headfirst: wellbeing and resiliencechildren come first. if the task in hand doesn’t affect them...

Headfirst: wellbeing and resiliences 1

www.hants.gov.uk/hampshirecountycouncil/schoolstaffresilience

EDUCATION PERSONNEL SERVICES

HEADFIRST:wellbeing and

resilience

2. Foreword3. Appreciate your context4-7. Strategies for me

8-9. Strategies for my governors10-11. Strategies for my school

12-13. Strategies for managing emails and communication demands

14. The importance of networking15. Strategies for smaller schools16. Suggested guiding principles

Contents

Headfirst: wellbeing and resiliences 32 Headfirst: wellbeing and resilience

ForewordLike all parts of the public sector, schools are facing the squeeze of ever increasing pressures between reducing resources, increasing expectations and legislative change. So the challenge of effective leadership in schools has perhaps never been greater.

The very best leadership is able to control the worst effects of those pressures but also use them to help inspire and improve. Those leaders have an ability to protect their organisations and their staff from uncertainty and complexity, and show the way forward – not in unrealistic terms but in terms that offer a shared confidence and commitment to what we are here for. In your case that is the constant improvement of teaching and learning, and ensuring that Hampshire schools continue to make such a massive contribution to the lives and outcomes of our precious children.

In my own experience, the best leadership, perhaps especially in busy schools, can be very lonely work. The best leaders are able to portray genuine optimism to support the work of their staff without discounting the reality of the pressures that their staff may feel. Those leaders will balance high quality professional expertise with an emotional connection with the value of their school – but they will also display the right levels of calm and detachment to manage, and keep in context, the inevitable crises. The best leadership has solid confidence but is forged with humility and honest self-doubt. Those moments of doubt, we all know, can be exposing, even terrifying – especially because you usually have to keep them to yourself.

Those moments can make you wonder why you bother, or if you’re the right one for the job, until that sudden and profound moment,

signal or response which validates all you have been doing.

I hope it is understood that Hampshire County Council continues to take deeply to heart its role as an education authority. You will have heard colleagues and councillors say that education and schools are part of our DNA. We believe deeply in what you do, in the importance of the leadership of headteachers and of our own role and duty of support and challenge.

We also know that we need our school leaders to look after themselves and each other – in their own interests and the interests of their colleagues and children. We know, in all honesty, that we are not always the best people to offer advice to heads. So this document has been produced with, by and for you and your headteacher colleagues. It is a collection of advice and tips – some very simple and practical – from headteachers themselves - people who know what your job is like, in all of its stresses and glorious variety. We hope you find it useful and that it may make some contribution to your own leadership development and self-care.

Thank you for what you do.

John CoughlanChief Executive

Acknowledgements

This booklet has been brought together with the input of headteachers across Hampshire through both survey and verbal input. Particular thanks are due to Tony Markham, Headteacher, Herne Junior School for his development of the initial Headfirst publication in 2004 and continuing support to refresh this publication.

Each school has a different set of pressures that affect the daily life of a headteacher. Each person’s own life brings an individual set of situations and these two factors together mean that the context for each headteacher is unique and distinct.

Staffing issues are a common challenge for school leaders and at any one time, approximately one fifth of headteachers will have a significant staffing matter to deal with. Whether recruiting new members of staff; retaining staff or managing employee relations cases, the physical and emotional workload, tends to fall with the headteacher, even more so in a small school where there may not be many people to share the load.

Whether primary, secondary or special; rural, urban or coastal; in an area of high house prices or distant to good transport infrastructure; in an area of deprivation or more affluent; or with an engaged or more hesitant parental community, your school’s location and catchment make its location and context different to others.

A common theme across all schools is the challenge of Ofsted and sustaining good

progress and outcomes for pupils. The stage of your Ofsted cycle and the outcome of your inspection inevitably influences the load you feel as a school leader.

This book provides hints and tips from headteachers to headteachers. It appreciates that the whilst the context of each school and each headteacher is different and will vary from time to time, it is important to develop personal habits and practices to build and help sustain resilience when these challenges occur, both for the benefit of you as a headteacher, but also for your staff, pupils and your school community.

Remember that the role of Headteacher might feel lonely or isolated at times but that, as a Hampshire headteacher, you are part of a large network of other headteachers. Each area of our large county has headteacher representation through executive groups who work hand-in-hand with officers and senior staff in the local authority. Our joint commitment to each headteacher’s wellbeing is a huge priority because a healthy leader helps to make a healthy school.

The content of this booklet has been brought together from quotes and comments from practising headteachers across Hampshire.

App

reci

ate

yo

ur c

onte

xt


Take time for yourself

Take time for yourself every week.

I recognise that my wellbeing is my responsibility and no-one else’s.

Ensure time for reflection.

Recognise that it isn’t ever possible to get to the end of the “to do” list and its important to ensure that I take some time for me.

This section provides advice from colleagues to support you in considering strategies that work personally for you.

Working weekends/ evenings Don’t work every evening and weekend – make time for yourself.

I have a cut off point in the evening.

I go home early at least once a week and I don’t feel guilty.

For me, it’s important to know when I’ve had enough and it’s time to go home. I also recognise that home is home and not an extension of the office.

Making the right use of time

Try to work at home - a couple of days each half term or once a fortnight.

I designate time each week to work from home, with my deputy having release time whilst I am out.

I take time out once a fortnight to work at home. Sometimes just reading educational literature.

Think about joining a union – not just for protection but to absorb the professional advice or even shape the advice; it could save you time.

I have a morning meeting with my Site Manager on the playground at 8:30 – it helps to keep me up to speed with school premises issues and gives high visibility to parents and children at the same time. Win win!

Try to continue with a small amount of teaching or spending quality time with children – this keeps you in touch with classroom practice and enables you to remember why you went into teaching!

I don’t read everything and am very selective in focusing on only essential stuff; I don’t take work home in the evenings; I regularly work at home during school time; I am protective of my “free” time and will not take on evening meetings if they are not essential to the running of the school.

Ensure time for your family and hobbies I have non negotiable family time once a week.

Join a gym or take exercise – feeling good about yourself will make you more efficient.

Take up a hobby or interest outside of work which allows you to switch off completely for periods of time regularly.

I ensure that I plan some activities in ahead of time. Exercising, swimming and going to gym.

Try to designate at least one day a week when you do nothing school related. Look after your health and try to keep up with your hobbies.

Strategies for me


Take time to prioritise and plan ahead.

Accept that you will never complete all the tasks required - being able to prioritise and delegate and make quick wins is essential.

Learn the ability to say “no” more often – it’s an essential ability born from confidence and experience.

Be proactive, address agendas well in advance - it helps with thinking and takes pressure off – but accept that reactive work is inevitable.

Consider if you can cut down on your meeting workloads. We can spend lots of energy on this!

Treat your own professional development with the highest priority.

Develop your senior leadership team – if you delegate leadership or responsibilities where possible, you will build a strong team. Empower others by devolving responsibility from you.

Delegate to staff and trust them.

Tips for staying organised:

For some of my key responsibilities like health and safety, I use a trusted member of my support staff to do the paperwork side. It saves me a huge amount of time on paper chasing!

Stick to your school agenda.

“Striving for Excellence” is admirable as a school mission statement but sometimes excellences comes at a price – in other words recognise and accept when “good” is “good enough” rather than striving for excellence at a cost.

Block out your diary so you have time for yourself - remember the 20-80 rule: 20% thinking time and 80% “doing” time.

I have protected and diarised Headteacher time to work on key initiatives.

I recognise that I am not a supply teacher.

I read everything with a highlighter pen in one hand.

I have a clear management plan with monthly expectations, therefore ensuring I give time to strategic thinking.

Pace yourself. Accept that you can’t fix everything straight away.

Children come first. If the task in hand doesn’t affect them directly or improve things for them then I put it second.

I found parts of my job that fit into neat compartments like filing and taking notes at meetings that are led by me. I employed someone on five hours a week to take notes, write them up then distribute and file these things across my team. It’s an investment in the smooth running of the school.


Governing body meetings We no longer have governor committees. Nominated governors look after buildings, finance and staffing and will liaise with me or someone else if I have delegated authority. All governors are involved in curriculum issues and staff present relevant details at full governing body meetings.

We have challenged ourselves and removed governor committees that are not required and don’t add value.

Have a cut off time for whole governing body meetings. We arrange our governors’ meetings so that they finish at 9pm and are held on an evening which is followed by a morning when staff who attended the meeting are not teaching. Staff come in later and have preparation time before they teach.

Our full governing body meetings are 4.30pm – 6.30pm and rarely last 2 hours. They are pacey and all committee meetings are straight after school. It has made such a difference.

I delegate others to attend meetings e.g. governor sub committees so that I only do one.

We have two main committees: Curriculum (what we want to do with the children at school) and Finance (how we agree to afford what we want to do for the children, including staff wellbeing).

Ensure governors recognise their role in supporting you. I’ve used my performance management conversations to raise workload pressures as an issue.

I meet with my Chair of Governors once a week for half an hour which helps to position the strategic business of the school for future meetings.

My Chair of Governors monitors my workload and keeps abreast of my commitments and involvement in key tasks.

I invite my governors to see the children working on a regular basis. They also come along to parents’ evenings and other events, including joining me for our regular Learning Walks.

This section shares examples of how other headteachers have worked with their full governing body or individual governors to develop strategies that assist them.

Fostering good headteacher/governor relationships

Strategies for my governors


I allow staff to work from home where appropriate.

I have been lucky in a small school to employ an HLTA. This has given me (and other staff) space from their teaching time.

I try to ensure that staff feel that they have a quality environment to work in.

I’ve reduced the length of staff meetings and we now keep them more focused.

We have PPA on a Monday - I don’t expect or want teachers to spend the weekend planning.

I have an open door policy – when it is open, they all know they can come and moan/ scream/ say they need help or ask for time to do specific tasks.

We have an ethos that anyone can walk into the staffroom and say they have had a bad lesson / day and be supported not judged.

I give my staff extra time whenever possible – it is the best gift I can give them.

Strategies for ensuring staff feel valued We have a wellbeing group/committee made up from a range of staff that looks after staff events, non contact time, staff meeting organisation, etc.

I organise for someone to come in for a head massage – once a fortnight.

We ensure a regular supply of biscuits, cakes, and fruit bowls in the staff room.

We organise a full English breakfast at the end of each half-term.

We ensure that food is provided before parents evenings.

I encourage staff social events such as meals out.

I organised a free flu jab for all staff.

Our healthy schools team run termly events in the staff room (craft, cooking) for those who want to take part. I run a staff choir at times during the year.

We are as supportive and flexible as we can be for parents, including paid time off to attend children’s performances.

I ensure that staff supporting a residential are given time off in lieu.

I ensure that we have flowers in the staff room.

I like to celebrate success whenever possible – it is important to say well done and thank you. Personal cards and little gifts keep people going.

We have a gratitude board.

We have a weekly staff update emailed to all members of the team and highlight those who are the unsung heroes e.g. cleaners working hard in the holidays.

Strategies to support me and the senior leadership team I don’t take on things which are not part of the strategic plan unless they are urgent, important and unavoidable. I’ve learnt to say “no”.

I was encouraged by my governors and the LA to employ a part-time PA and to engage mentor support from an experienced headteacher. I have done both. It has made a huge difference.

I have spread the load between my middle/senior managers and encouraged them to make decisions. Effective delegation to my leadership team has had a significant impact on me.

I regularly review workload pressures – and where possible make calendar changes to maximise time.

I am constantly monitoring pressure points and adjusting timelines / support accordingly.

Reshaping my leadership team has spread the strategic and operational responsibility and made the effective running of the school much easier.

I’ve employed a part-time admin assistant to support the leadership team.

We don’t chase after quality marks – we simply let the quality show.

Strategies for all staff Every member of staff, including me, has a work life balance target as part of their performance management.

We have a work life balance week every half-term where we all leave school by 4pm and take nothing home; we don’t have any meetings that week. The staff decide which week and feel more refreshed. They say it keeps them going to the end of the each half-term.

We always hold the five inset days on a Friday; we start them at 8am and finish at 2pm. All staff, including me, can then go home and enjoy a longer weekend break.

This section shares some of the strategies that

headteachers have developed and used to support

wellbeing across the whole school.

Strategies for

my school


These principles for your emails can equally be applied to thinking about your everyday work. Are there activities that you are undertaking that you are doing because you have always done that are no longer effective or necessary? If so delete them. Are there activities that sit within other people’s responsibility or that others have a better skills set to undertake? If so delegate. Are there activities that land with you that need time and consideration? If so ensure you defer and plan in time for them. Are there activities that you know are quick and easy to deal with, but if you don’t will become bigger? If so, then do them as quickly as possible.

Using RulesYou can set up ‘Rules’ in your inbox to allow emails with specific words in the subject to automatically go to a set folder when they are received. This means that you do not need to manually file them yourself, and you can read them when it is convenient.

Other approaches include simply filing all emails by month and year. This often works well in a school environment where activity tends to be cyclical. The majority of email software has a search function, so you should be able to search for particular emails should you need them rather than set up complex filing systems.

Reduce the length of incoming emailsYou can reduce the amount of emails that you receive by asking members of your staff to send you less. For example, if you regularly receive lengthy emails you can ask colleagues to send you an email no longer than two paragraphs. This will enable you to process emails quicker. Alternatively encourage people to call you if it’s urgent or to come to your office.

Acknowledging emailsIf the email sender has requested an acknowledgement to the email, keep it simple. It does not need to be detailed, send a “Thanks,” “Okay” or “Makes sense”. This lets the sender know you received the message, and does not require any further information and they can cross it off their list.

Turn off notificationsIf you receive an alert every time you receive an email it can be distracting. If they are not necessary for your job, turn them off permanently.

Picking up emails outside the officeSome headteachers have reported back that setting up your work emails on your phone is a convenient method of keeping on top of the constant flow into your mail box. You may find that having them on a mobile device helps to manage or delete emails when you have that spare five or ten minutes whilst waiting for a car repair or other waiting times; even stuck in a long queue at the supermarket – every little helps! Equally, you may find that these spare five or ten minutes are the times that you use to re-charge – so ensure that this is the right approach for you.

Building good habits for your inboxThe 4Ds is a simple yet effective time management tool that ideally should be undertaken in the following order:

1 Delete – Scan through your inbox for unwanted emails. Delete messages that you don’t need to read or are not important. This can often be done without opening them but looking at the subject line. Be brutal before reading high priority emails.

2 Delegate - If it isn’t for you or if you can, delegate it. Either simply forward the email indicating that it is ‘For action’ and any timescale or if you need, copying in the sender where required.

3 Defer - If the email will take longer than 2 minutes defer it until later. For emails that will take longer than 2 minutes to read or respond to, schedule time on your calendar, or add this as an action on your To-Do list. Accept that due to the ever changing environment, some tasks may become obsolete if we defer them.

4 Do - If the email will take less than 2 minutes to read and reply to, then deal with it right now, even if it’s not a high priority. If it takes less than 2 minutes to action, it takes longer to read and then process it later than it would to just take care of it now.

Many headteachers find the communication demands of headship keep them from their most important work. This section provides professional advice on managing the email demands associated with headship so that you can focus on those that really matter.

Plan your time effectivelyYou know when you are at your most effective. You should ideally use your most productive time for your most important work. Thinking about how you operate and when your most effective time of the day is, will help you to plan activities into the right part of the day and when to schedule time for emails. Always consider a part of the day for shutting your inbox – this is likely to coincide with proactive work that you need to do – if this activity requires time at your computer, keeping the inbox closed will avoid any distractions.

Strategies for managing emails and communication demands


Smaller schools are inevitably more challenging in terms of staff resilience, given the full range of responsibilities that need to be undertaken by a smaller staff team. Here are some of the strategies that smaller schools in Hampshire have suggested to support the resilience of the headteacher:

Having some non-contact time for the assistant headteacher.

Every teacher has tasks allocated from a strategic plan.

As headteacher, whilst I do have a teaching commitment, it is significantly reduced.

I have strengthened office staff to assist me to manage.

Deal with the essential first; accept that you can’t do everything - delegate where possible without impacting on quality; this also makes others feel valued.

Utilise the strengths of the Senior Leadership Team and build up staff who all accept a leadership role in various contexts.

Use the ‘Dedicated Headship Time’ document available within the Manual of Personnel Practice to discuss your non-contact requirements in your school’s setting so that you are able to run the school as well as a notional teaching commitment.

Headship can be a lonely and isolated role but it doesn’t have to be that way. Find a colleague, whether it is another headteacher or more broadly from the Local Authority, that you feel you can trust to be able to share difficult issues. This section shares the views of headteachers who have found such relationships important.

Attend cluster and headteacher meetings Headteacher groups are the best source of information, support advice and sympathy/empathy.

Ensure you keep in touch with headteacher networks at local, area and county level – peer support is vital.

Talk to other heads in similar contexts - a problem shared is a problem halved!

Network with other headteachers and use these colleagues for understanding and support networks.

Communicate with other first time heads in similar schools.

Speak to and trust other heads in your group.

Collaborate with others wherever possible.

Some districts have residential programmes (usually two or three days) to promote networking.

Once a term, me and another headteacher colleague visit and walk around ‘a place of beauty’ e.g. a public garden or park. We discuss issues and liaison. Very refreshing, yet very productive.

Book in networking time (e.g. with fellow heads, inspectors etc.) just to do ‘blue sky thinking’.

Have a colleague headteacher that you can talk to when you have a problem.

Set up peer support and coaching or a work discussion group.

Attend annual conferences, including those run by your Executive where appropriate – national and local conferences will include national speakers as well as provide you with fantastic networking opportunities.

Get support from the Local Authority Remember the LA is there to support as well as update. Use Hampshire County Council’s support agencies Education Personnel Services, Education Finance Services and Hampshire Inspection and Advisory Service, etc.

Your school will have an LLP attached, either an inspector or experienced serving headteacher. They will have a good overview of your school and will be useful for professional discussions – spend some time building your relationship with them.

Make sure you contact the specialists at county who will support and guide you through both routine and tricky issues.

Make use of the various web resources available from the LA including those related to resilience and wellbeing.

The

impo

rtan

ce o

f ne

twor

king Strategies for

smaller schools

16 Headfirst: wellbeing and resilience

1 I have a life outside school.

2 I cannot do this job on

my own nor is it a good

thing if I do. Delegate

what others can do.

3 I am not a supply teacher.

4 Policy makers are not

always right – rationalise

‘new’ initiatives.

5 Paperwork achieves

nothing in isolation –

thinking and action are

everything.

6 I am not a builder/

architect/electrician/

plumber/painter –

there are others who

do it better.

7 I make mistakes and learn

from them.

8 I will never please all of

the people all of the time.

I am mindful of what I

can and can’t affect – I’m

aware of my sphere of

influence and control.

9 I will look after myself by

prioritising my wellbeing

and seeking support for

myself. I need to be in a

good place before I can

lead others.

I can talk to other

headteachers in

similar contexts – a

problem shared is a

problem halved!

This top ten has been pulled together from the input of

headteachers within Hampshire, as a set of principles

that headteachers should use to help focus their

activity and use to support their resilience.

10

Suggested guiding

principles

headfirst: wellbeing and resiliencechildren come first. if the task in hand doesn’t affect them...

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