“Learn character from trees, values from roots, and change from leaves.”
Tasneem Hameed, Pakistani writer/poet
Having enjoyed relatively strong growth in my first few years as Principal at the College, with numbers doubling a few years on from the first day I took charge, we’ve gone through something which seems all too familiar to the majority of schools of our kind on the independent sector: a slight dip in the current College population for this year.
I had the great privilege of attending the Independent Schools Association London North Regional Meeting at Waltham Abbey on Thursday, and there was a consensus amongst those in attendance that student numbers were around 10% down across most of the Heads I spoke to – and I spoke to many school leaders at the conference.
These figures, though not indicative of fatal collateral damage, are concerning, and they present a need for innovative thought and the implementation of plans which can reverse the decline. For us, the key causes – as is the case for many – are the threat of VAT on fees, alongside a wider open door in terms of university admissions: two phenomena which have made parents consider other options which may prove more financially accessible during a cost of living crisis. For other heads, demographic changes mean there are less students to attract, and so, less students to enrol.
It is a challenging time – there is no doubt about it.
I was really pleased to see a recent article I’d written earlier in the summer, before distinct clarity on the student population was quite at the point of full recognition, in the latest edition of the ISA Journal. Entitled ‘From Crisis to Opportunity’, it was somewhat of a call to arms for a sector under threat: not to doubt our importance to the education system in the UK in a wider sense; to stick to our principles by showing just how important and unique our schools are; to continue with the incredible work which occurs on a daily basis to turn lives around.
The mechanics of making such commitments a reality, however, can not be a burden shouldered entirely by a Headteacher. In fact, I would argue that a Head is only as strong as the team around him or her.
True, the leader of the school or college must provide the vision, sharpen it and be the key driver towards it, but it takes many contributors to make it a success.
If the College is to grow bigger and stronger in spite of the headwinds which we face, then that can only happen with teamwork.
Tropes are often trotted out to illustrate the point above: many hands make light work; two heads are better than one; iron sharpens iron, so one person sharpens another. All, in one way or another, are true.
And yet, delegation can sometimes be one of the hardest attributes for a leader to get right: can I trust anyone other than myself with that task? Would it be quicker if I just did it myself? In testing times, can I let myself give up control?
The answer to these questions should always be Yes; no; yes – though thought must go into delegating with care and due diligence.
Otherwise, control bears down on the person in power, and actually starts to control them: they feel responsible for everything, which in turn adversely affects sleep, levels of stress and undermines confidence to get things done. If everything rests on one person, that is an incredibly unhealthy high stakes gamble for that person to stake their life on.
One talk at the Regional Meeting on Thursday was especially resonant for me at this time – ‘Heart & Brain Health: Thriving Under the Pressures of Headship’, delivered by Maria Brosnan from Pursuit Wellbeing. Maria extolled the virtues of a specifically designed programme, brought together by experts which offered research-based strategies to help leaders take control of their health. Looking in detail at heart rate variability and being able to stay in a healthy zone, as a regular runner, this really spoke to me.
The message which I took, more than anything, was the importance of looking after one’s mental health and wellbeing. It can be another aspect of the job which is difficult to do. I have yet to meet a Head who did not come across as selfless – who was in the job to serve the students in their schools – but there has to be a limit on the demands of school leaders – particularly in such a challenging climate.
This talk was followed by an, at points, thoroughly amusing presentation by Fin O’Regan entitled ‘Developing and supporting neuro inclusive schools: Systems, Strategies and Solutions.’ My main take away from this was just how reassured I felt about how the College supports students with SEN – that we are completely on the right track in focusing on learning and socialisation within our institution before zeroing in on behaviour negatively in our attempts to increase the likelihood of strong student performance. Our flexible approach has been proven to reduce anxiety in many students who have not found the right learning environment yet. The structures and rules in place at the College, as far as everyone involved in the College can see, are fundamental to progress and never ‘picky’. We focus on the mood and motivation of students to do well, as opposed to sanctioning behaviour. That is how we ‘win’ the neurodivergent students at EIC, and some of the turnaround stories we have experienced have been truly memorable.
And so, it became clear to me that, though times are indeed tough, we are not doing much wrong at Ealing. In fact, we’re doing the vast majority of things right. We are, perhaps, just not showcasing it enough.
Hence the importance of delegation.
I’m not the only one at College with good things to say about the brand of education we encourage at EIC, and I’m certainly not the best person to talk about every facet of the College. I know that I have a team around me who can do that just as well as I can, if not better.
It was during the conference that I thought about an analogy for the leadership and delegation we have at Ealing, and how it needs to be understood: It should be likened to a tree. (It was a touch disappointing to learn that such an analogy was in existence – Susan Scott, author of ‘Fierce Conversations’ had written a very easy to understand guideline on delegation.)
-Leaf decisions are small decisions that will not have a major effect on the company. Yanking a leaf off a tree causes little or no harm.
-With increasing responsibility come branch decisions. Choices made at this level will certainly influence part of the company.
-Trunk decisions have a major effect on the company. The manifestation and growth of a business can certainly be influenced by these decisions.
-Anything that touches the root of a tree has the potential of doing major damage. The livelihood of a company depends on decisions made at this level.
One vital thing to understand in the entire comparison is that a Head can not take responsibility for every single decision which occurs – that would be ruinous – but they should act as the roots and trunk of the institute: the strength that others look to in tougher times; the backbone of the structure; the foundation from which success is built; the one who offers stability, drives growth and nourishes the organisation through encouragement and support.
The branches are the teachers, whether SLT, middle leaders or classroom practitioners, who should be given autonomy, growing in their own distinctive way but in harmony with the roots and trunk, an extension of the values and vision of the Headteacher, empowered from the main body of the tree to strengthen and bear weight.
The leaves, in this case, are the students: energy giving; vibrant; the condition of which – we regularly survey students at EIC – gives valuable insight into the health of the tree. Sadly, they come and go on a yearly basis, bright with youthful exuberance then maturing before their departure from the tree.
And so, how does a tree grow strong, year on year?
Though it starts with the roots, it is the sapwood which takes energy from these all the way to the leaves. Sapwood is living, active and flexible. It is the life force of the tree.
In many ways, I’d liken this to what makes the College work so well – the tremendous value of relationships which permeate the College, based first and foremost on trust. Where sapwood gives the tree strength, similarly, it is trusting relationships which make the College truly durable.
The trust which a student has in the teachers to help them to shine.
The trust which the teachers impart in the students to grow through encouragement.
The trust which leadership gives in support of staff to develop.
The trust which leaders have in themselves which ensures that the right direction is taken.
The more the trusting relationships characterise the College, then the stronger we are for it – and there are numerous ways that happens at EIC, day in, day out.