CEO’s Blog – January 2019

First, I would like to open this blog by wishing you a Happy New Year, and hope that you had an enjoyable and peaceful holiday period.  It was only a fortnight or so since my last blog (although, of course, it was “last year”!) in which, amongst other things, I promised to return to the matter of our Trust-wide Conference, hosted at John Taylor Free School on Monday 7th January – the first day of the new term.

As many of you will be aware, the themes of our development were metacognition and self-regulation, feedback, and collaboration. The Education Endowment Foundation, a representative of which joining us for the day to support our professionals in conducting and accessing research, have collated a huge gamut of studies undertaken to establish what has impact, and at what financial cost.  The areas of focus all stood out as being of high impact on progress and at low financial cost. In our planning of the event, we were also enthusiastic about these areas as all our schools recognise the value of developing our expertise here, whether engaged in nursery provision or working with sixth formers.  Beyond this, we all personally develop as lifelong learners through a greater understanding of these themes.  The day, therefore, presented us with a real opportunity to develop our practice, and our selves.

In an opening session, I sought to define the three areas of focus (borrowing heavily from the Education Endowment Foundation website).  Regarding metacognition, we can define this as explicitly helping pupils to think more about their own learning.  We teach them specific strategies for the planning, monitoring and evaluating of their learning.  By feedback, we mean any way by which we redirect or refocus a learner on their goals in order to move them closer to realising them.  Finally, in terms of collaboration, this is when learners work together to achieve individual and shared learning goals, through structure and planning, by teachers who know their children and their abilities, and who provide regular opportunities for children to practise their skills of working together. 

I had written in the introduction to the event programme, that we intended the day to be a blend of inspiration (igniting enthusiasm and creativity) and application (providing practical strategies that can be added to our professional toolkits).  We sought to capture some truly great work from colleagues engaged in areas covered by our underlying themes – from within the Trust and beyond.  For events such as this, I believe this format works best.  By encouraging delivery from the Trust’s own staff, we give colleagues an opportunity to share their craft and for their peers to see that excellence in their own school context is within their grasp. Engaging with external specialist deliverers is essential if we are to aspire to be the very best, and to ensure our practice is aligned to a wider gamut of theory and practice elsewhere. 

When looking to assess the impact of such an event, I believe it is important to look beyond any surge of enthusiasm or spike of activity – as welcome and encouraging as those things are – but towards legacy.  I set colleagues the challenge:  Will we see the strategies of the day in our classrooms this time next year?  Will the collaborations that are sparked by the event continue into next term?  Will our own personal timeline of professional development mark out the event as a milestone of significance?  If many of us are able to answer “yes” to these three questions, then the event will have been worthwhile. 

Initial feedback (we’re still gathering questionnaire responses) has been hugely positive.  Of course, there will be many “even better if…s”, and we’ll look at these carefully.  With 500+ attendees from a variety of schools and with a diversity of experiences, inevitably some will have benefitted more than others.  But it remains true that, because of our scale, we were able to bring national and international guests to us, in one of our schools, for less per delegate than the cost of an average school textbook.  In times of financial pressures, this is a massive achievement.  It would not have been possible without the expertise and time of a number of colleagues from across the Trust – none of whom were allocated additional time to undertake this work.  Like me, and so many of my colleagues, they believe in what we’re doing and the impact it will have on our children and their communities.  I’ll close by thanking them for their support, together with everyone who attended with an open mind and an open heart.  In that context, the photograph I’ve chosen to accompany this blog features the stars of the event: us all!

Thank you for reading.


CEO Blog December 2018

I’m a relative unknown to the Twitterati, and hardly a frequent flyer to the Blogsphere.  However, it doesn’t escape even me that this is the time when we see a huge number of end of year, end of term, blogs and messages.  With shades of Michelle Obama’s “imposter syndrome”, I’m always more than a little apprehensive that an end of term message of good will can very easily be perceived as a rather regal “Christmas message to The Commonwealth”.  To avoid such issues, I don’t normally leave it quite so late in the term to update my CEO’s Blog.  This year, however, the scale of activities that have been going on and the “to do” list being even more stubborn in its immovability than in most previous years means I’ve left it late. 

Again attempting to avoid another seasonal favourite – the “Review of the Year” – I’ll merely state that it’s been a hugely positive 2018 from my perspective as our Trust has welcomed great new schools into its family, achieved considerable successes for its communities and seen our amazing children and adults achieve beyond their own high expectations. We can look forward to 2019 with a great deal of positivity and promise.

Much of this success is attributable in my view to the culture that pervades our schools, their communities and out Trust.  In our Strategic Plan, we have attempted to articulate our key attributes – collectively and individually – that drive us to be successful:

Our commitment to ensure learning is at the heart of all we do: Keeping “the main thing, the main thing” – prioritising our people, time, energy and funding to the improvement of the educational experience – both formal and informal – we provide.

A passion for excellence: Only comparing ourselves with the best.  When finding it, seeking to match and then surpass it.

Restlessness and curiosity: Looking for opportunity to be involved and to learn from new experiences.

Courage to innovate: Leading change – in teaching and learning, curriculum development, organisational structures.

Tenacity and resilience: Holding to our mission in times of turbulence, and remaining resolute until we achieve what we set out to do.

Collegiality: Listening to others, sharing with others, learning from others.

I’m sure you’ll agree that these are both worthy and aspirational.  However, these attributes are articulated in the words and actions of so many of our adults and children every day, every term, every year.  Peter Drucker, the “father of modern management” once famously stated that “culture eats strategy for breakfast.” Having worked in a number of different organisations, in different sectors, with very differing cultures, I can only agree with him – as I’ve seen poorly-conceived strategies and plans sail to new lands through the efforts of individuals and teams to make them work, and conversely I’ve witnessed highly-polished strategies crash on the rocks of disappointment through a deficit of cultural capital.

To err is human, as we all know.  There are times when we all fall short of these ambitious attributes.  But our achievements far outweigh our shortcomings as a community.  At this time, it’s only fitting to thank all those in JTMAT who live and work by these aspirations, and the positive impact that they have on all those around them, improving lives – and the world.  Seeing so many of our children and staff working together towards a single and shared goal – the Christmas Concert hosted by John Taylor Free School, performed by the choirs of all nine of our primary phase schools – is an example of this spirit:

It was a lovely occasion, and one which we will all remember with fondness for a long time.

Looking forward, our first day of the new term sees us gather together for our first ever MAT-wide Training Day.  It promises to be hugely exciting and beneficial.  The invited speakers are exceptional in their fields, the practitioners delivering sessions from our own schools are great at what they do and generous to share their work, and we participating are receptive to new ideas and ways of working. 

We anticipate the impact of the event to continue long after the spike of enthusiasm typically felt by attendees on “courses” has diminished.  This is about continual and continuous mutual and self-improvement – twelve schools and some wider partners working together to a shared end of staff development and improved provision for our communities.  I plan to report on this in my January Blog.

Thank you for reading, and have a great Christmas and New Year.


The “knight’s move”

As you will appreciate, my time available to read for pleasure is a scarce luxury – but one which I look forward to when a half term break or longer holiday is approaching. This half term, I’ve been reading “Hitch 22: The Memoirs of Christopher Hitchens”.

I was first introduced to the ideas and works of Hitchens via his debates at the Oxford Union and Smithsonian Institute, readily accessible via YouTube, and marvelled at his power as an orator both in terms of his ability to convey an intellectual or philosophical position with conviction, passion, persuasion and a savage wit, but also his command of the English language.

Describing a particular debate he was engaged in, Hitchens described a twist and turn taken by the argument as the playing of a “knight’s move”. This reminded me of a session I attended at the WomenEd event last month, hosted at John Taylor Free School, in which all attendees had to select an object from a diverse, and seemingly random, set of items – and describe why we have picked the item we have as being of significance to us. The various artefacts included a light bulb, a deck of playing cards, and a model of a dog to name a few – and a knight from a chess set.


Feeding back to the group as to why I had selected that object, I began with references to strategy: that in my capacity as CEO, an important aspect of my role is to scan the horizon for forthcoming opportunities and challenges to ensure that the Trust is well-positioned to move forward positively. In turbulent times, this is much more problematic, but also much more important. Having a network of colleagues to whom I can turn for advice and candid opinion is invaluable and, like sentries on watch in outlying areas, they can see and report forthcoming change that gives us time to consider our options and subsequently prepare.

Beyond the strategy, there is another significance to the knight as a chess piece, and this is where I was prompted by my reading of Hitchens this half term to write this blog. The knight isn’t the most important piece on the board. Players don’t win the game through its capture, and it has a “value” in points that is only above that of the pawn. But the knight can make a move that no other piece can make. It can ‘jump’ other pieces in play to obtain a new position and can change direction easily. So, when Hitchens referred to a “knight’s move” in the aforementioned debate, it was an oratorial device that transformed the direction of travel the debate was heading in.

As CEO, I have the positional role in the Trust that means that occasionally I can achieve something that others cannot – access to key decision-makers, representing the Trust in a range of forums, seeing common themes and threads across all our schools. If our children, their teaching and support staff, and school leaders are the “kings and queens” on our metaphorical chess board, I’m perfectly comfortable not to try and emulate their role and their position, but to add something different – and to play a part that they cannot. For me, this is what the knight embodies.

Thanks for reading.