Darlington Local Authority commissioned Northern Education to provide an interim managing Head Teacher to succeed a retiring Head Teacher of an 11-16 Secondary School of c750 students.

Staff morale has improved markedly and there is a genuine sense of purpose and determination to succeed.

Manager Darlington, OFSTED

The school was in special measures and the lateness of the resignation meant that the LA approach was made early in the summer holiday period of 2006. After full discussion between the Children’s Services Director and Senior Associates of Northern Education to assess need, a CV of a suitable candidate was offered. The candidate was interviewed by Director of Children’s Services with Chair of Governors and appointed to commence September 2006, subject to agreement of contract with Northern Education. As part of the contract a Senior Associate was nominated to give general support to the project.

The Interim Headship

• It was essential that the local authority gave staff of the school full information of the circumstances and supported the introduction of the interim managing head teacher to the staff.
• The new head teacher was aware that staff would have done their own checking up on his background and record.
• First meeting with staff – clear statement of intention to move the school forward and not to be a standstill caretaker manager.
• Confidence gained by high profile with students – seen to be about the school and making a personal impact – in assemblies, tightening up compliance with uniform, consistent interpretation of school behaviour policy and exclusion of students.
• Decisive action seen to be taken with underachieving teaching staff.
• Focus on empowering senior leadership team to lead as well as manage – new involvement in whole school decision making. Clear expectations of leadership of middle leaders and development of their understanding and use of performance data.
• Focus on teaching and learning – insistence on consistent completion of standard lesson planning format and seating plans. Emphasis on evidence of student learning. Building up dissemination of good practice.
• Morale of staff improved also by practical evidence of support from the local authority with their substantial investment in IT including provision of interactive whiteboards and also significant refurbishment of classrooms.
• Good brokerage of support by the head teacher using Northern Education Senior Associates and regular local authority advisory support. The support Senior Associate introduced a model Performance Management policy to the staff as a temporary measure until the advent of new regulations and a Senior Associate with expertise in budget management and curriculum costing provided a detailed financial analysis and made recommendations as a basis for future budget balancing. The LA co-operation in allocating a Northern Education Senior Associate as School Improvement partner to the school ensured a coherent and consistent focus of support for the school from the company.

Evidence of impact

By November of the first term OFSTED changed their category of the school from Special Measures to Notice to Improve.

OFSTED report of November 2006 extracts:

“The appointment of a highly experienced and well respected interim head teacher has provided the school with clear strategic direction and a secure focus on raising standards. This has generated much purposeful activity by staff to accelerate progress in tackling the school’s outstanding weaknesses. The senior leadership team now has an accurate understanding of the school’s strengths and where improvement is required,”

“Staff morale has improved markedly and there is a genuine sense of purpose and determination to succeed.”

“There has been an improvement in the amount of good teaching compared to the previous inspection and for the first time outstanding practice was seen in a small number of Key Stage 3 lessons.”

“The large majority of students enjoy learning and this is reflected in the positive relationships they have with their teachers.”

“Most subject leaders now take more responsibility for the performance of their departments and demonstrate an increasing understanding of what is required to improve matters further. Most now regularly track student’s performance, monitor teachers’ planning and observe the quality of teaching and learning.”

The school failed to appoint a permanent head teacher at the first attempt and interim management period extended to one full year ending July 07.

Successful appointment at second attempt and full discussions taking place to manage exit strategy of the interim head teacher and the handover to the incoming permanent head teacher.