The Local Sustainability Plan: in action

The Local Sustainability Action Plan has arrived.
It crept in quietly. It arrived with a deadline, aims, a set of pillars. It arrived with expectation.
And almost immediately, the conversation shifted to compliance.
Not because anyone lacks care. But because schools are used to documents that land heavily. We have learned to hold new initiatives at arm’s length until we know whether they will float or fall like a lead balloon.

And although I sympathise with leaders over this demand, especially for leaders in small schools, what if we view this as an opportunity to bring our curriculum closer to the door?

The DfE sets out in “Sustainability leadership and climate action plans in education” the follwing 4 key pillars:

• adaptation and resilience: how the setting is preparing for and responding to the impacts of climate change
• biodiversity and nature: efforts to protect and enhance nature and wildlife within the setting and its surroundings
• climate education and green skills: how learners are supported to understand climate change, sustainability, and develop relevant skills
• decarbonisation and net zero: actions to measure and reduce greenhouse gas emissions, working towards net zero

You’ll notice these pillars, the first 3 at least, are mentioned in the Geography and Science National Curriculum, so why another action plan looking to promote the knowledge and skills around this? Well, it’s more about an organisational action plan (scroll to the bottom for a simple compliance checklist to get you started) placing greater accountability on schools. However, is this a key moment not to look at these through separate lens?

I have been thinking about that weight.
Recently, after a conversation with our Sustainability and Geography lead, I found myself feeling more interested in what we might miss if as leadership, we treat it as simply another requirement, especially as we have a number of school priorities to be working on.

So why does this feel different?
Perhaps because this is not really about curriculum coverage. It is about accountability. It is about visible action. It is about whether what we teach ever quite touches the ground.
Here is the uncomfortable truth:
If our pupils can explain melting glaciers in confident detail but cannot improve the street outside their own school, then something has not quite connected.

They have knowledge.
But not agency.
And agency is the point.

Glaciers matter. Of course they do. They hold the climate story in frozen form. But glaciers are distant. For a ten-year-old, they might as well exist on another planet. The pavement outside the school gate does not. The drain that floods every time it rains does not. The strip of neglected soil by the fence does not.
When sustainability lives only in distant case studies, children inherit anxiety, fearing doom for their planet, their future.
When it lives in reachable places, they inherit responsibility.

I wonder sometimes whether we mistake scale for significance. We design assemblies about the Amazon rainforest and carbon neutrality by 2050. Meanwhile, the playground bakes in June and puddles in November. There is learning there, immediate, measurable, unavoidable learning, but it requires us to look down before we look out.

A whole-school action plan could be another laminated document. Or it could be a compass.
Not something additional.
Something orienting.

What if Maths lessons counted the school’s own energy use before calculating global averages? What if Science measured the heat difference between grass and tarmac in the playground before modelling climate graphs?
What if Geography mapped the flood risk of the streets pupils actually walk each morning?

An AI chatbot can explain the water cycle. It cannot explain why the drain outside Year 4 overflows every time it rains.
Local knowledge resists automation.
Purpose resists apathy.

If this plan is to work, it cannot survive only in a Tuesday afternoon slot labelled “Sustainability.” It has to seep into the everyday. It has to become the question that lingers (scroll to the bottom for some practical ideas):

Why is that patch of ground bare?
Why are there no bees here?
Why are the lights on?
Small shifts begin to matter.

A class counting what ends up in the bin. A group measuring classroom temperatures across a week. A child noticing that concrete holds heat long after the sun has gone down. Not as an activity for display boards but as a habit of seeing.
And perhaps the shift is not only for pupils.

If we expect children to think sustainably, we must model it. Environmental sustainability and human sustainability are not separate conversations. A school that runs on exhaustion and excess paper cannot convincingly speak about net zero.

Sustainable leadership

Sustainable leadership might look quieter than we expect:

• Fewer unnecessary documents.
• Clearer “go home by” expectations.
• Meetings that protect daylight hours.
• Procurement choices made with care rather than convenience. Not dramatic gestures, steady ones.

The strongest schools will not be those with the most polished sustainability document. They will be the ones where the front of the building tells a story. Where the garden grows. Where the community notices that something is different. By connecting curriculum, estate, and community, we transform eco-anxiety into agency. Geography is no longer about distant glaciers or faraway rainforests alone; Science and Citizenship are no longer abstract concepts. Learning becomes immediate, actionable, and relevant — grounded in the places pupils know, care for, and can change. Sustainability becomes not just what we teach, but what we live.

Because that is the real question this plan places in front of us:
What is visibly better, here, because we chose to act?
If the answer is nothing, then the document has floated briefly before settling heavily. Another initiative absorbed.
But if a drain flows more freely, if a patch of earth blooms, if a street plants one more tree because a child asked why it could not, then the plan has done what policy alone never can.

It has moved from paper to place.
And that, perhaps, is where sustainability truly begins.

Practical Classroom Shifts: Making the Immediate Unavoidable

Many schools have an eco-team which is brilliant, and I know all too well how hard it is to ensure this club has momentum, quite often happening during teachers lunch time. But how else can propel these well-meaning actions across the entire school.

The Five-Minute Footprint
Trace the journey of a glue stick, a school jumper or a whiteboard pen:
• Where was it made?
• What is it made from?
• Where will it end up?

Playground Data Walls
Create a live display of:
• Weekly litter counts
• Biodiversity sightings
• Rainfall data
• Classroom temperature readings

The Alleyway Audit
• Observe – Map a square metre of neglected ground.
• Analyse – Measure heat differences between concrete and grass.
• Act – Propose a micro-fix: planting cracks, adding shade, trialling reflective paint.
• Advocate – Present findings to SLT or governors.
• Sustain – Monitor change over time.

Engage the Council
Audit the nearest park, pathway, or even brown spaces that are redundant. Identify biodiversity gaps. Invite council representatives to hear pupil proposals for suggested developments and how they might engage and support these areas, or perhaps suggest support school projects that could influence the local community directly and encourage families to engage more.

Partner with Neighbours
Survey the street:
• How many paved front gardens?
• Where could planters increase green space?
Launch a “Green Front Door” initiative encouraging one additional plant per household, or grow and donate plants for the community, or create leaflets regarding minimising waste with suggestions on how to reuse common wasted householdd items. The school becomes a catalyst, not an island.

Green the School Frontage
Audit the front of the school – what message does this give and what does it show about the school’s priorities. Replace small areas of tarmac with planting, install window boxes or signage to promote the impact of pollution and to find alternative methods of transport. Ensure the entrance tells a story of care.

Think Vertically
In inner-city settings, ask:
• Could a roof garden be safely developed?
• Could walls host vertical planting?
• Could bike sheds incorporate sedum roofing?

Small but Powerful Cultural Nudges
• Purchase one indoor plant per term to build greener shared spaces and support wellbeing.
• Incentivise biodegradable lunchbox packaging.
• Run pupil-led social media campaigns promoting sustainable swaps.
• Track and celebrate waste reduction publicly.
Change becomes visible. And visibility sustains momentum.

Real Roles for Pupils
Titles matter; but agency matters more.
• Energy Monitors recording daily meter readings.
• Temperature monitors tracking trends across school.
• Waste Auditors analysing bin samples.
• Travel Analysts surveying commuting patterns.
• Biodiversity Stewards maintaining habitats.

The “Tomorrow” Toolkit: 3 Quick Wins

• The Bin Audit: Have one class count how many pieces of plastic are in the “general waste” bin after lunch.
• The Light Switch Challenge: Assign a someone to ensure all screens and lights are off during assembly.
• The ‘Why’ Walk: Take 10 minutes to walk to the school gate and ask pupils: “What is one thing here that helps or hurts nature?

The “Action Plan” Compliance Checklist

Use these five steps to ensure your local mission meets the DfE’s national expectations as the basis for your school sustainable development plan to build upon:

• Nominate a Lead: Ensure you have a named Sustainability Lead (this can be a staff member or a Governor) to oversee the strategy.
• Establish a Baseline: Use your Energy Monitors and Waste Auditors to get a “Month 1” reading. You cannot prove a reduction in carbon or waste if you don’t know where you started.
• Update the Risk Register: Incorporate your “Alleyway Audit” and Flood Mapping into the school’s formal risk management: this satisfies the “Adaptation and Resilience” pillar.
• Evidence the Curriculum: Keep a “Curriculum Compass” log (like the one mentioned above) showing how Science, Maths, and Geography are meeting climate education goals through local action.
• Set an Annual Review: Schedule one SLT or Governor meeting per year specifically to review the progress of your Sustainability Action Plan.

When we talk about a school’s curriculum, the mind often jumps straight to subjects — the programmes of study, the knowledge maps, the progression models. But the true curriculum of a school extends far beyond the timetable. It is every experience, opportunity, and encounter a child has within the life of the school. It is, in essence, the school’s holistic education offer — the lived embodiment of its vision.

Vision First: The Anchor of Every Decision

A school’s vision is more than a slogan on a website or a line in a policy document. When genuinely defined, it becomes the heartbeat of the school — shaping decisions, inspiring practice, and aligning every element of provision.

To be meaningful (in both understanding and application), a vision must be:

• Clear and concise – simple enough to communicate, powerful enough to inspire.
• Truly defined – not just in words, but in shared understanding and action.
• Lived by all – every member of the community can see themselves within it and knows how their work contributes to its fulfilment.

When the vision is clear and etched into the workings of the school, every curriculum decision, from subject intent to enrichment, has a direction.

Staff can confidently ask, “How does this help us realise and actualise our vision for our children?” That question transforms planning from a compliance task into a shared moral purpose.

All encompassing

If we are to nurture both what I believe to be scholarship and personal development, our curriculum must reflect the full range of what it means to be educated at our school. A holistic curriculum deliberately develops the whole child, ensuring that the pursuit of academic excellence is complemented by growth in character, creativity, and wellbeing. It supports the intention for high standards across every aspect of school, including curricula on behaviour and personal development.

To achieve this, it helps to think of our curriculum in holistic strands – interconnected domains that together form the web of our educational offer.

For example (although there are many options that are better suited to the context and priorities of each school):

• Personal Development – character, relationships, values, responsibility
• Innovation & Creativity – problem-solving, curiosity, imagination, entrepreneurship
• Health & Wellbeing – physical and mental health, resilience, belonging
• Aspirations – ambition, self-belief, global citizenship, cultural capital
• Knowledge & Skills – substantive and disciplinary understanding within subjects, applied meaningfully beyond them

Within each of these strands (as an example) sit our subject curricula: each with its own integrity and depth, but all connected through the school’s wider vision and values. Science and art, for example, both nurture curiosity and creativity naturally, but thinking carefully about how subjects like Maths and History achieve this allow for more nuanced thinking. More examples like PE and PSHE both build resilience and teamwork; history and English both strengthen communication and understanding of humanity, and so on.

This interconnectedness is what transforms a collection of subjects into a coherent, holistic web — a curriculum that is more than the sum of its parts (a term from Aristotle that rings so true to me).

The Interdisciplinary Web: Weaving It All Together

When designed with intentional links across these strands, the curriculum becomes a powerful tool for interdisciplinary learning. Children begin to see connections: how knowledge in one domain informs understanding in another, how values are lived out through action, and how their learning equips them to shape the world around them.

This web-like structure doesn’t dilute subject rigour; rather, it strengthens it. When children understand the purpose of their learning and how it connects to the school’s vision and their own aspirations, motivation and depth of understanding grow.

Bringing It All Back to the Child

Ultimately, a truly holistic curriculum answers one question:

“What do we want this child to become… and how will every experience in school help them get there?”

In its fullest sense, it is the blueprint of the school’s badge.

When every strand of the curriculum, every policy, and every relationship is woven from the same vision, we move from delivering lessons to shaping lives. The curriculum becomes not just what we teach, but who we are.

In the classroom, attention has to be everything. Without it, meaningful and purposeful learning can’t take place. As part of our How Do I Know? series (see my previous post on How Do I Know? Crucial Question for Teachers and Leaders) , the release of Steplab’s Video couldn’t have come at a better time. We were really zooming in, asking How Do We Actually Know they are learning, not passive or distracted, but actually listening, concentrating and thinking.

Steplab’s video Great Teaching Unpacked: Episode 1 – Harnessing Attention, so clearly shows if students aren’t attending, they have little chance of capturing new learning — no matter how great the lesson plan is. And for us, developing our pedagogical armoury, keeping hold of the reins of attention in every moment, in every lesson, is fundamental.

The Three Phases of Attention: From Captivation to Thinking

The video breaks the journey of student attention into three clear and progressive phases. Each is essential for building not just engagement, but memory and understanding.

1. Captivating Communication (00:00 – 16:15)

Here, teachers hook attention through energy, storytelling, and purposeful performance.

Key strategies include:

• Passion and urgency
• Variety of tone and gestures
• Repetition and wait times
• Storytelling and intrigue
• Cold calling and choral response

If we don’t spark attention early, we lose the chance to plant the seeds of learning.

2. 100% Participation (16:15 – 31:31)

Once students are engaged, we must actively involve everyone. Learning is not a spectator sport.

Classroom techniques include:

• Think, pair, share
• Mini whiteboards
• Cold calling
• Choral response
• Routines and rehearsal
• Stacking techniques and feedback

The goal is not just attention, but working memory activation through active participation.

3. Catalysing Thinking (31:31 – 47:31)

The final segment is about deep thinking. This is how learning can more reliability and likely stick.

• Varied and probing questions
• Tiered vocabulary and retrieval cues
• Repetition and deliberate practice
• Structured opportunities to recall and apply

When both participation and thinking are high, we move into the zone of optimal learning.

Why This Was Crucial CPD for Our School

This session formed a core part of our school’s “How Do I Know?” CPD series — focused on answering one vital question:
How do we know students are truly attending to learning?

This resource offered us a shared language and a powerful framework to explore the range of attention strategies we use; how those strategies work in practice; and what adaptations we might need to go even further.

It wasn’t just about adding new tools — it was about reflecting on what’s working, what’s missing, and how to move from good to great.

We reflected together as a staff from the outside looking in, asking critically whether our attention strategies were consistent and intentional; were we really seeing 100% cognitive engagement; and were routines embedded deeply enough to be automatic for all.

“How Do I Know?” is more than a question — it’s a mindset we’re building into every classroom interaction.

Harnessing attention is not about performance for performance’s sake. It’s about the precision and consistency of our techniques that hold students in the learning zone.

You can have all the right equipment for fishing, but if you’re not checking your cast, you won’t know why and how it’s not working.

Whether you’re just starting out or refining your craft, unpicking this episode can give a practical roadmap to building attention, increasing participation, and embedding learning that lasts.

Watch the episode here:
Great Teaching Unpacked: Episode 1 – Harnessing Attention

The pencils are down. The papers are packed away. SATs are over. So, what now?
For Year 6 teachers, this post-SATs season is a rare and precious window. It’s not an ending, but a golden opportunity: a time to celebrate how far your pupils have come, prepare them for the journey ahead, and reflect on your own practice as a teacher. It’s also a space to breathe, recalibrate, and rediscover the parts of the curriculum, and the classroom, that make this job so rich and rewarding.

Although there are still other deadlines like timetable variations, special considerations, report writing, moderation, this blog isn’t intended to go in-depth in these areas – it’s to remind us all to stop, reflect and pace yourselves accordingly.

For specific advice and support on any of the above, feel free to get in contact with me.

See my Year 6 Blog for a starting point anyone knew or wanting a refresh

1. Celebrate, Embrace and Reflect

Before anything else, pause and celebrate. Your class has come through a high-pressure, high-stakes period, and they’ve done so with courage. Whether your pupils flew through the papers or found parts of them tough, each one deserves recognition for showing up, trying hard, and pushing themselves. That effort matters more than any scaled score.
Bring the joy and meaning back into your classroom through small, thoughtful celebrations. These create core memories and affirm every child’s sense of self-worth.

Ideas to try:

• Create personalised certificates like “Most Inquisitive Mind,” “Kindest Friend,” or “Quiet Strength.”
• Build a Wall of Greatness, where each child writes something they’re proud of and a compliment for a classmate.
• Let children write letters to their future Year 7 selves, including advice, dreams, and affirmations.
• Host a “Proud Moments” circle time where everyone shares one challenge they overcame this year.
• “The thanks I Owe” – get children to think of someone or something that has really helped them.

2. Writing Moderation: Finishing Strong

As SATs wrap up, writing moderation moves into focus. While it can feel administrative (and I know that as being on both sides of the table as LA moderator for a number of years as well as helping write the commentaries that go for new exemplifications each year, VS my career as Y6 teacher to Headteacher), this can still be a brilliant opportunity to champion the power of writing and celebrate your young authors.

Make the process more engaging, supportive, and edit-focused. The goal isn’t just evidence collection – it’s to help children see themselves as real writers.

Ideas to support moderation and engagement:

• Review your collection of work against the TAF – what statement is missing or needs more; is this achieved through editing and needs a new writing opportunity?
• Turn your classroom into a “Writer’s review” with a significant focus on editing and redrafting current pieces.
• Create Author’s Afternoons, where children read their polished pieces aloud to other classes or parents, and welcome feedback.
• Host writing conferences in groups and 1:1 with you and others.

3. Keep It Broad – But Think Beyond the Curriculum

With SATs done, you can fully re-embrace the wider curriculum – those enriching, cross-curricular experiences that often get squeezed out. But it’s also the perfect time to think beyond the subjects and towards real-life readiness.

Secondary transition can feel daunting, so build in practical, social, and emotional preparation. These experiences give pupils confidence and reduce anxiety before the big leap.

Ideas for transition readiness:

• Teach how to use a planner or organiser by simulating a secondary timetable.
• Run tie-tying relays: fun, competitive, and genuinely helpful.
• Invite ex-pupils in to speak about life at secondary and answer questions.
• Explore secondary roles (like form tutors, pastoral leads) and role-play asking for help or joining clubs.

PSHE activities to build self-awareness and resilience:

• “What I’m Proud Of”
• “How I Handle Worry”
• “What I Want My Friends to Know About Me”
• Use mask-making or silhouette art to show emotions – how we appear on the outside vs how we feel inside.
• Hold circle times on confidence, friendships, and change.
• These sessions empower your pupils to walk into Year 7 with life skills, emotional strength, and a strong sense of self.

4. Learn from Year 6, Plan for Year 5

Every Year 6 cohort teaches us something new – about pacing, pedagogy, or pastoral care. The final term is full of “If only I’d started that sooner…” realisations. Capture them now while they’re fresh and feed them into your Year 5 plans.

This is how we refine our craft, not just through outcomes, but through insight.

Reflect and act:

• Employ your best approach to behaviour and routines for a crucial effective start.
• If you wished you knew more about individuals, then work with Y5 teachers and parents now.
• If you discovered a great group editing strategy, build it into the Year 5 writing cycle earlier in the year.
• If pupils gained independence late, introduce class jobs or planners earlier in the timetable.
• If weekly wellbeing check-ins helped settle your class, implement them in September for Year 5s.
• If scaffolded maths journals boosted confidence, start those in the autumn term.
• Create a simple “What I’ve Learnt from Year 6” document to share with colleagues or future you.
• These aren’t just tweaks—they’re investments in stronger starts and smoother learning journeys.

5. Think September—Now

While it’s tempting to slow down completely, the post-SATs calm is actually a fantastic time to plan for September. Think of it as a gift to your future self – the one who deserves a stress-free summer.

Reflect on your own September start this year. What felt smooth? What needed more structure or clarity? Use this breathing space to prepare practical elements and make your next transition even better.

Small actions now for a better September:

• Sketch a new classroom layout that supports independence and calm.
• Tweak or rewrite your welcome letter, “About Me” slides, or class handbook.
• Draft first-week plans with a balance of routines, relationship-building, and engaging learning.
• Plan or prep your first display/ working wall – maybe one that celebrates identity or introduces key values.
• SEND strategies and scaffolds have ready-made and available for those lessons you know most likely need them.
• Start a September folder with resource lists, lesson ideas, and first-week activities.
• Even 30–60 minutes a week now can save you from a panicked August rush – and give your pupils a smoother, more confident start.

Protecting Your Wellbeing: Breathe, Recharge, and Rebalance

The post-SATs period isn’t just about the children – it’s about you too. After a term that’s emotionally charged and full of pressure, it’s essential to give yourself space to recover. You’ve led with energy, empathy, and determination; now you need time to breathe and recharge.

Take a moment to step back, breathe deeply, and protect your energy. Your wellbeing matters—not just for your sake, but because a calm, grounded teacher helps children feel safe and valued too.

Once you’ve given yourself time to recover, invest your energy wisely:

• Block out time to complete reports in a focused, realistic way.
• Schedule space to attend and enjoy end-of-year events without burnout.
• Set time aside to connect with parents, reflect on shared journeys, and celebrate successes.
• Prepare your transition work and September plans so that when summer truly arrives, you can relax knowing the groundwork is already done.
• Protect your peace now, so you can truly unwind, reset, and return in the autumn with clarity and purpose.

Final Thoughts

So, what now?

Now is the time to:

• Celebrate how far your class has come.
• Prepare them not just for tests, but for life.
• Reflect on your own teaching and your growth this year.
• Refine your plans for the learners still to come.
• And most of all – enjoy this precious chapter with your Year 6 pupils.

This isn’t the end of the journey – it’s the scenic stretch after the climb. You’ve made it through the hard part. Now it’s time to look around, appreciate the view, and help your pupils map out their next adventure.

You’ve earned it. They’ve earned it. And your summer-self will thank you.

In the ancient story of Exodus, the Egyptians enslaved the Israelites, not because they were weak but because they were strong. They feared that, if left free, they might grow, multiply, and become powerful that one day, they may rule over the Egyptians. Their solution: suppress their potential through control and forced labour. This meant reducing and inhibiting the potential of mothers, fathers and children all down to a lack of trust, fear and/or an ego of ultimate power.
I find this message very inspiring as I reflect on systems and my own experiences where I have witnessed potential being limited whether that has been intentional or not. Nonetheless, it’s an important message that encourages us to question ourselves as teachers and leaders how guided are we by our moral compass (see my other blog Moral Purpose) where we uphold transparency, honesty and integrity.

The Pharaoh Complex: Leadership Rooted in Fear

At its core, the Egyptian leadership was driven by fear: fear of being challenged, of losing power, of what others might become. This “Pharaoh complex” is still alive, hopefully less so by decisions ruled by fear of power, but a fear of losing face, pride or adequate recognition when people withhold resources, information or intenstionally misguide. This could be within a classroom, across departments and even across schools, MATs and Local Authorities.

Some examples might be:

• A teacher labels a struggling child as a problem, rather than asking what barriers are blocking their growth.
• A system denies equal and equitable opportunities.
• A leader resists change and innovation, not because the ideas lack merit, but because they didn’t originate from them, or “things have always been done this way” (see my blog Dogma – a call for change)

In all these cases, the common thread shouldn’t be interpreted that there isn’t potential, but that it has not been properly/ truly actualised.

Actualisation: The True Role of Teachers and Leaders

True leadership isn’t about containment – it’s about cultivation. Teachers and leaders hold the profound responsibility of helping others move from potential to actualisation; the realisation of what they are capable of becoming.

In psychological terms, this is often linked to the idea of self-actualisation, the highest point in Maslow’s hierarchy of needs. It’s where creativity, purpose, and meaning flourish, but only when basic needs, safety, and belonging have been met.

Leaders and educators must ask: are we creating environments that free people, or environments that quietly shackle them?

Disadvantaged: Socio-economic deprivation; SEND; predetermined aspirations; all who may be sucespitble to potential discourse

Nowhere is this challenge more urgent than in classrooms. ChIldren without love and championing light run the risk of feeling like their potential has been predetermined, and this is dangerous. Not only dangerous to the fulfillment of the individual but dangerous for our future in a higher order sense: an absence of one’s potential could be what hinders our overall trajectory as a civilisation.

Some examples of this could be the following:

• Children who come to school hungry or tired.
• Children who have been told by the world that they are not enough.
• Children who have learned to survive, not to dream.

These children often exhibit behaviors such as defiance, lack of motivation, truancy, but more often, these are symptoms of unmet needs, unspoken trauma, or unrecognised brilliance. The tragedy is not in their struggle – it is in the failure to see beyond it.

What they need isn’t just curriculum – they need connection, they need to know you care what they say.

Not just discipline but dignity.

Not just management but mentorship.

Purpose vs. Performance: What Really Unlocks Potential?

At the heart of realising potential lies a deeper question: what is driving the effort to actualise it? Is it rooted in moral purpose – a genuine desire to see others flourish? Or is it driven by performance systems – data, rankings, performance reviews, and outputs mistaken for outcomes?

This distinction is crucial.

When we teach or lead with moral purpose (when we genuinely want children, or team, to become their bestween) we use data as a mirror to the individual, not a measure of worth. Data can become a way to listen more deeply, to understand who needs what and why. In these spaces:

• Assessment supports learning rather than dictates it.
• Progress is personalised, not standardised.
• Growth is measured by transformation, not just attainment.

But when data becomes the driver, when metrics replace mission, we risk negating the other aspects of a person’s development; we may begin to track growth so obsessively that we forget to nurture it.

This shift turns potential from a sacred trust into a target to be met. And ironically, it can inhibit the very growth it claims to foster.

This too is a modern form of Pharaoh’s oppression – not through chains and whips, but through dashboards and quotas. The result is the same: a narrowing of what people could become.

To Liberate

A liberating teacher doesn’t ask, “How do I control this child?” but rather, “What does this child need to become their best self?”

A liberating leader doesn’t ask, “How do I maintain authority?” but instead, “How do I create space for others to thrive?”, offering structure and descripive feedback without suffocation, and certainly letting go of ego to make room for growth.

The Moral Choice in Leadership

We are all, at some point, in positions of power over others – whether as teachers, mentors, parents, or managers. In each of those moments, we face a choice:

• Will we fear others’ potential, or will we help it flourish?
• Will we lead from data, or from purpose? And when should one drive the other?

The Egyptians led with fear. They built monuments to control. But the greatest leaders build people, not pyramids. They recognise that power is not in domination, but in liberation and empowerment. Do we truly care what they say so that they know that we care, and do we champion and strive to actualise everyone’s potential, no matter their starting points.

Leadership in education isn’t just a job. It’s a calling – one that demands every part of you. To truly serve a school as its headteacher, you must invest your heart and soul into being the leader your community deserves. Anything less won’t do.

I’ve always believed that to lead well, you must live by your moral compass. For me, that’s always been that “They won’t CARE what you say until they know that you CARE,”
That means being honest, even when it’s hard. It means staying loyal to your values, to your team, and most importantly, to the children. It means showing humility – acknowledging when you don’t have all the answers and when others around you do. And above all, it means listening. Truly listening.

Not everything people share with you can be actioned, but everything can be acknowledged. That’s how trust is built. It’s how people begin to believe again in a collective future worth working toward.

When I first walked into our school less than two years ago, we were facing significant challenges. But from day one, I refused to see any problem as unconquerable. Instead, I grounded myself in what matters most – children’s learning and wellbeing. That became the heartbeat of everything. The decisions, the strategy, the conversations. We rebooted culture; enforced high expectations; replaced excuses with solutions; and prioritised regular coaching and feedback to improve teaching and learning.
And slowly, we started to turn things around.

It didn’t happen because of me alone. It happened because of us – staff, families, community, and our trust. We rallied around a shared vision. We committed, together, to giving every child the education they deserve. We didn’t settle. We didn’t shy away from hard truths. And we never let go of that deep, burning passion to make it better – for all.

This job is hard. Some days, it feels impossible. But if you stay rooted in what matters, the impossible starts to shift. Things begin to move. Hope takes hold. And what remains, long after the long nights and difficult decisions, is a shared hunger – a relentless drive to keep pushing standards higher and higher.
For me, it always comes back to the children. Every action, every plan, every challenge we face must pass that test: does this serve our children well? If the answer is yes, we press on. If not, we rethink.

So to anyone leading a school, or aspiring to: be brave enough to care deeply. Show up with your whole heart. Listen even when you’re tired. Lead with your values and never lose sight of the reason you began this journey in the first place.
Because when you give everything to this role with honesty, humility, and passion, what unfolds is powerful. What grows is lasting. And what changes, most of all, are the lives of the children who needed you to care all that much.

Creating an effective school timetable is essential to ensure every child receives the best possible learning – they deserve to have every minute accounted for.

A well-planned timetable brings consistency, alignment, and coverage across the school, which supports curriculum delivery and helps both staff and children perform at their best. Over the past few years, I’ve come to realise that the process of creating, reviewing, and adapting a school timetable is one of the most impactful tools for protecting teaching and learning. In this blog, I’ll share how refining the timetable can reduce uncertainty from staff, support subject leadership, and foster an environment where every child can thrive.The Importance
A carefully designed timetable guarantees that each subject is given appropriate time, while offering consistency across different classes and year groups. This ensures comprehensive curriculum coverage, meaning no child misses out on essential learning. In doing so, the timetable aligns the school’s values, goals, and teaching strategies with the day-to-day practice in the classroom.

For teachers, a clear and well-structured timetable helps to reduce their cognitive load. By having set expectations and designated time slots for each subject, teachers can focus on what matters most – delivering high-quality lessons. They are not constantly grappling with last-minute changes or schedule gaps, which allows them to fully engage with the children. When teachers have the mental space to reflect on their lessons, they are in a better position to suggest adaptations and adjust their teaching to meet the individual needs of their class.

Reviews and Adaptations

Once a timetable is in place, regular reviews and adaptations are vital to ensure it remains effective. Timetabling is not a ‘set and forget’ process; schools must be responsive to the changing needs of both children and staff. As a headteacher, I’ve learned that experimenting with different timetabling models allows us to optimise learning outcomes for children while improving teacher workload.

One of the key strategies I’ve implemented is adapting the timetable so that subject leaders can teach their specialist subjects across the whole school. This ensures that the subject leader’s expertise is shared with all year groups, supports their monitoring, and raises the overall standard of teaching. For instance, having the art leader teach art across several classes has not only improved attainment in that subject but has also freed up other teachers to focus on subjects where they are strongest. This, in turn, enhances the overall quality of education.

Another adaptation has been the decision to split mixed-age classes into individual year groups for specific subjects. This has been especially beneficial in closing learning gaps, as it allows for more targeted instruction. By separating classes for subjects such as English or maths, we ensure that every child receives instruction that is better suited to their developmental stage, improving progress and boosting their confidence. These adjustments have had a significant positive impact on both teaching and learning.

Supporting Staff and Sharing Resources

A well-constructed timetable also improves the way resources are shared across the school. When time is carefully allocated, it becomes easier to schedule staff planning, preparation, and assessment (PPA) time, as well as specialist teaching and support. Through effective timetabling, we have been able to deploy support staff more efficiently, ensuring that teaching assistants are available where they are most needed. This has allowed us to offer more focused support for children with additional needs while ensuring that no area of the curriculum is neglected.

By involving staff in the review and adaptation process, we’ve built a strong sense of collaboration and ownership. Staff feedback has been invaluable in making changes that are practical and beneficial. Whether it’s tweaking lesson timings or re-arranging the deployment of support staff, teacher input has been central to ensuring the timetable serves the needs of both staff and children effectively.

Closing Gaps and Pursuing Curriculum Mastery

One of the greatest benefits of a flexible timetable is that it enables us to focus on the pursuit of mastery for every child. Regularly reviewing the curriculum ensures we can identify gaps and adapt our teaching to fill them. For example, after assessing children’s progress, we identified areas where extra teaching time was needed. By adjusting the timetable, we were able to dedicate additional time to those subjects as well as dedicate specific slots to gap fills, helping children achieve a deeper understanding and mastery of key concepts.

As headteacher, my priority is to ensure that all children, regardless of their starting points, have the opportunity to succeed. This means continually refining the timetable to accommodate new strategies, such as providing more time for targeted interventions or cross-year group teaching, and ensuring the support staff are deployed where they are most needed.

Continuous Improvement

The process of creating, reviewing, and adapting the school timetable is more complex than just logistics. It’s about ensuring that the school runs smoothly so that teachers can concentrate on delivering the highest quality teaching. It’s about sharing resources equitably and effectively. Most importantly, it’s about making sure that every child has the opportunity to succeed.

Over the years, I have trialled and experimented with a variety of timetable models, always with the aim of improving teaching and learning alongside reducing teacher workload. These changes – whether it be subject leaders teaching across the school, splitting classes for certain subjects, or rethinking the deployment of support staff – have been made in consultation with staff, ensuring that we move forward together. Their feedback has been crucial in helping us refine our approach, and we are continually striving to offer the best possible education for every child.

An adaptable and well-planned timetable is one of the most powerful tools for maximising learning and supporting staff wellbeing. When created thoughtfully, it leads to greater curriculum coverage, more effective teaching, and better outcomes for children. As a headteacher, I am committed to the continuous improvement of our timetable, knowing it is key to ensuring that every child in our school can achieve their full potential.

In the hustle and bustle of a classroom, the seating plan might seem like a trivial detail, but its impact on learning outcomes and student engagement cannot be overstated. I have had years of trialling different layouts, ability groupings, behaviour groupings and still it remains an important consideration for me every term. A well-thought-out seating plan can not only enhance the classroom environment, but can directly bolster teaching & learning.

The design

In crafting a classroom seating plan, the initial questions are usually the following: Rows? Group tables? Horse shoe? Carpet spaces? etc.
For me, rows are my go to because it guarantees all children are facing forward and no one becomes disadvantaged with awkward viewing angles and/or twisted necks!
Ensuring that everyone faces the front of the room fosters a sense of unity and collective attention. This arrangement encourages active listening and facilitates smoother transitions between instructional activities. Additionally, facing forward reduces the likelihood of distractions and side conversations, allowing students to fully immerse themselves in the lesson at hand.
However, although maintaining a default layout with everyone facing the front provides certainty for pupils, routines can be implemented to facilitate group work or accommodate varying abilities. I’ve had it where my class at the time knew the two tables that would be pushed together to make a group table and would do it in seconds and swap seats without any fuss. I’ve had it where children swapped seats for different subjects; and I’ve had it where children rotated with different partners because they needed to develop confidence and oracy skills with each other. Whatever the need, heavy investment in routines were my answer.

Viewing angles

If you have the option or even the opportunity to discuss where your main board/ screen is placed, I would always vote for a narrow, longer classroom than short and wide.
Shortening the peripheral distance from the class screen is crucial for maintaining children’s focus during lessons. Screens are often big enough to project to the back of the room. There’s less chance of glare and distraction, such as reflections on windows or shiny surfaces, and it supports students’ visual comfort and concentration.

Eliminate the distraction

Sit in the different seating positions once in a while and you’ll be amazed with what you see (it’s not what you thought).
By minimising distractions and ensuring clear visibility for all, we create an environment conducive to active participation and learning. Remove that Twinkl poster that everyone’s forgotten is there and get rid of that hanging display piece. Whether it’s a projector screen or a whiteboard, centralizing the focal point clear from obstruction promotes equal access to information for everyone.

Not only equal access, but it will maximise children’s receptiveness to learning, reducing their day-to-day cognitive battles. By creating a classroom environment that is free from unnecessary visual and auditory stimuli, students can focus their attention more effectively on the task at hand. This thoughtful approach to design not only enhances concentration but also promotes a sense of calm and well-being among all. Reducing cognitive load through intentional classroom layout and organization helps pupils allocate more mental resources to absorbing new information and engaging with learning materials. As a result, they are better equipped to retain knowledge, develop critical thinking skills, and ultimately thrive academically. I have mentioned in my previous blog (Visualiser) how I firmly believe keeping the visualiser for my teaching at the back (or side) of the room – this ensures I don’t become the distraction when teaching and they remain fully focused on what I am displaying before them.

Viewing positions for individuals

Where you decide to place children does not have to be forever; in fact, regular rotation around the room can be healthy and fair for all.
Placing pupils who may need additional support closer to the teacher allows for more frequent check-ins and assistance; or equally designating another part of the room which may be better equipped with resources and space might be better. This thoughtful arrangement also facilitates targeted instruction for focused groups (completing the circuit), as adults can strategically position themselves to provide timely feedback and guidance.

Teachers’ cognitive load

But this doesn’t just benefit the children; it also significantly reduces the cognitive load on teachers. With an environment primed and ready for initial teaching, we can seamlessly transition between instructional activities without having to constantly manage disruptions or rearrange seating arrangements. By proactively addressing potential distractions and optimising classroom layout, teachers can focus more on delivering high-quality instruction and responding to the diverse needs of their students. This streamlined approach not only enhances teacher efficiency but also enables more responsive teaching. You’re less likely having to fire fight the daily battles of Betsy not being able to see all of the board; Harry getting distracted by what’s outside; Liam with high needs being the farthest away from you; and Kevin not following your instructions as he didn’t focus on your whole model. You can devote more time and energy to monitoring progress, providing individualised support, and adapting instruction in real-time. As a result, both teachers and pupils benefit from a learning environment that is conducive to meaningful interactions and optimal learning outcomes.

Physiological conditions

But even with the greatest layout, children still need to be in the right conditions for learning to take place. It entails ensuring that the physical environment is conducive to concentration and engagement. This includes the following:
– regulating temperature to ensure it’s neither too hot nor too cold, as extreme temperatures can negatively impact students’ ability to focus.
– Good lighting is essential for creating an inviting atmosphere and reducing eye strain, which can affect students’ comfort and alertness.
– Adequate airflow is also crucial for maintaining optimal oxygen levels in the classroom, as fresh air circulation helps prevent drowsiness and promotes cognitive function. Many schools now utilise carbon dioxide monitors to ensure proper ventilation. While some of these factors may be beyond your control, being aware of them and advocating for conducive learning conditions is a fundamental element of creating a positive and productive classroom.

“Visitors”

When visitors enter the classroom, they often gravitate towards the side they enter from, scanning the room’s perimeter. When you walk into a room and observe, do you encroach on the learning space? Or do you stay on the side? And when you speak to pupils for their voice, do you find yourself often asking someone either on the end of the row nearest to you, or around the back? Or do you actually go to someone in the middle or other side.
Depending on your thoughts on this may also inform where you place your pupils.

Safety

Whatever you decide, it is imperative to consider the flow of traffic in and out of the room. By strategically positioning desks and creating clear pathways, we can minimise disruptions and maintain a conducive learning environment, whilst ensuring an unobstructed exit for evacuation which is a safety necessity – this is the where we must balance functionality with design aesthetics.

By incorporating these considerations into our classroom seating plan, we create an environment that maximises learning potential and cultivates a sense of belonging for everyone. From optimising visibility to fostering flexibility, every aspect of the seating arrangement plays a vital role in shaping the educational experience. Prioritise the thoughtful design and inclusivity to pave the way for enhanced engagement, collaboration, and academic success.