Tag Archives: faith schools

Trends in school leadership

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Last week, the DfE published an interesting paper about the characteristics and trends in school leadership over the decade from 2010 to 2020. School leadership in England 2010 to 2020: characteristics and trends – GOV.UK (www.gov.uk) This document will no doubt provide the basis for many higher education dissertations and academic research articles. The DfE data also helps to validate the annual Leadership Review produced by TeachVac www.teachvac.co.uk over the past few years that in itself has been the successor to the research into headship turnover that I commenced with Education Data surveys way back in the 1980s: genuinely a lifetime ago.

One of the issues that the DfE paper doesn’t draw out enough is the fate of older entrants into teaching. Now, I assume someone switching career in their late 30s isn’t normally interested in aiming for headship unless they have been persuaded to teach for that very reason. But, what of those in their late 20s? Can they expect the same promotion opportunities as new graduates? I expect that to be the case in the relatively flat hierarchies in the primary sector, but what of those talented career changers in large English and Mathematics departments? Can they achieve promotion fast enough to reach headships? Or is there still a barrier of age by which you must normally have reached first an assistant headship and then a deputy headship to be considered not ‘too old’ for a first headship in a secondary school?

The second leadership issue not adequately considered by the DfE paper is that of the staffing of leadership teams in faith schools, and especially Christian schools, in an increasingly secular society. Requiring adherence to the faith, not just in a notional manner but as a practicing adherent, can restrict the supply of candidates. How far, especially in the primary sector, where faith schools form a large proportion of the overall total of schools, does this issue affect leadership appointments. TeachVac annual review suggested that faith schools are more likely to need to re-advertise a headship than non-faith schools, although better management of teacher supply by some diocese has reduced the size of the problem from the levels seen more than a decade ago.

In terms of middle leadership, there seems little about difference between subjects in the study and any strain that a shortage of teachers in subject such as design and technology or business studies may place on middle leadership isn’t considered. Do teachers in these subjects reach middle leadership positions sooner that say, English or mathematics teachers?

Not surprisingly, in a survey that runs for 2010 to 2020, headteachers and other school leaders are more likely to be younger in 2020 than in 2010. This is partly due to the retirement of the ‘baby boomers’ in the years around 2010, and their replacement with new headteacher, usually in their early 40s. The trend to younger headteachers seems once again to be in evidence with record number so headteachers below the age of 40, although there are still relatively few headteachers appointed in their 20s. The ending of the compulsory retirement age has meant that in 2020 there were a record number of headteachers over the age of 65 still in post. Some may even be old enough to qualify for their bus pass.

This research is worth considering by policy makers, and it might be useful for the House of Commons Select Committee on Education to study the findings along with a discussion about whether or not the problems recruiting teachers has a longer-term effect on middle and senior leadership appointments?

Update on head teacher recruitment

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Way back at the beginning of May this year, I reported on trends in primary leadership recruitment. The data came from TeachVac www.teachvac.co.uk the free to use recruitment site that costs both schools and teachers nothing to use, and where I am chair of the company.

With a miserably wet day yesterday, I thought I would take a second look at the data for 2018 in the area of primary head teacher recruitment. So far, it I seems to be turning out to be a pretty average year. TeachVac has records of more than 1,200 advertisements for a head teacher, placed by primary schools. Of these, around 22% are re-advertisements placed more than a month after the original advert appeared. In May, I reported some 175 schools had been forced to re-advertise a headship; by last week that number had risen to close to 225.

The number of schools placing multiple re-advertisements, each at least four week apart, had also increased; from 25 recorded in May, to a current number of around 40 schools. This includes one school with an original advert plus four re-advertisements. I do hope each one didn’t come with a separate bill for advertising.

As in the past, schools associated with the various faiths seem to be more likely to have to re-advertise than non-faith schools.  Of course, it might not be the faith aspect that is causing the re-advertisement, although I think that may be part of the issue. Size, geography and type of schools, whether or not it is an academy, for instance, can all play a part.

In the past Roman Catholic run schools in the North West rarely featured in the list of schools challenged when seeking a new head teacher. This year they account for more than 40% of such schools that have re-advertised.

TeachVac could also investigate the effects of other variables such as size of school; ofsted grades and timing of any inspection report along with output measures such as Key Stage results and progress of pupils over time. However, we don’t have the research funds for such analysis at this point in time. Nearly a decade ago, the then National College sponsored an investigation into ‘hard to fill headships’. I am not sure it was ever published, and assume that it is now buried somewhere deep in the archives of Sanctuary Buildings, if it hasn’t already been consigned to the National Archives at Kew.

Overall, the message to chairs of governors, and governing bodies as a whole, remains the same as it always has been. If your head teacher announces that they are leaving, either to retire or to take on a new challenge, the two most likely reasons for a change of headship, then ask three questions; is their someone in the school we could appoint either directly or after some professional development; are there likely to be candidates from within travelling distance of the school; if neither of these can be answered in the affirmative, how are we going to ensure a smooth succession that doesn’t affect the pupils and staff at the school?

There is plenty of good advice out there along with lots of high quality candidates. Hopefully, schools will experience a great term recruiting heads to their vacancies: good luck.

Another Oxford issue

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Earlier this week the eyes of the country were on Oxford because of the story about issues with cancer treatments at the Churchill Hospital, the regional oncology centre. Locally, the Oxford Mail, the City’s daily newspaper, had at front page lead with concerns around one of the secondary schools in the city, St Gregory the Great.

Regular readers of this blog will recall a post about ‘a tale of two schools’ from last autumn. St Gregory the Great is a an all-through school under the auspices of a Roman Catholic Multi Academy Company, called the Dominic Barberi MAC. This is a group of Roman Catholic academies in Oxfordshire, of which St Gregory is the only secondary school. It might be described as the classic pyramid model of a MAT.

St Gregory the Great came into being when Oxfordshire remodelled the previous three tier system in the city into a conventional two-tier system in the late 1990s. A ecumenical upper school, St Augustine, was replaced, after heavy lobbying of the then School Organisation Committee by the Roman Catholic Church, with a Roman Catholic secondary school; St Gregory the Great.

For the first decade, the school lived an untroubled life, serving both Roman Catholics pupils and local children whose parents were willing to send them to the school. Problems started with the move towards academisation. The need for more primary provision in that part of Oxford meant a decision to create an all-through school with a new primary department. This resulted in a financial disaster when the school overestimated the funds it would receive from changing its age range. At the same time, absence rates in the secondary school were on the increase, and during a period of falling rolls, the school was not the top choice of schools within Oxford for many parents.

Eventually, in 2016, the government’s Funding Agency put the school in special measures and required a plan to eradicate the deficit. The head teacher was replaced. Eighteen months later the school was declared inadequate by Ofsted. Since then further problems have emerged. Many are of a longstanding nature.

In June 2014, I received the following response to a question at Oxfordshire’s Cabinet about attendance cross the county.

Supplementary:  Responding to a question on whether the Cabinet member would make representations to the school commissioner and Ofsted as to the very high non-attendance at St. Gregory the great school, Councillor Tilley replied that the School Improvement officer had been sent into the school to try and establish the underlying cause of the high absence rate.  She had further requested that an analysis of poor attendance be undertaken on a class by class and year by year basis. This has been successful in improving attendance in the past.  Should this not improve attendance, she would then consider contacting Ofsted?

Attendance fell in 2016-17 (Trust Annual Accounts, page 23) and remains a key issue for the school.

I want to see this school succeed, because it is needed for the pupils of East Oxford, whether Roman Catholics, pupils of other faiths or those of no faith.

However, it isn’t clear that the present system of governance is working. Who has the lead responsibility of turning around academies that are failing?

The regional School Commissioner – no obvious action on his part or interest from the Headteacher Board; the EFSC – since putting the school in special measures it hasn’t cured the ills of the Trust, just cut the deficit at the school and possibly imperilled the education of many pupils as a result?  Indeed the Trust accounts for 2017 point to procurement issues; lack of supporting receipts on credit card expenditure and a lack of timely bank reconciliations and insufficient evidence of review. (Trust Annual Accounts, page 32)

Ofsted – a second school in the Trust has now been declared inadequate, but Ofsted is powerless to act against the Trust as a whole. The Roman Catholic Church – the Church needs to prove it is concerned for the welfare and education of all pupils and is not trying to create a school only for Roman Catholic pupils with no concerns for the other pupils in the area leaving someone else to pick up the pieces. The recent removal of the head and deputy of the school over the Christmas holidays needs to be justified and an explanation as to the experience and expertise of their replacements to deal with the problems facing the school needs to be made clear.

The DfE has issued a statement to the media today saying that they are taking action, but it isn’t clear what they are doing or how they are operating, other than presumably some behind closed door discussions with the Academy Company and presumably the Diocese of Birmingham.

At the heart of this mess is the governance structure for academies and the ability of a Trust to act appropriately for the good of all. After all, only 37% of pupils and 30% of staff at St Gregory the Great are declared Roman Catholics according to the Trust annual accounts (page 21).

I declare an interest as a councillor in Oxfordshire, but one only has to look at the fortunes of the two secondary schools declared inadequate in 2017 by Ofsted for the issues to become glaringly apparent.

As the new Secretary of State was educated in a Roman Catholic school, he needs to tell his officials to sort out the problems at St Gregory the Great and across the school group. Otherwise, Oxford will have two national disaster stories about public service failures at the same time: not a record to be proud of for any government.