Amendment: Emma talked about the amount of of time we get for sick leave it is 50 days not 50 weeks as she stated. A human stumble.

Keywords

parenthood, leadership, maternity leave, paternity leave, flexible working, teacher retention, education, school culture, support systems, work-life balance

Summary

This episode of 'Being the Head' explores the challenges faced by school leaders and teachers as they navigate parenthood and return to work. The conversation highlights the emotional and practical difficulties of balancing professional responsibilities with family life, particularly after maternity and paternity leave. The discussion includes insights from Emma Sheppard of the Maternity Teacher Paternity Teacher Project, focusing on the need for supportive systems, flexible working arrangements, and the importance of understanding the experiences of parents in the education sector. The episode emphasises the need for schools to adapt their cultures and policies to retain talented educators and create a more inclusive environment for all staff.

Takeaways

Teaching is often seen as family-friendly, but the reality can be different.

Many teachers leave the profession after maternity leave due to lack of support.

The return to work is a critical moment for confidence and retention.

Flexible working arrangements can significantly improve retention rates.

Schools need to track maternity and paternity leave data to understand their workforce better.

Support systems for new parents are essential for their success in the workplace.

Cultural expectations can create pressure on parents to perform at work and home.

Paternity leave policies are often inadequate and need to be improved.

Open communication about experiences can help create a supportive environment.

Leadership training is crucial for understanding and addressing these challenges.

Chapters

00:00 Navigating Parenthood and Professionalism

03:05 The Reality of Returning to Work

05:34 Understanding the Data: Teacher Retention Risks

08:41 The Emotional Rollercoaster of Returning

11:23 Cultural Expectations and Support Systems

14:22 The Gendered Dynamics of Parenting

17:23 Learning from Global Practices

20:34 The Future of Paternity Leave Policies

28:15 The Challenges of Retaining Teachers Post-Maternity Leave

31:30 Flexible Working: A Double-Edged Sword

35:22 Navigating Flexible Working Requests in Schools

41:26 Proactive Approaches to Flexible Working

47:08 Broader Considerations in Supporting Parents at Work

In this episode of "Being Head," hosts Jacqui and Jane engage in a profound discussion about safeguarding children with Special Educational Needs and Disabilities (SEND), particularly focusing on the critical role of attendance as an early indicator of risk. They emphasize that when children with SEND stop attending school regularly, the signs of safeguarding risks often go unnoticed, leading to serious consequences. The conversation highlights the importance of a multi-agency approach, where various professionals collaborate to ensure that no single individual holds the entire picture of a child's needs. Guest Nicola Griffiths shares her insights on how schools can better support these children by fostering relationships, utilizing data effectively, and creating a culture of reflective practice rather than mere compliance.

Keywords

safeguarding, SEND, attendance, multi-agency approach, reflective practice, education leadership, child welfare, early intervention, emotional safety, school culture

Takeaways

"Poor attendance is one of the earliest and clearest safeguarding indicators we have, particularly for children with SEND."

"Every child deserves that consistent access to a high quality education and every child can thrive with the right support."

"Data gives us the picture, it tells us what's happening, but it's actually the people that make the difference and improve outcomes for young people."

"Never assume someone else is holding the risk."

"When families feel safe with us, then children are safer overall."

Sound bites

"Poor attendance is one of the earliest and clearest safeguarding indicators."

"Never assume someone else is holding the risk."

"Safeguarding and attendance for pupils with SEND is fundamentally linked to belonging."

Chapters

00:00 Introduction to Safeguarding SEND

01:59 The Importance of Attendance in Safeguarding

03:39 Understanding the Impact of Poor Attendance

08:36 The Role of Multi-Agency Collaboration

14:20 Moving Beyond Compliance to Reflective Practice

20:34 Capturing the Voice of the Child

26:43 Early Identification of Risks in SEND

29:47 Creating a Culture of Safeguarding

34:53 If I Only Knew: Reflections on Leadership

38:30 Top Tips for Safeguarding SEND

Link to Nicolas mentioned website.

https://www.nwadcs.org.uk/about-nwadcs

In this episode, Jacqui, Jane, and Trevor discuss the changes in the Ofsted inspection framework and how school leaders can navigate these changes effectively. They emphasize the importance of context, leadership, and governance in the new framework, and provide insights on preparing for inspections without succumbing to performative leadership or burnout. The conversation highlights the need for a coherent school narrative, the balance between wellbeing and professional expectations, and the role of performance management in supporting teacher development. The episode concludes with practical tips for school leaders to ensure they are inspection-ready and to foster a culture of inclusion and high standards in their schools.

Keywords

Ofsted, school leadership, inspection framework, educational governance, school improvement, wellbeing, SEND, performance management, transformational leadership, school narrative

Takeaways

Inspection is now a conversation, not a verdict.

Leaders need to articulate their school's context clearly.

Governance is now judged on culture, inclusion, and wellbeing.

Strong leadership includes clear strategic direction and partnership with governors.

Evidence of impact on disadvantaged pupils is crucial for inspections.

A coherent assessment model is essential for demonstrating progress.

Regular staff surveys can help gauge wellbeing and expectations.

Performance management should focus on professional development, not just accountability.

Transformational leadership is achievable with the right context and support.

Schools must prepare a clear narrative that aligns with inspection criteria.

Sound bites

"Inspection is now a conversation, not a verdict."

"Evidence of impact on disadvantaged pupils is crucial."

"Regular staff surveys can help gauge wellbeing."

Chapters

00:00 Navigating the New Ofsted Framework

02:38 Understanding School Context and Inclusion

05:35 Leadership and Governance in Schools

08:49 Preparing for Inspection Readiness

11:33 Assessment Models and Evidence

14:32 Maintaining Standards and Expectations

17:53 Balancing Wellbeing and Professional Expectations

20:35 Addressing SEND Challenges in Schools

23:37 Effective Practices in Inclusion Rooms

33:00 Challenges in Special Education Placement

33:40 Preparing for Ofsted Inspections

35:04 Common Mistakes in Inspection Preparation

35:39 Strategic Planning for Inspections

38:49 Importance of Self-Evaluation and Evidence

41:32 Effective Communication with Inspectors

44:43 Understanding Transformational Leadership

47:26 Recognizing Exceptional Practices in Schools

50:45 Reflections on Early Headship Experiences

55:57 Top Tips for Effective Leadership

59:12 The Value of Performance Management