10 lessons for new leaders

10 lessons for new leaders will provide you with the information you need to know about:

Team Dynamic: The interactions between staff can have a huge impact on performance, research suggests. Simon Creasey uncovers expert advice highlighting the importance of hiring people who will get along and of giving everyone a voice. Pg 4, published September 2019

Line management: Teachers need a line manager who will hold them to account – but they also want someone who they can collaborate with, writes principal Jo Facer. Effective line management, she says, is all about striking a balance between support and autonomy. Pg 7, published September 2020

Vision statements: Writing a vision statement for your school need not be a corporate box-ticking exercise, as long as you ensure that the process is meaningful and values the input of the whole community, writes middle leader Matt Payne. Pg 10, published February 2021

Risk assessments: Creating risk assessments is tricky – but, given the current situation, it is likely to be one of school leaders’ most important duties next year. Headteacher Kulvarn Atwal outlines his four golden rules for drafting watertight risk assessments. Pg 12, published August 2020

Leading on behaviour: Stepping up to become the school’s behaviour leader may bring you face to face with unclear policies, erratic sanctions and confused students. Director of behaviour, Amy Forrester explains how to get a grip of it all. Pg 14, published October 2020

Stretching budgets: Headteachers have always had to keep a tight hold on the school purse strings and, with funds drained further during the pandemic, difficult decisions affecting staff sometimes have to be made. But there are ways to add to the pot and stay in the black without taking drastic action, finds headteacher Ben Waldram. Pg 16, published February 2021

Curriculum change: With curriculum now firmly in Ofsted’s sights, school leaders across the country are looking again at subject content and how to meet the inspectorate’s standards. But how easy is it to lead curriculum change? Matthew Lane says that the most important thing is to get your staff on board and give them proper support. Pg 18, published February 2020

Data: Schools invest a lot of time and energy collecting information to establish which approaches work. But when such data is applied without due care, it’s about as useful for improving outcomes as crossing your fingers or wearing lucky pants, finds senior leader Jo Clemmet. Pg 20, published January 2021

Work-life balance: If leaders want to promote the wellbeing of their teachers, they need to practise what they preach and achieve a better work-life balance themselves, writes assistant principal Sarah Arney. Modelling a more healthy relationship with work will encourage your staff to follow suit. Pg 23, published April 2020