Anyone who has experience of working in a school knows that non-teaching staff or support staff are fundamental to how a school operates - if you get it right with your support staff, you have a well-oiled machine for which no problem is insurmountable.
Get it wrong, though, and a school can run inefficiently - which, in turn, makes it a far less enjoyable place to work.
For leaders in schools, getting the best out of these key staff is crucial - but it is not always easy amid myriad other concerns, from parental expectations and Ofsted to exams and wellbeing.
So how can teachers and leaders ensure that we maximise the contributions of school support staff?
Making the best use of school support staff
Ensure that they have a voice
The first way to make the most of school support staff is to recognise just how wide a range of expertise and insights they bring - they see aspects of the school that teachers and leaders do not.
This is not just from their role - in HR, catering, estates or facilities - but often, their viewpoint may be closer to that of parents and caregivers, which can bring a useful “second pair of eyes” to issues you may be facing.
After all, schools often raise the importance of student voice; we need to ensure that support staff have a voice, too.
The above is easier said than done, of course, and logistical matters such as ensuring that staff are part of a line management system that is effective are crucial.
Give them the structures to be informed and be part of running the school.
In my experience, you can have the deputy head leading the support staff or, if they work within departments (such as science technicians), commit to bespoke meeting times with the head of department or phase for them to raise concerns or share ideas.
At the appropriate stage, let them contribute to updating their job description.
Enable them to see their place in an organisational structure so growth and promotion are options for them, too.
Train them well
Training staff is part of developing them and sends the message that you want to invest in them.
Induction training is important for staff as schools are unique communities, and each school has its specific quirks. For some support staff, their only experience of a school is attending one themself.
Child protection clearance is a non-negotiable for any adult working with children. It is important to provide relevant child protection training beyond that.
In the same way that a new teacher needs to understand the fundamentals of safeguarding, from looking out for signs of abuse to appropriate contact, so do all other adults in school.
Other informal and school-based training opportunities should be explored and, in consultation with the staff member, developed.
In addition, there should be training for support staff for their specific roles and, where relevant, access should be given to externally accredited training options such as degree units or Higher Level Teacher Assistant (HLTA) training. For example, science or art technicians should have access to technical courses.
The above should be considered when forming the CPD budget of the school. However, even these opportunities do not have to cost the school. They may be self-funded or even free.
For example, I have encouraged my technicians to complete a Massive Open Online Course (MOOC) designed for teachers on managing practical work. Charities or technology platforms also offer training that, due to timetable or other constraints, teaching staff may not be able to attend but can still benefit from.
Organise shadow hours/days
The opportunity to shadow other staff can help us to understand the roles and importance of different members of the school community more effectively, and it provides a refreshing outlook for all involved.
For example, when students are receptionists for a day, they often return to class with an appreciation for the staff members they worked with. These shadowing experiences should form a part of the school calendar.
You can also get support staff to shadow a student, class or teacher for the day - and vice versa - to give them a feel for what happens in the classroom or staffroom.
I have seen teachers who are less engaged with support staff become much more actively involved in all aspects of school life once they have done a two-hour stint in reception.
Leaders should not be exempt from this either, and just being strategically located can address this.
In one of my former schools, having an office close to the school nurse gave me a whole new outlook on how better to manage that facility to ensure that her time and skills were appropriately deployed.
Shadowing opportunities should also be about involving staff in extracurricular activities. Giving them a supporting role in activities, from trips to events, can have benefits for all.
Maybe even see if they want to lead the fun stuff for others, too. For example, when we have open days or events, I encourage the technicians to be the ones doing demos - it’s a great way to show our entire school community the valuable contribution that everyone brings to our education experience.
Let them take centre stage
Showcase the work or unique experience of your support staff. I once had a science technician come and give talks to Year 11s.
In this case, she had a unique medical condition that was linked to a curriculum outcome, and she was passionate about being that positive role model for others in that situation.
You can also feature these staff members in articles within the school newsletter or just share some information about them in a staff briefing or meeting - again, make it collaborative and ensure that they are able to decide what to share.
Perhaps we need to start an appreciation day for support staff. Maybe World Teachers’ Day should be World School Staff Day, or, better yet, we could have an additional day.
For now, though, think about starting small and how you can ensure that you are making the most of this vital asset right under your nose.
Ayisat Fashola has held school leadership positions in the UK, UAE and Qatar. She is currently head of science at an independent school in Sydney, Australia
