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

Keywords

parental complaints, school leadership, communication, trust, emotional labor, education, conflict resolution, parent engagement, school policies, teacher training

In this episode, Euan, Jacqui and Jane discuss the complexities of handling parental complaints in schools, emphasising the emotional labor involved and the importance of effective communication. They explore the underlying issues that lead to complaints, the need for training and support for school leaders, and the significance of building trust with parents. The conversation also covers the differentiation between concerns, complaints, and allegations, as well as strategies for effective triage and response. The hosts highlight the balance between empathy and boundaries, the importance of relationships in reducing complaints, and the necessity of clear policies. Finally, they provide practical tips for crafting strong initial responses to complaints and managing personal feelings in these situations.

Takeaways

• Complaints are emotional labor and can impact confidence.
• Trust between schools and families is crucial.
• Effective communication can prevent escalation of complaints.
• Training for staff on parent partnerships is often lacking.
• Building relationships with parents is essential for trust.
• Differentiating between concerns, complaints, and allegations is key.
• Good triage starts with a pause and deep breath.
• Empathy and boundaries can coexist in communication.
• Reducing complaints requires strong relationships.
• Clear policies help manage expectations and responses.

• Navigating Parental Complaints in Schools
• Building Trust with Parents: A Key to Success

• "Trust is low between schools and families."
• "The trust is hard won and easily lost."
• "Complaints are rarely about the complaint."

Sound BitesChapters

00:00 Navigating Parental Complaints

04:11 Understanding the Underlying Issues

09:34 The Urgency of Parent-School Partnerships

11:20 The Need for Training in Communication14:35Building Trust Through Engagement

20:15 The Role of Parents in Online Education

25:47 Strategies for Authentic Parent Partnerships

28:29 Differentiating Concerns, Complaints, and Allegations

34:00 Effective Triage of Complaints

36:12 The Importance of Timing in Communication

37:49 Balancing Empathy and Boundaries

40:23 Policies as a Framework for Communication

43:12 Common Pitfalls in School-Parent Communication

49:09 Building Trust to Reduce Complaints

53:43 Crafting Effective First Responses

57:15 Managing Personal Feelings in Complaints

01:01:56 Proactive Relationship Building

For more information about Euans work email hello@andparents.com

In this episode of 'Being the Head', hosts Jacqui and Jane discuss the critical importance of wellbeing for school leaders, exploring the themes of burnout, resilience, and self-care. Joined by guests Sara Jones and Gwen Fennell, they delve into the signs of burnout, strategies for maintaining wellbeing, and the necessity of integrating health and fitness into the school culture. The conversation emphasizes the need for leaders to prioritize their own health to effectively support their teams and students, advocating for a shift in mindset towards self-compassion and intentional living.

Takeaways

78% of school leaders are stressed according to the Education Support Teacher Wellbeing Index.

Leaders often feel they lack time for self-care due to a culture of accountability.

Burnout manifests as irritability, fatigue, and emotional depletion.

Self-compassion is essential for leaders to maintain their wellbeing.

Setting simple, achievable goals can help in managing stress.

Physical activity and nutrition are crucial for mental clarity and energy.

Creating a culture of wellbeing in schools starts with leadership.

Mindfulness practices can significantly improve focus and reduce stress.

Reflection and intentionality in daily routines enhance overall wellbeing.

Leaders should prioritize their health to effectively lead their teams.

Chapters

00:00 Introduction to Wellbeing in Leadership

02:47 Understanding Burnout and Its Impact

05:44 Recognizing Early Signs of Burnout

08:48 Strategies for Reconnecting with Wellbeing

11:39 Setting Intentions for a New Term

14:45 The Importance of Simplicity in Goals

17:36 Physical and Lifestyle Signals of Stress

20:43 Integrating Movement and Nutrition into Busy Lives

23:37 The Role of Boundaries in Leadership

26:23 Wellbeing as a Foundation for Performance

29:18 Reflections on Leadership and Self-Care

34:31 Navigating Career and Personal Life

39:07 The Importance of Saying No

39:32 Sustaining Energy as a Leader

42:52 Building Recovery into the Timetable

45:25 The Role of Health and Fitness in Education

49:38 Implementing Wellbeing in Schools

55:33 A Moment of Stillness and Reflection

Contact Gwen via her website:

https://fenfitness.co.uk

Contact Sara via her website:

https://www.zenergywellness.co.uk

Contact Jane and Jacqui

contact@beingthehead.co.uk

In this festive episode of 'Being the Head', hosts Jacqui and Jane explore the unique challenges faced by school leaders during the chaotic December period. They discuss the emotional toll of leadership, share humorous anecdotes from school Christmas events, and emphasise the importance of finding joy amidst the chaos. The conversation highlights the need for self-care, setting boundaries, and being present for both staff and pupils. With insights on leadership and community, the episode serves as a reminder of the human side of education, encouraging leaders to embrace the festive spirit while managing their well-being.

Keywords

leadership, education, Christmas, joy, mental health, school leaders, festive spirit, teacher wellbeing, community, mindfulness

Takeaways

December is a challenging month for school leaders.

Finding joy in small moments is essential.

Leadership involves balancing weariness and wonder.

The emotional load on leaders is significant during the festive season.

Humor and laughter are vital in school communities.

Setting boundaries can help manage stress during December.

Being present is more important than perfection.

Community support is crucial for school leaders.

Sharing stories fosters connection among educators.

Self-care is necessary for effective leadership.

Chapters

00:00 The Festive Leadership Challenge

02:52 Finding Joy Amidst Chaos

06:01 The Human Cost of Leadership

08:54 Christmas Chaos and Hilarious Moments

11:52 Leadership Folklore and Memorable Stories

14:51 Survival Guide for December

17:50 Setting Boundaries and Finding Balance

20:48 The Importance of Presence

23:41 Gifts of Leadership and Community

26:32 Moments of Mindfulness and Reflection

29:33 Closing Thoughts and Looking Ahead

In this episode of Being the Head, Jane and Jacqui dive into the reality of imposter syndrome in school leadership the self-doubt, the inner critic, and the emotional cost of leading schools.

They share honest experiences from headship, executive leadership and system leadership, exploring why even successful headteachers question their ability and how external validation often shapes confidence.

The episode offers practical strategies for combating imposter syndrome, including evidence logs, weekly reflection, peer coaching, truth tellers, and small-win tracking. You’ll also hear reflective questions for developing leadership resilience and a brief mindfulness practice designed for busy school leaders.

Perfect for new and experienced headteachers, aspiring leaders, and anyone navigating school improvement, wellbeing and leadership pressure.

Keywords: school leadership, headteacher, imposter syndrome, leadership wellbeing, school improvement, resilience, coaching, leadership development, reflection, burnout, confidence, education leadership.

In this powerful episode of Thriving In and After Headship, Professor Geraint Jones reflects on what it truly means to thrive both in headship and after it. Through honest, deeply human storytelling, Geraint explores the determination that drove his leadership, the emotional intensity of headship, the struggle to let go, and the surprising realities of life after leaving a role that shapes your identity.

From childhood lessons about winning, to building high-performance cultures, to confronting his own limits in court, Geraint offers a rare, unfiltered insight into what it takes to lead with conviction — and what it costs. This is an episode for school leaders who want to understand themselves, their motivations, and what thriving might look like at any stage of the journey.

🔑 Key Themes in This Episode🔥 Determination and Drive

• How early experiences shaped Geraint’s fierce determination

• Why “not losing” was a lifelong motivator — and how that fuelled his leadership

• The desire to define his own success rather than be directed by others

• The balance between leading the job vs. being consumed by it

• Why knowing the school better than anyone else mattered

• Self-accountability, confidence and being the ultimate steward of the school vision

• Why Geraint never truly wanted to leave headship

• Missing the role — and how long it took to “detach”

• How building a new institute gave him a fresh vision and purpose

• Why deeper principles, not skill lists, matter when shifting roles

• The obsession with quality, culture and continuous improvement

• The value of knowledge: becoming expert in every new domain

• The single biggest question leaders must ask themselves: Why?

• Being honest about ego, motivation, and the stories we tell ourselves

• Why authenticity — quietly, internally — determines success

• The importance of knowing your personal principles, strengths and weaknesses

• The shocking freedom of being able to “eat an apple whenever you like”

• De-institutionalising after years of bell-driven school life

• Slower pace, different accountability, new ways of working

• Adapting to a sector that doesn’t run at 110mph

• How far should a head go to defend their staff?

• The moral dilemmas no interview ever prepares you for

• Geraint’s powerful anecdotes about:

  • Protecting a young teacher after a serious mistake

  • Going to court to defend a principle

  • Surviving national press coverage and public scrutiny

• “There’s something in me which makes winning important — and not losing even more important.”

• “It’s my vision, my success. I don’t need bonuses or targets. I am enough for this job.”

• “Headship can overwhelm you if you let it — I always tried to get over the job, not under it.”

• “I didn’t want to leave headship. I still miss it — though much less now.”

• “If you’re going to step in or step out, answer the question why? Honestly.”

• “Life after headship? I could eat an apple whenever I wanted.”

• “The best way out is always through.”

🏫 Headship as Identity and Relationship🚪 Knowing When to Leave (or Not)🔄 Transferable Behaviours (Not Just Skills)🧠 Advice to Leaders at a Crossroads🌱 Life After Headship⚖️ Values, Loyalty and Limits✨ Standout Moments & Quotes

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