Three Lessons Learned from Three Years in Deputy Headship
May 17, 2025
auto_awesome
Tom Oakley, a deputy headteacher from Bury St Edmunds, reflects on his three years in leadership. He shares powerful insights on supporting teachers through change and the importance of a well-being curriculum. Tom discusses navigating school growth, managing challenges from transitioning schools, and the significance of effective coaching. He emphasizes tailored emotional support for students and how to bridge gaps in literacy and classroom dynamics, highlighting the real needs of the school community versus ideal scenarios.
Effective school leadership necessitates a nuanced approach to managing change, prioritizing adjustments based on the specific context and readiness of staff and students.
Creating a tailored and supportive environment for new students is essential for their success, addressing both emotional and educational challenges through personalized integration methods.
Developing a well-being curriculum fosters essential life skills in students, promoting emotional intelligence and empathy while cultivating a culture of care within the school community.
Deep dives
Navigating Continuous Change in Schools
Schools are in a constant state of change, and effective leadership involves helping staff and students navigate this process. The transition into a leadership role requires an understanding that change is essential yet can be uncomfortable for many. Successfully managing change does not mean implementing all desired adjustments at once; rather, it involves prioritizing changes based on readiness and context. Leaders must carefully assess the environment to determine which changes will have the most significant impact and when to introduce them.
The Importance of Thoughtful Induction Processes
Inducting new students, particularly in a growing school with many mid-year joiners, requires a tailored and thoughtful approach. Many of these children face significant emotional and educational challenges, making the integration process crucial for their success. It is essential to create a supportive environment that acknowledges their unique backgrounds and needs, ensuring they feel safe and ready to learn. This individualized approach extends beyond academic integration and includes social and emotional support through personalized check-ins and nurturing practices.
Rethinking the Sequence of Educational Changes
Leadership often involves the challenge of prioritizing the right changes at the right time, especially when addressing educational needs. Initial assumptions about focusing on subjects like mathematics may overlook the foundational emotional and social needs of students. Understanding that academic readiness depends on a child's overall emotional state is crucial. As a result, leadership must focus first on creating a nurturing environment before diving into subject-specific improvements.
Building a Robust Well-Being Curriculum
The development of a well-being curriculum can play a vital role in helping students learn essential life skills. This curriculum aims to educate children about emotional intelligence, empathy, and self-regulation, ensuring they are socially equipped to excel in their academic journey. By explicitly teaching these skills, schools can cultivate a culture of care, kindness, and respect among students. Implementation involves collaboration with various stakeholders, ensuring that the curriculum reflects the needs of the community while being adaptable to future changes.
The Significance of Continuous Professional Development and Support
Ongoing professional development is key for teachers and leaders to thrive in schools facing significant changes. Structures for coaching should differentiate between developmental support and performance appraisal, allowing teachers to grow without the pressure of evaluation. Mentorship and peer support are critical in fostering a collaborative environment where staff members can share challenges and successes. This culture of support helps to retain staff and improve overall school morale, ultimately benefiting students.
Episode 228: Three Lessons Learned from Three Years in Deputy Headship
For show notes, links, and a summary episode, sign up for the Hey! What You Reading For newsletter. Mondays at 7am BST - https://tdape.beehiiv.com/subscribe
In this episode of Thinking Deeply about Primary Education, I’m joined by Tom Oakley as he reflects on three years in deputy headship and the lessons that have shaped his thinking as a school leader.
Across the episode, Tom explores what it means to support teachers through sustained change, manage growth in a dynamic school environment, and address the real (rather than ideal) needs of a school community. From navigating an Ofsted inspection to leading a growing school through difficult data and complex transitions, Tom shares the leadership insights forged in the realities of everyday school life.
We discuss:
The power of coaching in supporting teacher development
Designing and implementing a Wellbeing Curriculum from the ground up
Lessons learned about leadership, change management, and meeting context-specific challenges
The gap between what leaders want to happen and what actually needs to happen
Whether you’re an aspiring leader, new to senior leadership, or supporting leaders within your school, this is an honest, reflective conversation that bridges theory and the lived experience of leadership in primary schools.
If you enjoy the episode, don’t forget to leave a review, subscribe to the YouTube channel, or join the conversation on our Discord server.
Remember Everything You Learn from Podcasts
Save insights instantly, chat with episodes, and build lasting knowledge - all powered by AI.
