On the conference website, you can now watch highlights fromWednesday, 19 November 2008
Tuesday, 18 November 2008
Steve Munby's closing remarks
NCSL Chief Executive Steve Munby closes the conference drawing four key lessons from the keynote speeches of the day:- Never forget your moral purpose
- Always look to have fun
- There is a great need for co-operation
- Don't underestimate the value of a walk in the woods
Dont forget that NCSL will be hosting the 'Seizing Success 2009' conference for school leaders in Birmingham on the 10th to the 12th of June. Look forward to seeing you there!
Bob Geldof's speech to NCSL's New Heads conference
Geldof argues that we need new models of leadership in the early 21st century, especially as we face up to our first crisis of globalisation. He claims that the quality of leadership developed by New Heads is vital to the very future of our society.
Geldof was "extremely lucky" to have gone to a good school. Something he never took advantage of. "I didn't give a toss." Geldof's mother died when he was 5 or 6. His father travelled the country selling towels and he and his sisters were left to look after themselves. There was no TV in the house. But there was a radio, over which the voices of intelligent, articulate young men playing rock and roll "became the voices of possibilities".
Geldof claims that without his parents, he developed no trust in any authority. "I became a low grade pain in the ass." Seeing everything in black and white. Always butting up against authority. He cites the key influence of three English teachers and their love of poetry, and the experience of setting up an Anti-Aparheid group, as setting him up to learn some of his key lessons in life.
Geldof left school with no qualifications, picking up odd jobs, "incapable of getting on with people". He ends up in Canada working on a gold mine and then in an abattoir as an illegal immigrant. He got a job for a local underground paper as a music journalist and then as the circulation manager. "So, I slowly began to understand that there is a possibility of creating your own world."
Geldof goes on to offer thoughts about the nature of modern leadership. It has to be spread out. It has to be shared and horizontal. The signature technology of our time is the web and it will define how we run our world.
The core philosophy of the web is co-operation and unlimited access to information. Think Wikipedia. Communities can be formed around interests quickly and dramatically and powerfully. We've just seen that with Obama. The first truly 21st century leader who harnessed the power of the social web to advance his cause.
We're in an incredible period of flux between an old world and a new world and that's the context New Heads are becoming leaders within. Great social and technological and moral changes. Our new version of globalisation, to replace the globalisation that has signally failed, has to be a globalisation that encourages inclusion and equality and tolerance. And crucially, to include the current poor as much as possible in the new economy, we need to prepare all of our children for the knowledge economy. An economy based on co-operation not raw competition. England can be set fair to define the culture and values of the coming ages if we make sure that our education is as inclusive and forward thinking as possible, making it possible for all our children to be prepared for this new economy.
Geldof finishes arguing that co-operation is key to our very survival globally. A value we need to learn and live at every level. A value that was crucial to Live Aid. A value that is vital to what so many charities are about. And if enough people live it and show it, policy changes.
Your job, Geldof argues, is turning on the thinking that makes it possible for our children to come out of school understanding the knowledge economy, understanding that it is energy and ideas and co-operation will be our mainstays.
Geldof ends with a quotation from W.H Murray that has stayed with him for years:
“Until one is committed, there is hesitancy, the chance to draw back, always ineffectiveness. Concerning all acts of initiative (and creation), there is one elementary truth the ignorance of which kills countless ideas and splendid plans: that the moment one definitely commits oneself, the providence moves too. A whole stream of events issues from the decision, raising in one's favor all manner of unforeseen incidents, meetings and material assistance, which no man could have dreamt would have come his way. I learned a deep respect for one of Goethe's couplets:
Whatever you can do or dream you can, begin it.
Boldness has genius, power and magic in it! "
Geldof was "extremely lucky" to have gone to a good school. Something he never took advantage of. "I didn't give a toss." Geldof's mother died when he was 5 or 6. His father travelled the country selling towels and he and his sisters were left to look after themselves. There was no TV in the house. But there was a radio, over which the voices of intelligent, articulate young men playing rock and roll "became the voices of possibilities".
Geldof claims that without his parents, he developed no trust in any authority. "I became a low grade pain in the ass." Seeing everything in black and white. Always butting up against authority. He cites the key influence of three English teachers and their love of poetry, and the experience of setting up an Anti-Aparheid group, as setting him up to learn some of his key lessons in life.
Geldof left school with no qualifications, picking up odd jobs, "incapable of getting on with people". He ends up in Canada working on a gold mine and then in an abattoir as an illegal immigrant. He got a job for a local underground paper as a music journalist and then as the circulation manager. "So, I slowly began to understand that there is a possibility of creating your own world."
Geldof goes on to offer thoughts about the nature of modern leadership. It has to be spread out. It has to be shared and horizontal. The signature technology of our time is the web and it will define how we run our world.
The core philosophy of the web is co-operation and unlimited access to information. Think Wikipedia. Communities can be formed around interests quickly and dramatically and powerfully. We've just seen that with Obama. The first truly 21st century leader who harnessed the power of the social web to advance his cause.
We're in an incredible period of flux between an old world and a new world and that's the context New Heads are becoming leaders within. Great social and technological and moral changes. Our new version of globalisation, to replace the globalisation that has signally failed, has to be a globalisation that encourages inclusion and equality and tolerance. And crucially, to include the current poor as much as possible in the new economy, we need to prepare all of our children for the knowledge economy. An economy based on co-operation not raw competition. England can be set fair to define the culture and values of the coming ages if we make sure that our education is as inclusive and forward thinking as possible, making it possible for all our children to be prepared for this new economy.
Geldof finishes arguing that co-operation is key to our very survival globally. A value we need to learn and live at every level. A value that was crucial to Live Aid. A value that is vital to what so many charities are about. And if enough people live it and show it, policy changes.
Your job, Geldof argues, is turning on the thinking that makes it possible for our children to come out of school understanding the knowledge economy, understanding that it is energy and ideas and co-operation will be our mainstays.
Geldof ends with a quotation from W.H Murray that has stayed with him for years:
“Until one is committed, there is hesitancy, the chance to draw back, always ineffectiveness. Concerning all acts of initiative (and creation), there is one elementary truth the ignorance of which kills countless ideas and splendid plans: that the moment one definitely commits oneself, the providence moves too. A whole stream of events issues from the decision, raising in one's favor all manner of unforeseen incidents, meetings and material assistance, which no man could have dreamt would have come his way. I learned a deep respect for one of Goethe's couplets:
Whatever you can do or dream you can, begin it.
Boldness has genius, power and magic in it! "
Jim Knight answers delegates' questions
A new primary head asks: "SATs for Key Stage 3 have been scrapped and Key Stage 1 is teacher assessed. Why can't Key Stage 2 SATs be scrapped and teacher assessed?".
Knight argues that SATs do a number of different things: for pupils, parents, the public and government. Secondary schools are judged by their GCSE results, much less so by their Key Stage 3 results, to the extent that those SATs became more of a burden than a benefit. Knight argues that we still need a national external measure for primary schools, hence the decision to maintain Key Stage 2 SATs. He does admit that they are not necessarily here to stay in their current format however and that there is an aspiration to establish broader accountability measures for primary schools.
In response to a questioner who claims that only unsuccessful schools attract additional funding, especially for new buildings, Knight outlines the nature of the BSF and Primary Capital programmes and that they represent an investment that is spread broadly across schools.
A delegate asks: "Is there a strategy in place for the future of special schools?"
Knight claims that special schools have an important future. He argues that there are circumstances where children with special needs should be taught in mainstream schools and many circumstances where they are taught in special schools. Knight argues that through the BSF programme he'd prefer to see special schools being located on the same site as 'mainstream' schools. They are centres of expertise in the teaching of children with special needs which the mainstream can learn from, more so where they are co-located.
Knight argues that SATs do a number of different things: for pupils, parents, the public and government. Secondary schools are judged by their GCSE results, much less so by their Key Stage 3 results, to the extent that those SATs became more of a burden than a benefit. Knight argues that we still need a national external measure for primary schools, hence the decision to maintain Key Stage 2 SATs. He does admit that they are not necessarily here to stay in their current format however and that there is an aspiration to establish broader accountability measures for primary schools.
In response to a questioner who claims that only unsuccessful schools attract additional funding, especially for new buildings, Knight outlines the nature of the BSF and Primary Capital programmes and that they represent an investment that is spread broadly across schools.
A delegate asks: "Is there a strategy in place for the future of special schools?"
Knight claims that special schools have an important future. He argues that there are circumstances where children with special needs should be taught in mainstream schools and many circumstances where they are taught in special schools. Knight argues that through the BSF programme he'd prefer to see special schools being located on the same site as 'mainstream' schools. They are centres of expertise in the teaching of children with special needs which the mainstream can learn from, more so where they are co-located.
Jim Knight's speech to NCSL's New Heads conference
Jim Knight, Minister of State for Schools and Learners, begins by admitting to being rather intimidated following Drum Cafe and being "the warm-up act for Bob Geldof".
Jim Knight admits that new heads are leading schools at a time of extremely rapid technological change. He argues, "There's never been a more exciting time to learn nor have there been so many flexible opportunities to learn."
We cannot afford to stand still in our aspiration to create a world class education system, argues Knight. We're preparing children for jobs which do not exist yet, so we need a more dynamic and adaptive system. And good leadership can make all the difference towards this aspiration.
Even one school not performing is one too many. Even one child not achieving its potential is one too many. The Minister argues we're at the beginning of a path of change, as set out in the Children's Plan, towards creating a 21st century system.
Knight picks up a theme given great emphasis by Steve Munby earlier in the day by arguing for the need for greater collaboration and partnerships, with an array of other agencies, to make schools a resource at the centre of their communities.
We need to do more with parents and get them more involved in the life of the school in every way. So the partnership with parents is vital. 21st century schools will be founded on collaboration. A collection of all local talents. To build the capacity for change. Using technology to involve parents more than ever.
Knight argues that all staff in school have an entitlement to develop and to learn. They are not just foot soldiers. The succession planning challenge is an oportunity for new leaders to step up and challenge today's norms and that is what we want and expect.
Knight ends by encouraging delegates to be relentless in their continued pursuit of excellence for their staff and our children.
Jim Knight admits that new heads are leading schools at a time of extremely rapid technological change. He argues, "There's never been a more exciting time to learn nor have there been so many flexible opportunities to learn."
We cannot afford to stand still in our aspiration to create a world class education system, argues Knight. We're preparing children for jobs which do not exist yet, so we need a more dynamic and adaptive system. And good leadership can make all the difference towards this aspiration.
Even one school not performing is one too many. Even one child not achieving its potential is one too many. The Minister argues we're at the beginning of a path of change, as set out in the Children's Plan, towards creating a 21st century system.
Knight picks up a theme given great emphasis by Steve Munby earlier in the day by arguing for the need for greater collaboration and partnerships, with an array of other agencies, to make schools a resource at the centre of their communities.
We need to do more with parents and get them more involved in the life of the school in every way. So the partnership with parents is vital. 21st century schools will be founded on collaboration. A collection of all local talents. To build the capacity for change. Using technology to involve parents more than ever.
Knight argues that all staff in school have an entitlement to develop and to learn. They are not just foot soldiers. The succession planning challenge is an oportunity for new leaders to step up and challenge today's norms and that is what we want and expect.
Knight ends by encouraging delegates to be relentless in their continued pursuit of excellence for their staff and our children.
A journey worth making.
Louise Anderton of Morland Area C of E Primary in Penrith really enjoyed listening to Estelle Morris.' I dont know how she can speak so well without notes! She had some interesting things to say'
Louise is one of several young heads who have travelled down from Cumbria to be at the conference.
Keywords from Steve Munby's speech
Here is a word cloud showing the words most frequently used by NCSL CEO Steve Munby in his speech to the New Heads conference. Generated using Wordle.
Leadership and Shakespeare
Richard Olivier of Mythodrama demonstrated leadership elements through Shakespeare's writing.
Always popular with audiences he was enthusiastically received by the new heads.
'absolutely fascinating' .......... 'really clever' .......... 'worth the trip!'
A well-earned coffee break
Steve Munby enjoys a well-earned coffee after having delivered his speech to NCSL's New Heads conference. Steve offered 6 key messages about successful school leadership:
- Believe in your pupils and your staff
- Be an outward facing leader
- Build effective teams
- Be a learner and a sustainable leader
- Have a deep understanding of your context
- Be courageous and confront the brutal facts
Estelle Morris' speech to NCSL's New Heads conference
Estelle Morris wants to play devil's advocate and argue that the current generation of school leaders aren't the first to face considerable and fast-paced change. What about the school leaders of the industrial revolution? The school leaders after WWII? The teachers in the 70s making sure girls or immigrant communities could achieve to their potential? We can learn from those previous generations that have gone before us. Each generation has had to ask itself three questions:
These questions have not changed and have always been asked by leaders facing change and large social expectations.
Think about the stories the public read about schools in the last week: Baby P, coasting schools, under 5s and exlusion.
These stories tell us something about what the public expect us to be solving this week. Public expectation of public services has gone sky high and tolerance of failure has gone very, very low. This is new. Our context is one where there is real concern about fragmentation. And real concern for fairness and social cohesion. This is new for the school context. Public confidence in school leaders has grown so much that, more than ever, society expects schools to solve many of its problems.
Schools have been so successful at taking on some of society's concerns that they are expected to solve many more. For example, schools have been so successful at addressing girls' underachievement or educating ethnic minorities that we're now concerned with white, working class boys' underachievement. Those leaders who came before you have delivered. They have been successful. And you will be successful.
Your predecessors who did deliver did not have the array of partnerships and opportunities now available to New Heads. You will be as good as the strength of the partnerships you have made.
Because of technology there are partnerships you can make with every continent. Some of the key partnerships you will and should make are with people who do not consider themselves to be educationalists. From other agencies; the local authority; the local community.
What's different about school leaders now compared to what came before?
School leaders have more power and influence than they have ever had before. They have more freedom and flexibility than they have had at every point in their career to date. Are school leaders bold enough to go beyond constraints they feel are in place? Have the confidence to break the rules. This is where you will find the roots of your success. Don't be nervous about realising the power you have to shape things the way you want.
What should I do for myself to prepare myself as a leader?
1. Think beyond education. Look at what societyy and your community wants of you. Not just the National Curriculum.
2. Have something in your school that is peculiarly you. It doesn't have to be big but it has to be yours. What's your passion? It can be quirky. Don't let your interests and passions be blown away by all the other competing demands.
3. Learn what you need to change
4. Know where you can break the rules
5. Know when to recognise and celebrate success
6. If you don't believe in what you are doing, you cannot withstand the storm.
We have great reason to believe that what we are doing is very successful, that the system is improving way beyond where we were 15 years ago.
Estelle finishes with two quotations. The first from George Bernard Shaw: "Be true to the dreams of your youth". Stay with and stay in touch with the passions that brought you to the professions. Her final quotation is from her grandmother: "I hope the work isn't getting in the way of you having a good time!"
- What's my context?
- What do I have to do for and with others?
- What do I have to do for myself in terms of preparing myself for leadership?
These questions have not changed and have always been asked by leaders facing change and large social expectations.
Think about the stories the public read about schools in the last week: Baby P, coasting schools, under 5s and exlusion.
These stories tell us something about what the public expect us to be solving this week. Public expectation of public services has gone sky high and tolerance of failure has gone very, very low. This is new. Our context is one where there is real concern about fragmentation. And real concern for fairness and social cohesion. This is new for the school context. Public confidence in school leaders has grown so much that, more than ever, society expects schools to solve many of its problems.
Schools have been so successful at taking on some of society's concerns that they are expected to solve many more. For example, schools have been so successful at addressing girls' underachievement or educating ethnic minorities that we're now concerned with white, working class boys' underachievement. Those leaders who came before you have delivered. They have been successful. And you will be successful.
Your predecessors who did deliver did not have the array of partnerships and opportunities now available to New Heads. You will be as good as the strength of the partnerships you have made.
Because of technology there are partnerships you can make with every continent. Some of the key partnerships you will and should make are with people who do not consider themselves to be educationalists. From other agencies; the local authority; the local community.
What's different about school leaders now compared to what came before?
School leaders have more power and influence than they have ever had before. They have more freedom and flexibility than they have had at every point in their career to date. Are school leaders bold enough to go beyond constraints they feel are in place? Have the confidence to break the rules. This is where you will find the roots of your success. Don't be nervous about realising the power you have to shape things the way you want.
What should I do for myself to prepare myself as a leader?
1. Think beyond education. Look at what societyy and your community wants of you. Not just the National Curriculum.
2. Have something in your school that is peculiarly you. It doesn't have to be big but it has to be yours. What's your passion? It can be quirky. Don't let your interests and passions be blown away by all the other competing demands.
3. Learn what you need to change
4. Know where you can break the rules
5. Know when to recognise and celebrate success
6. If you don't believe in what you are doing, you cannot withstand the storm.
We have great reason to believe that what we are doing is very successful, that the system is improving way beyond where we were 15 years ago.
Estelle finishes with two quotations. The first from George Bernard Shaw: "Be true to the dreams of your youth". Stay with and stay in touch with the passions that brought you to the professions. Her final quotation is from her grandmother: "I hope the work isn't getting in the way of you having a good time!"
Steve Munby's speech to the New Heads conference 08
Steve encourages all New Heads in the hall to think forward a few years to when they retire. "As a result of your work, children's lives are still being improved," says Steve You are still making a difference because you have touched the lives of many people, through your leadership. This is a scenario that, even now, you can be shaping.
Steve says he wants to share this morning some of the key aspects of successful leadership that he sees visiting schools around the country.
1. Believe in your pupils and your staff
If you believe in your staff and your children, they are more likely to believe in themselves. And if you don't believe in them, they'll suss you out very quickly. Steve tells the story of visits to schools in areas of high deprivation where the enthusiasm for learning was high ... because the pupils and staff in those schools were valued and believed in. Those leaders walk the school. Setting the tone. Intentionally connecting themselves to the people in their school. Investing in relationships carefully.
2. Be an outward facing leader
Not all the answers or opportunities can be found inside the school gates. School leaders cannot ignore the outward environment and must actively engage with it. With all the key agencies. With schools next door. 23,500 school doing their own thing is not in the best interests of our children, particularly vulnerable children. Collaboration, partnerships, chains of schools, sharing staff, school business management support. All of these will become even more important. We need to put children first rather than our needs or those of our governors.
There's much we can learn from the leadership of children's centres and pupil referral units, especially as multi-agency working is concerned. By reaching out, we bring back learning into our own organisation. 21st century school leadership is about having a spirit of openness and generosity.
3. Build effective teams
We cannot expect the pace of change to slow down. So, we have to challenge the idea of the head as the person who is accountable for everything. New Heads' relationship with their deputy is absolutely key. On their own they can do things. Together they can do great things. The most exciting schools I've visited this year, says Steve, have leaders everywhere in the school. They are bursting at the seams with leaders.
We have to let go of the idea of the charismatic leader who is also accountable for everything in their organisation. We have to let go and make some of the tough decisions we need to in order to distribute accountability and responsibility.
The best leaders look to create perfect and complete teams, with complimentary skills, rather than being perfect and complete themselves. So, one of the key skills for heads is recruiting and developing a team.
4. Be a learner and a sustainable leader
We stop being effective if we stop challenging ourselves and if others stop challenging us. Surround yourself with caring and honest critics. Be a learner and ask for help. Good learners are good at networking. You network because, your job is challenging. You need space and time in your first years of headship to reflect and develop themselves.
Steve mentions the need for leaders to look after themselves - their health and well-being. Leaders who do not do this set a bad example and their leadership is not sustainable.
5. Have a deep understanding of your context
What works in your first headship will not always work in your next. Things don't just transfer like that. You need to get in touch with your environment, with what makes it tick, with its rhythms. Tune in to your new context. Think yourself into your context.
6. Be courageous and confront the brutal facts
Beware of 'going native'. Notice what needs to improve. Don't become overfamiliar with your environment so that you fail to notice what needs to change. Don't accept second best. Be honest and realistic about your situation and keep asking yourself how you can become like successful similar schools. How can we learn from each other in the school to minimise within-school variation?
Good leaders not only show sensitivity. They also must be very clear about what is unacceptable. Hard issues do not go away if you ignore them. This issue is especially difficult for New Heads. Many New Heads regret not confronting challenging issues early enough.
7. Grow leaders
The best leaders coach and develop other leaders. A headteacher is about helping students AND teachers to learn. A core responsibility of leaders is to grow other leaders. The best leaders take great pride in growing new leaders, whether they stay in the school or move elsewhere. Schools where this happens tend to hold on to their staff and recruit better staff. The best organisations grow more leaders than they need.
Steve finishes by saying that we need legacy heads. Heads whose legacy is that they've built confidence in others to step up to leadership.
Moral purpose
The most successful leaders have moral purpose at the very core of their being. The power of a moral endeavour cannot be underestimated. NCSL is here to serve. To serve school leaders in the interests of children. Full stop. End of story. Make that your focus in everything you do. It's the fuel of success and the defeater of alibis.
Steve says he wants to share this morning some of the key aspects of successful leadership that he sees visiting schools around the country.
1. Believe in your pupils and your staff
If you believe in your staff and your children, they are more likely to believe in themselves. And if you don't believe in them, they'll suss you out very quickly. Steve tells the story of visits to schools in areas of high deprivation where the enthusiasm for learning was high ... because the pupils and staff in those schools were valued and believed in. Those leaders walk the school. Setting the tone. Intentionally connecting themselves to the people in their school. Investing in relationships carefully.
2. Be an outward facing leader
Not all the answers or opportunities can be found inside the school gates. School leaders cannot ignore the outward environment and must actively engage with it. With all the key agencies. With schools next door. 23,500 school doing their own thing is not in the best interests of our children, particularly vulnerable children. Collaboration, partnerships, chains of schools, sharing staff, school business management support. All of these will become even more important. We need to put children first rather than our needs or those of our governors.
There's much we can learn from the leadership of children's centres and pupil referral units, especially as multi-agency working is concerned. By reaching out, we bring back learning into our own organisation. 21st century school leadership is about having a spirit of openness and generosity.
3. Build effective teams
We cannot expect the pace of change to slow down. So, we have to challenge the idea of the head as the person who is accountable for everything. New Heads' relationship with their deputy is absolutely key. On their own they can do things. Together they can do great things. The most exciting schools I've visited this year, says Steve, have leaders everywhere in the school. They are bursting at the seams with leaders.
We have to let go of the idea of the charismatic leader who is also accountable for everything in their organisation. We have to let go and make some of the tough decisions we need to in order to distribute accountability and responsibility.
The best leaders look to create perfect and complete teams, with complimentary skills, rather than being perfect and complete themselves. So, one of the key skills for heads is recruiting and developing a team.
4. Be a learner and a sustainable leader
We stop being effective if we stop challenging ourselves and if others stop challenging us. Surround yourself with caring and honest critics. Be a learner and ask for help. Good learners are good at networking. You network because, your job is challenging. You need space and time in your first years of headship to reflect and develop themselves.
Steve mentions the need for leaders to look after themselves - their health and well-being. Leaders who do not do this set a bad example and their leadership is not sustainable.
5. Have a deep understanding of your context
What works in your first headship will not always work in your next. Things don't just transfer like that. You need to get in touch with your environment, with what makes it tick, with its rhythms. Tune in to your new context. Think yourself into your context.
6. Be courageous and confront the brutal facts
Beware of 'going native'. Notice what needs to improve. Don't become overfamiliar with your environment so that you fail to notice what needs to change. Don't accept second best. Be honest and realistic about your situation and keep asking yourself how you can become like successful similar schools. How can we learn from each other in the school to minimise within-school variation?
Good leaders not only show sensitivity. They also must be very clear about what is unacceptable. Hard issues do not go away if you ignore them. This issue is especially difficult for New Heads. Many New Heads regret not confronting challenging issues early enough.
7. Grow leaders
The best leaders coach and develop other leaders. A headteacher is about helping students AND teachers to learn. A core responsibility of leaders is to grow other leaders. The best leaders take great pride in growing new leaders, whether they stay in the school or move elsewhere. Schools where this happens tend to hold on to their staff and recruit better staff. The best organisations grow more leaders than they need.
Steve finishes by saying that we need legacy heads. Heads whose legacy is that they've built confidence in others to step up to leadership.
Moral purpose
The most successful leaders have moral purpose at the very core of their being. The power of a moral endeavour cannot be underestimated. NCSL is here to serve. To serve school leaders in the interests of children. Full stop. End of story. Make that your focus in everything you do. It's the fuel of success and the defeater of alibis.
Lots of lovely ideas
Julie Scott and Colin Lofthouse both from Newcastle signing up for the Early Headship programme on the NCSL stand. What were they hoping to get from the conference?
'lots of lovely ideas...' said Julie
and 'a pat on the back and a well done!' said Colin.
Being a head is the best job in the world
Philippa Burland of Rookesbury Park School looks at NCSL's Leadership Library with e-learning specialist Christine Clifford. Philippa said
'Being a head is the best job in the world and I feel really privileged to get a letter from Steve Munby offering congratulations and inviting me here today. Its good to feel like you are part of something as big as this!'
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The National College for School Leadership (NCSL) works to make a difference to children's lives through excellent school leadership – growing and supporting current and future school leaders so that they can have a positive impact within and beyond their schools.