Teach Primary Issue 18.4

celebrating those who want to remain in the classroom, hone their craft and become truly masterful teachers. At the same time, we should also consider the reasons why the pieces might not quite fit, so that we can take steps to support those with an interest in taking the next professional leap. Whether our future leaders lack personal organisation, are the primary carer for young children, or do not have the passion for a particular subject, our best course of action is the establishment of systems which support them in reaching their goal. Anyone can learn to be organised and think strategically. Children grow up, and some of the most passionate mathematics leaders I know despised maths when they were at school. What astute heads recognise in them is the potential for effective leadership and the empathy that comes with understanding the plight of the struggling pupil. As senior leaders we should pay attention to the smallest of clues that will, in time, allow us to make those connections between passionate members of staff and areas of middle leadership. We should talk to our teachers about what they need from us and what we need from them. If we make the boundaries of the relationship with middle leadership clear and the operational routines transparent, we’re more likely to see our leaders flourish in the way we hope they will. Subject knowledge Subject leaders are the first port of call for teachers in search of subject knowledge support. Thus, they will need to know the breadth and depth of their curricula to execute this aspect of the role effectively. The greater the subject knowledge of our middle leaders, the greater their capacity to think in a deep and meaningful way about how they can realise their ambitions for their pupils. To support our leaders in developing their own subject knowledge, we must initially provide them with access to the relevant subject associations. The stellar offering from the Historical Association, for instance, is central to the development of any history lead and the same is true for the associations covering the expanse of the national curriculum. Equally, the wise headteacher understands that there are countless Create leadership communities Growing and empowering teachers – regardless of their level of experience - carries both opportunities and challenges. But amongst a range of strategies I have used as a curriculum leader, some have worked much better than others. 1 | SUBJECT CARETAKERS When I support and coach staff on subject leadership, I explain we should think of ourselves as ‘caretakers’. It is our job to ‘take care’ of the subject(s) for which we are responsible: to ensure our pupils receive the very best education and that the subject contributes positively to the overall quality of education in the school. From the outset, we need everybody to see themselves as being part of the big picture. Together, as a community of teachers, we discuss, agree and conclude what features we’d hope to see across the teaching of each subject. This gives us a shared vision, so everybody knows what we’re aiming for. 2 | A COLLEGIATE MODEL We work collaboratively to create and review our ‘features of effective teaching and learning’ in each subject. How often do we get to talk about great teaching in art? Or PE? Or MFL? As part of these conversations – which we have during an inset day or series of staff meetings – we review guidance from a range of organisations such as The Historical Association or the Association for Science Education to inform our thinking. 3 | KEEPING FEEDBACK FOCUSED We support subject leaders to evaluate the quality of education in their subjects using the ‘features of effective teaching’. Evaluating against this whole-school vision for each subject keeps the conversation about the subject, and not on the individual. This also helps to define what makes a great geography lesson, as distinct from a great PE lesson. Whilst we know there will be some generic features – there will be many differences, too. 4 | CURRICULUM CONVERSATIONS Holding bi-annual discussions about key areas in each subject has been one of the most effective activities I’ve introduced as part of this approach. They support me as overall curriculum leader, but also help the subject lead to reflect and look ahead. Around two weeks prior to these conversations (for which I allow 45 minutes) I share six question prompts or discussion points. Examples include ‘What good practice is happening?’ and ‘What CPD may we need to provide?’. Points are linked to SIP priorities and have accompanying prompts to help prepare subject leaders; it’s not a test! Then, together, we discuss each point. By sending the points in advance, subject leaders have already reflected and come prepared. It gives me the chance to gauge their feelings and assess what support I can give them, whilst also helping us to build a whole-school picture. Adam Jevons-Newman is headteacher at Abbey Hill Primary & Nursery School, Nottingham