Taking on a headship during a pandemic
Redriff Primary School in South London is my second home, it is where I have grown and flourished as a teacher since 2005 and currently
This week saw the publication of a significant new report from the RSA. It was with great pride that I read this, complete with a profile of the work at Surrey Square. There is much to be concerned about in the report – the effects of cuts across public services now being felt in the communities that need them most, with homelessness and hunger real and growing issues on our doorsteps. We should never cease to be appalled and shocked at the reality of the lives being lived by our neighbours across our city and the country more widely.
What the report highlighted, as is so often the case, is that schools can play an absolutely critical role in building the community and support that such vulnerable individuals and families need. Through examples from around the globe, we see what is possible where the will, tenacity and partnerships are present.
My week was further enriched by a visit from Suany Ramos, the Principal of The Island School in New York, also featured in the report. I was moved to tears to hear of the extent of the provision made for families in her school, where 99% of families are on free meals. It is a heroic school with an inspiring leader – but highlights the need for a systemic approach to making a difference with the families that really need it most.
For us at Surrey Square, working with the community is intrinsic to who we are as an institution. I will never forget, on my first day as head in January 2006, going down to the playground, excited at meeting the parents for the first time. They were not there. After years of being shut out and not included, they didn’t bother to come through the gates. The scene now on a daily basis in the playground could not be a greater contrast; parents volunteering with breakfast club, talking in groups around the playground, and taking part in the parents’ daily mile run. It is a community in action; supporting, talking, sharing and engaging.
I became a teacher because I believed that schools were the best vehicle we have for bringing about societal change. I still believe that, and am grateful to the RSA for shining a light on the reality of what that means within high challenge communities, and to the team at Surrey Square who live the reality of our mission; Personal and Academic excellence; everyone, every day.
Whilst this learning is vital in opening up our thinking about innovation in education, the process of change is equally as important as the content. Rosie gave us interesting insight into systematic change and how we can create this effectively. Being outward facing, building effective partnerships and building rituals have created real change in innovative schools in the US. This raised our next enquiry questions of the evening: ‘What are the non-negotiables that Big Education should be setting?’ ‘How do we take our context into consideration when building rituals?’
With examples of innovative practice from Alex, and discussion around how this is effectively implemented from Rosie, we opened up the discussion to our guests. We wanted them to dig deeper and think expansively about the questions we should be exploring at Big Education. Thank you to our guests for giving us lots to explore, which we are hoping to share shortly with you all!
Redriff Primary School in South London is my second home, it is where I have grown and flourished as a teacher since 2005 and currently
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This week saw the publication of a significant new report from the RSA. It was with great pride that I read this, complete with a
At Big Education, we have bold ambitions to transform the education landscape. We have a vision for a bigger, more expansive education – the education
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