Just recently I have taken on an Executive Headship. My own school has a four year rising trend and although that gives some form of security, there are still many challenges facing us as a school in an area of deprivation.

My second school went into special measures and faces a plethora of challenges such as the quality of teaching and learning, underdeveloped practice regarding assessment and feedback, as well as a lack of strategic leadership.

I had given considerable thought to how I might meet the challenge of leading two schools. As I have not yet developed my ability to be omnipresent, it is certainly a challenge. The trick is to work through others and in doing so develop their capacity to work independently and more strategically. The theory is fine; the execution is a little more tricky.

The process of academisation

I am a veteran of special measures and have been used to the idea of 3 monthly HMI visits for a Section 8 report. Although exacting and challenging, this system developed a structure with regular staging posts alongside advice and guidance from a senior HMI. In my experience, this HMI always offered wise and sage advice in a very professional manner.

The new system involves academisation. In our case the preferred sponsor is another local academy, who has used our school’s entry into an OFSTED category to develop the idea of a local MAT.

On the whole this will be a preferable, more sympathetic solution to that of an academy chain. However, school improvement work must continue despite all this distraction. The proposed sponsor must carry out due diligence - some of which can happen quietly, behind the scenes with our Business Manager. However, the due diligence of the quality of teaching, learning and the culture and ethos of the school is a little less subtle.

A programme of learning walks, meetings and student voice has been set up to allow the senior leaders of the sponsor to develop their understanding of our context. In addition, because of the proposal to develop a local MAT, other heads from interested schools are also conducting lengthy visits.

Maintaining school improvement

Intellectually I understand the process and am supporting the need to carry out the due diligence quickly. However, I am also concerned that this is a time when the school least needs this type of attention - and it is putting us under considerable pressure.

Additionally, since due diligence is underway, we may not get an HMI Section 8 visit and will therefore not benefit from these important staging posts. I have made a decision to manage this in a low key understated fashion; to inform staff on a need to know basis only, to ensure that my senior staff are always involved in any visit. We have resolved to watch carefully for any staff who are showing signs of undue stress, and to generally spend most of our time managing by walking about. 

Our focus must stay on implementing all the strategies which we have spent the summer developing and communicating to others - despite what else may be going on in our school. No one said this would be easy, but it’s what needs to happen to ensure the school’s continual improvement.

Julia Vincent is a headteacher at Warblington School, in Havant.