staff involved? What can you as leaders see that others cannot?

Engaging: facilitation of the conversations, motivating others and encouraging participation in the wider dialogue.

Articulation: orally with staff, in writing to staff, laying down the structures of the strategy.

Leaders, set objectives that give action to the statements of intent and contain the goals to be achieved.

Effective goals set out clearly in relation to performance:

• How much
• What kind
• By when
• By whom

Assess your resources, assess your need for and then secure support.

Make sure your goals and objectives build upon your strengths, shore up your weaknesses, capitalize on your opportunities and recognise your threats.

Stage four: Implementation

What is the next step? Take decisions about implementation (or not), Is the school ready to?

• Move to phased implementation?
• Move to full implementation?
• Abandon the ideas as non-feasible or no longer appropriate?

Or does the school:

• Require further development and capacity/capability building in this area?

Now and only now should you start doing!



About our Community Expert

DianaOsagi_BlueCircle-1Diana Osagie
Community Expert | CEO Courageous Leadership Consultancy

After 16 years in senior leadership including six as a secondary headteacher, Diana is now one of the UK’s most recognised education leadership coaches.

She specialises in helping leaders and their teams develop their inner layer of courage; essential for true leadership and resilience.

Your complete guide to assembly ideas

Developing and sustaining new, interesting and exciting ideas for assemblies and ensuring that they are engaging, relevant and actually teach something is, in itself a challenge, especially given such high stacks involved!

Planning the assembly content and structure for their delivery is a crucial and essential part of the process and should be approached in the same way that you would approach the planning of a lesson or a staff meeting. It is all about planning!


Click here to download the Opogo app on the App store and read this blog in full!

Alternatively click here to download the Opogo app for android.


About our Community Expert


Jane Wood-Chambers
Editorial Advisory Board Lead

Over 27 years of educational experiences in a number of settings. Developed a clear vision and ethos for inclusion which puts the child at the centre and a clear understanding of how to support, engage and nurture the individual.

Ability to train all staff through effective and reflective continual professional development in behavioural management techniques that begin, establish and maintain change in all.

Building relationships for an effective leadership team

I can do things you cannot, you can do things I cannot, together we can do great things – Mother Theresa

When I calculate the hours I have spent at work with my senior team, I’m staggered at the numbers! On average we spent 2340 hours together per year. Over the course of my headship, that’s 14,040 hours with a group of individuals that helped me change the lives of young people in our part of the world.

Can I say I loved every minute of it? Not without fibbing.

Can I say that I knew and loved my team? Absolutely.

Knowing your team is critical to the success you will experience together. With young peoples lives in your hands; it is even more crucial that as a leader, you get to know your team on a deeper level to ensure that you build a structure that promotes a thriving team culture.

leaders bulbs

As a leader, you have to complete a myriad of tasks but getting to know your team is one where you will not regret the time investment.

Why should we know our team? Surely everyone is here to do a job, we all get paid, everyone is professional and knows what needs to be accomplished. That may or may not be true, but you still need to know your team.

Let me suggest these reasons why:

1. Because you are in a relationship with them, and all relationships need nurturing

If you don’t know them and they don’t know you, what is the likelihood of your relationship thriving? If the relationship does not thrive, what is the likelihood that they will genuinely follow you as a leader?

2. You need to know they want the same thing as you for the school

Let’s assume they do, then you all need to have the same interpretation of the journey that is necessary to achieve the vision and objectives for that term.

3. You need to know their values

What is important to them? What do they think is trivial? What motivates them as a person? (not as a leader, but as a man or woman).

By knowing this, you are more likely to understand their point of view (note I did not say agree with it). However, if one team member is motivated by immediate praise, why would you wait until the end of the term to say well done?

4. Assess strengths vs. weaknesses

You would be wise to deploy them to their areas of strength whilst they work on their areas of weakness. You cannot do this if you don’t know them as people. They might be the Head of the curriculum, or be in charge of Key Stage One. They might be the person who analyses the data, but their title does not tell you much about their qualities and talents. You need to get to know them to find that out!

Juliet Erickson (2005) gave helpful team traits to steer leaders as they get to know their teams.

Using this framework, take some time to think about your team and plan ways to utilise their strengths in fulling the vision of your school community.

coggs leaders

Scenario #1.

First, we have Marcus or Maya. You know them, they are a people’s person. Great at making relationships and are always asking how decisions or procedures will affect the staff or pupils. They are wonderful at collaborating and are always saying yes!

They try to involve others and will build on all the ideas from everyone in the team. They are on your side; you can see them in the meeting if you close your eyes. You like them.

Building rapport with these guys?

  • If you are late you have good people reason.
  • Show that you are aware of how others will be affected by what you’re proposing.
  • Talk about your personal experience where relevant.

Scenario #2.

Then we have Denise or Dan. They are Mr or Ms Focused. They get to the point because they can think quickly and will ask questions about benefits and outcomes.

They can be assertive and confident (sometimes a little too assertive you think), but they are invaluable as their actions tend to get others focused and things get done. You like them.

Getting the best of them?

  • Be punctual and keep the meeting short. Be prepared for a variety of possible eventualities and questions. Start with a point or outcome you want.
  • Use evidence or backup that is very specific and factual.
  • Make your message well-structured.

Scenario #3.
In the corner we have Analytical Alice or Abdi; ‘give me details’ they say. They need to understand the thought and rationale behind everything. How detail and data are presented is important to them and they can get frustrated if others show a lack of clarity or depth into the detail.

You do like them, but sometimes they seem like they are holding back the pace as they ponder and force others to ponder the data or detail (did I mention they like detail?).

Getting the best out of them…hmmm, tricky:

  • Be pointed and technical.
  • Don’t rush the pace, take your time.
  • Don’t use words such as intuitive, think, believe, feel.
  • Do use words such as rational, know, prove, demonstrate and analyse.

hand pick

Scenario #4.

Now we notice Alan or Asmara. They are all about the process. Let’s get this done, get it done right, on time, on budget. They want you to decide a course of action, set up the timeline and don’t mess with it! If things go off track, they can seem overly upset about that.

They spend their time ensuring that people are on track and doing what is expected of them. Sometimes they are called complete- finishers. You depend on them, you like them.

To get the best out them…

  • Be able to answer questions in a direct, brief and decisive way.
  • Make your questions incisive, so that you know what you’re talking about. Don’t bother too much with small talk.
  • If you write an email, say what you want in the first brief paragraph, including any next steps you may have discussed.

Scenario #5.

Now we have Joanne or Jermaine. They are so creative, innovative and imaginative that they sometimes seem quirky! They are great at problem-solving, seeing how things could be and going off at a tangent to explore new ways of working.

They make meetings fun and provoke others to think differently. You like them a lot.

To get their strengths to the fore…

  • Wait to begin the business side of things until you see they are ready.
  • Be warm friendly and talkative.
  • Don’t rush go at a relaxed pace, avoid a sense of urgency.

Bring in the big picture early in the meeting, then use the rest of the meeting to bring the picture to life.

Scenario #6.

What about Rita or Richard? They are experts in their field. They are valuable members of the team, but their contribution tends to be in one specific area and that’s where they focus their questions too.

They might come across as selfish, as they only want to talk about that one area, or they may seem dismissive if the conversation does not include that area. You do like them, but they can be hard work!

Getting the best out of them?

  • You get what you are given and like it!
  • Just remind them from time to time to slow down so that everyone else can keep up!

leader boat

Successful schools have at their heart, thriving relationships. We can see the importance of investing time in understanding your team members and using that knowledge to help them perform at their best.

Two key components of any relationship are:


This is no different for relationships in the workplace.

So, whatever you do to get to know your team better, it needs to be centred around building trust and developing clear genuine channels of communication.

Let me put a caveat here…when you choose to trust someone you open a door of vulnerability for yourself. This does not mean you should not open the door, but you do need to be wise.
For example, don’t lay out every single mistake you have ever made in your professional life in the first meeting, because you want to be transparent and build trust!

Second caveat… trusting someone does not mean, not holding them to account, not monitoring their performance or having high expectations!

In this article, we started by looking at the relationships. Good leaders always start with people. Next time we look deeper into the structures and ways of working of an effective school leadership team.



About our Community Expert

DianaOsagi_BlueCircle-1Diana Osagie
Community Expert | CEO Courageous Leadership Consultancy

After 16 years in senior leadership including six as a secondary headteacher, Diana is now one of the UK’s most recognised education leadership coaches.

She specialises in helping leaders and their teams develop their inner layer of courage; essential for true leadership and resilience.

The Soft Skills of Leadership

You have worked hard and promotion has come your way. The CPD courses, hours spent reading and the constant seeking of ‘whole school opportunities’ have paid off.

Finally appointed to the leadership position that has eluded you for some time, you will make this work. The vision is in your heart, you picture yourself sharing, collaborating with like-minded people, you will make a difference. It’s your time.

This is a valid picture of the inception of leadership. Full of hope and so it should be, school leadership is the cradle of hope for thousands of young people in our schools across the nation. As a leader, you will be adept in processes that underpin school improvement and strategies that secure effective teaching.

You know how to write an action plan, hold staff to account and engage that elusive parent who never comes to the parents evening unless you practically pay them!

You have successfully completed leadership courses, so let me share with you the soft skills of leadership that are rarely part of any course syllabus, but will influence the success of your leadership journey far more than you realise. The leader who is appointed and thrives in their position is the one who grasps these concepts early.

Robles identifies 10 soft skills needed in leadership and in the workplace generally:

  • Communication
  • Professionalism
  • Courtesy
  • Work ethic
  • Flexibility
  • Teamwork
  • Integrity
  • Responsibility
  • Interpersonal skills
  • Positive attitude

Every school leader would recognise these playing a role in their day, but we underestimate the weight these soft skills have in relation to how our leadership is received by others.

The underestimation may stem from the term ‘soft skills’ itself. Think about the word soft. It’s the obvious contrast to hard—as in the phrases; hard data, hard evidence, and hard thinking. If hard implies objective, clearly defined and reliable: soft must imply subjective, woolly, and unreliable—soft-hearted rather than hard-headed. Soft outcomes are sentimental or ‘warm and fuzzy’. It undermines a claim for serious attention.


Click here to download the Opogo app on the App store and read this blog in full!

Alternatively, click here to download the Opogo app for android.

Webinar: Courageous Leadership with Diana Osagie

Courageous Leadership: The 7 Key Steps with Diana Osagie | Tuesday 26 February 2019 | Online

Event Description:

The transition into and maintenance of effective leadership takes courage. You can be in leadership for many years and only have just started your courageous chapter. Some leaders never take the time to develop this aspect of leading their community or team. But once your role involves leading others it is very important that you lead with integrity, purpose and courage.

Join Opogo Community Expert and CEO of Courageous Leadership Diana Osagie as she walks you through her internationally renowned 7 Statements of Courageous Leadership. These include statements such as;

– “I am human first and a leader second, I remember the importance of family, love, compassion and grace.
– “Leadership has weight and I have the emotional and physical strength to carry it”

This webinar is designed for you to invigorate your leadership journey with a healthy dose of courage and tenacity.

This webinar is ideal for existing leadership team members looking for a spark of inspiration or those starting or on their journey to leadership.

Speaker Profile: Diana Osagie

Diana is a School Inspector, Consultant Head Teacher & Leadership Coach with 16 years’ experience leading secondary education, including six years as a successful head teacher in a London secondary school; Diana works at the cutting edge of education and school improvement. She is known as a resilient school leader, skilled in urban leadership under challenging circumstances. Diana has substantial success in developing school-wide models that strategically enhance the quality of teaching and learning across the curriculum and can couple sound strategic vision whilst giving clear operational direction.

The Language of Leadership

Trust, communication, motivation, delegation, positivity, creativity, feedback, flexibility and responsibility.

These are some of the words you might associate with great leadership. Like any other language, the language of leadership must be learned, honed and practiced. It is the art of communication. Give employees your undivided attention, listen first, talk after and observe your body language. But above all, connect.
Trust. As Sir Terry Leahy suggests, “trust is the bedrock of leadership.” Teachers should feel comfortable approaching their managers and leaders with any concerns they might have. Without that element of trust, employees are less likely to share their apprehensions, and this can cause further issues much later.

Table cogs

If there is mutual respect and trust, teachers are more likely to share their thoughts and give their honest opinions. Being an honest and open leader will inspire your employees to do the same.

Confidentiality falls under this branch. Sharing private details about another employee is considered bad practice, so any concerns raised should be dealt with empathy and integrity between yourselves.

Communication is also fundamental. Leaders should communicate goals and tasks clearly and concisely in all forums. That includes individual, departmental and whole-school communication, whether it is in person, via telephone or via email.

Although a good leader should be able to articulate their thoughts carefully, they should also be willing to listen.

Leader graph

Click here to download the Opogo app on the App store and read this blog in full!

Alternatively click here to download the Opogo app for android.

It takes a good school leader to know when a school is struggling

The recent Ofsted Annual Summary for 2017-18 led by Christine Spelman, Her Majesty’s Chief Inspector, notes that there appears to be an upward trend of improvement in schools from the previous year.

While we all hate that dreaded phone call from Ofsted whose job it is to improve the quality of our provision by giving honest and incisive feedback- good and better leaders and educators are all too deeply aware that it is down to them to continuously improve schools and settings rapidly so that pupils can benefit- no matter what background they come from.

Early Years providers have done remarkably well. 95% of early years’ settings are providing good and outstanding education this year “compared to only 74% six years ago”.

“86% of schools and 69% of “all non -association independent schools” were judged by Ofsted to be good and outstanding.”

Furthermore, the number of Further Education (FE) providers have significantly improved and now 76% of them provide a good and outstanding education.All positive news which is great!

However, the worrying data that is concerning is that 490 schools are still deemed “stuck” for continuing to perform poorly since 2005. Then there are the schools that have not been inspected who are not providing the quality first education that all children deserve!

Old way new way

If you are a school leader in such a school – although you are accountable, (as that is what leadership is about), you can make a huge difference with your actions in schools that are struggling.

While it might be extremely stressful, daunting, scary and overwhelming to be part of a requiring improvement or inadequate school- don’t be fearful! Stay calm and purposeful! It is what you do to improve things that count!

It is the leaders’ duty with the leadership team to ensure the school makes a positive turnaround, not only for the children’s sake but for the staff’s sake as people’s livelihoods and wellbeing is at stake.

There are plenty of opportunities to spot ways to make rapid improvements. Here are a few things that will help support you your journey of turning things around.

1. Ensure safeguarding systems are of the highest quality, thorough and rigorous

Whoever we are- when working with children and vulnerable people, our core purpose is to ensure safeguarding systems are robust and effective.

Whatever school you are in, meet with the relevant people and ensure the Central Register is updated and your school is compliant with safer recruitment practices and DBS checks.

In addition, check that all staff know what to do in the event of a safeguarding concern and know the safeguarding and whistle-blowing policy inside out! Without effective safeguarding systems in place in all areas of the school, schools will struggle and will fail- particularly in an Ofsted or local authority inspection. Once that is sorted, you can focus on the other stuff.

2. Take daily learning walks

This is non-negotiable! As a leader, you are responsible for the entire school’s outcomes with the leadership team and also the quality of teaching and learning.

By taking daily learning walks you can create a coherent and realistic picture of how children are doing. These regular snapshots will also give you key information, which you sometimes can’t get when observing teachers. Develop your own evidence of how certain subjects are taught or which teacher is delivering quality first teaching.

Of course, you are going to carry out observations of teachers and book scrutinies but that daily evidence will tell you how your school is doing.

Do daily walks in the playground and lunch halls and get a picture of what is happening beyond the classroom setting. You are also developing a visible presence which is crucial in all organisations.

Is what others are telling you, what you are seeing and hearing? Is the quality of provision in all areas of the school good or better? If not what are you going to do about it? How and when?

make a difference-1


Click here to download the Opogo app on the App store and read this blog in full!

Alternatively click here to download the Opogo app for android.