To my shame, I have spent much of my career… not avoiding Year 7 and 8, but certainly not jumping over the trench wall to teach them. I’ve probably spent too much time revelling in being the pre-19th century teacher for A-Level English Literature, and basking in the giddy heights of being involved in KS4 and 5 outcomes. It’s funny, the bubble you can create and stay within.
But the younger ones? Oh no, they are very little. We snicker at Year 7s for asking if they should turn their page over. Or if they can rub out something they have written. Many of us have a cheeky look at our friend’s timetable to see what they are teaching next year; double year 7 on a Friday? Oh sorry about that, I’ve got Year 13. We’ll think of you as we consider Milton’s view of rhyme and how he depicts the original sin of man through his verbally dictated, prose-like poetry. Did I mention we do this cute thing called Cake Friday? It’s a whole thing.
I jest of course, though it may bear some resemblance to a staffroom or two in the UK.
Working in a trust role, alongside my previous Deputy Headship, meant that I got to finally delve into the world of primary schools. I remember walking into one of our Xavier schools – I think the first visit was The Marist in West Byfleet, and was immediately struck by the deliberate pedagogy woven through the school. Shared language, purposeful routines, a careful school-wide approach to everything. And ridiculously high standards of the children’s work. And lots, and lots, of joy.
The next thing I was staggered by was the student leadership I witnessed across primary schools. Leading games for younger children in the playground. Setting up and leading assemblies. Running clubs for other children at lunch time. And I reflected back on a potentially wasted 15 years of not utilising the younger end of secondary school age children with leadership and other opportunities. I’m thinking about this a lot at the moment and there’s a huge piece of work for future Sam to do regarding student leadership at all ages.
So, somehow I’m 8 weeks into a Primary Headship and taking stock after a very busy half term. Luckily, I have a brilliant team of staff, and a lot of friends and mentors to support me along the way.
But here are a few reflections about headship in a small school…
- Headteachers are a different breed. No, I do not count myself as a proper headteacher yet – I’ve only been doing it for five minutes. But headteachers are incredible. The huge accountability on their shoulders. The sheer range of tasks, from day-to-day running of school to long-term strategic plans. But also did you know about all the banking / finance stuff? The HR minefields? Prioritising which broken fence to fix or which set of windows to replace first. And then walking to the playground with a big smile, as though you’re not worried about 20 things. The cognitive and emotional demands are high, along with working hours that are often unsustainable. So, headteachers, I salute you. I don’t think I’ll ever be in your mould!
- Small schools are mighty but demanding. You could look at a school with 165 children and think ‘wow, that’s half of my year group size at secondary school, easy peasy!’. But here’s the kicker – you might only have 17-20 staff, to do EVERYTHING.So, while small schools are nurturing, tight-knit communities, the staff have to be adaptable and do a bit of everything. It is a stunning thing to behold every day. There’s no room for ‘that’s not my job’ – everyone just mucks in. A thing of beauty.
- The Power of Teams has required a shift! I’ve studied how to create and lead high-performing teams for about 6 years now, and I’m so proud of the teams I’ve been part of. But it’s quite a shift going from a large school full of teams, to a tiny school with almost no teams. It’s been such an interesting time to reflect on how to leverage the best strategies I’ve learnt to bring the best out of people and groups, while only really having one or two teams in the whole school. It’s a great reminder for me, and hopefully others, how important it is to go out of your comfort zone and try to apply your experiences and research to new contexts.
- Noise is a problem. I’ve posted about this online this half term. I am constantly overwhelmed by the huge volume of emails I get from outside of my school community. The DfE, local authority, other public services, consultants, edu tech companies, charities, CPD providers, etc. It can be in the hundreds every day. But even if we just focus on the things we are SUPPOSED to read, like statutory advice or other DfE updates, I could spend all day just doing this. As a sector, we have to think of ways to help schools, and their leaders, focus on the running of their schools without so much noise that interferes with the high-quality education of children.
- The children are the main characters (don’t let anything distract from that). Luckily, I spend a big chunk of my day out and about in classrooms, playgrounds, and on the gate. I mean, it’s not lucky. I choose to put being present and visible over finishing certain administrative tasks. I have to do that later. But the point is, the children are wonderful. They are who we serve.. When you walk around school you are uplifted by the joy of being around young people who are inquisitive, funny, honest, and observant. Unlike secondary school students that I have worked with, the children at my primary school think I’m amazing at football when I can pass the ball to them in a straight line on the playground. That’s the kind of boost I need on a drizzly playtime. It sounds like such a cliché, but the demands of teaching and leading mean sometimes you to have to consciously put the children first, and eliminate the background demands.
There are so many things I could write about in this blog. How much I have enjoyed teaching this half term, how many times I’ve slightly messed up a conversation with a child by being just a little bit too sarcastic (I’m getting better), or how much I enjoy seeing parents every day compared to secondary school.
But for now, I’ll just say, it’s been a blast and I am genuinely looking forward to the next half term!
Thanks for reading and happy half term
Sam
Sam Crome 