Headteacher Network

Our December Head Teacher Network meeting was an opportunity for collaboration and strategic development. 

At the start of the meeting, we discussed two new developments that will strengthen our collaborative networks. Firstly, we are introducing opportunities for leadership development by working closely with Early Excellence.  The initiative will develop the network, identify emerging talent and enhance EY pedagogy. Secondly, we are launching a DSL network, which will serve as a platform for sharing best practices and provide a supportive forum for staff who are faced with a number of challenging scenarios.

Recognising the importance of teacher wellbeing, we had a great discussion about how to effectively support our educators. We all acknowledge the challenges of being in the classroom and that further improving workload and teaching pedagogy underpins pupil success.  Introducing resources such as CUSP planning and Teacher Walkthru’s is creating a supportive environment for both staff and pupils and is already starting to impact positively on our data. 

During the session we heard from the Teacher Walkthru working party who recently met to discuss the progress made so far.  We received an update and discussed the next strategies which will form our ‘cluster’. It was highlighted that this initiative has been received really positively and that teachers feel really motivated about using the platform and the strategies.

A section of our meeting was dedicated to trust-wide data analysis. This examination of our performance metrics provided valuable insights, allowing us to identify and share strategies that have contributed to improved outcomes and share ways that schools can continue to overcome barriers. Our discussions are always open and supportive - reflecting our trust values to be honest, nurturing and professional - whilst also challenging us to continue to improve.

Every HT Network incorporates a leadership activity and in this month’s session we looked at the Teacher Handbook for SEND, produced by NASEN and discussed the impact that the research and guidance would have on quality First Teaching and especially on SEND provision.  As part of this activity, we also reviewed the strategies being used in some of our schools to promote a therapeutic approach and discussed the positive changes this was making for pupils.  We consider how a graduated approach will benefit improved outcomes.  The following peer discussion was helpful in sharing our experiences and offered opportunities for each of us to reflect on practice in our own schools and consider ways we can continue to develop.

Our reflection point at the end of the meeting really highlighted the interconnectedness of our various initiatives. There was a clear recognition that all our efforts, from curriculum development to behaviour management, contribute to our shared priorities. As a group, it was reflected that this child-centred approach ensures that our initiatives are aligned and are mutually reinforcing and improving pupil outcomes.

Sarah Nicolson

Headteacher