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When you combine a committed staff and inclusive and distributed leadership with “a spirit of generosity” great things can happen, as NCSL Chief Executive Steve Mumby discovered at a North London primary.Cuckoo Hall Primary School nestles between high rises and 1950\\\\\\\'s council housing in a highly disadvantaged North London community. Many of the school\\\\\\\'s children come from homes where the affects of poverty are profound. The community is ethnically diverse and a significant number of residents speak English as a second language.When the headteacher Patricia Sowter arrived in 2001 Cuckoo Hall had just emerged from special measures. However, many of Cuckoo Hall\\\\\\\'s children were still struggling to make substantial academic progress – a problem seemingly entrenched by what were very low entry levels – and a significant minority were displaying intimidating and disruptive behaviour. Many parents were disaffected – few walked through the school gates, and many, probably due to their own educational experiences, thought school irrelevant.Despite these challenges, Patricia had belief in the abilities and talents of the children. And one of the few advantages she had was to inherit staff who had that same belief and harboured tremendous loyalty to he children and the community. Patricia set out by making \\\\\\\'quick wins\\\\\\\'\\\\\\\'. She told me how her immediate priority was to create a new culture of respect and trust – addressing behavioural issues fairly, but also promptly and decisively. Much effort was put into improving the school environment too – despite the constraints of the 1940s era buildings. The year 6 children, proudly and enthusiastically showed me their abundant library, and told me how the school had become much more colourful\\\\\\\'. The vibrant classroom and corridor walls are now a homage to the children\\\\\\\'s progress and their achievements. Things were changing – but Patricia recognised that a deeper institutional change was needed. That required a fresh approach to leadership. Talented and loyal staff, eager to achieve more, were given opportunities to step up to leadership roles. And Patricia worked to build up a supportive team. A critical appointment was making Sarah Oliver Deputy Head. Sarah knew the community and the staff well and would be crucial in delivering the change. She told me how Patricia had \\\\\\\'empowered\\\\\\\' both her, the assistant heads and leaders across the school to take on new responsibilities and move the school forward.This inclusive and distributed approach to leadership was critical to improving learning and teaching and addressing the children\\\\\\\'s poor progress. When the school started pupil monitoring and personalised learning, every member of the classroom staff were involved, demonstrating leadership in implementing new ways of working. Talented middle leaders are now observing lessons, sharing best practice and mentoring and coaching NQTs. It is clear that all of Cuckoo Hall\\\\\\\'s teaching staff, including NQTs and teaching assistants, have a high stake in this work. And as each member of staff has played their part in improving learning and teaching, so their opportunities to develop and their confidence has increased. As Patricia told me: “Everyone cares about how we are providing for our children, there is true ownership of what we are doing throughout the school.”The school\\\\\\\'s work with the community has been equally remarkable. Patricia\\\\\\\'s approach to distributing leadership has allowed her assistant heads to take responsibility and this has gradually expanded from coffee mornings and inviting parents to school events, to providing adult learning with external partners. Parent\\\\\\\'s views have been transformed. Cuckoo Hall is now seen as a place of true opportunity – not just for the children, but also for the families and the wider community. Some of the staff told me how telling someone you worked at Cuckoo Hall was “the best way to make a friend.” Over the lasts seven years the school has gone from strength to strength and results have improved every year. Every child achieved Maths, Science, and English level 4 or above in 2008. The improvements in the school atmosphere are just as telling. I met children who, whilst facing tough daily challenges, are attentive and engaged, courteous and confident, and respectful and caring for other members of the school community. This is a terrific reflection of what the leadership has achieved. |
