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Is teacher CPD actually improving classroom practice, or are we just collecting certificates? Most heads aren't short on effort when it comes to attendance. The harder truth: so much of it often rests on one or two people — and when that's the case, it never feels steady, however hard everyone works. That's the work I do. I run a funded Senior Attendance & Leadership Resilience Check for headteachers and trust leaders in complex schools. It starts with a short strategic assessment. For eligible schools, it opens into a full process: - On-site school visit - Detailed, school-specific report - Follow-up strategy session - Practical leadership tools for a clear 90-day plan Typically valued at £1,000 — currently funded for eligible schools. Apply here → https://atrejwhi.formester.com/f/hwL9GCyin/ In this episode of Headship After Hours, Paul Collin is joined by Angelica Celinska, Founder of The Voice of Early Childhood and Co-Founder of BookedIn, to explore what meaningful professional development really looks like. They discuss why CPD should create better questions, not just provide answers, what schools can learn from early years education, and why relationships, belonging and reflective practice matter more than ever. Angelica also shares a powerful personal story about being told not to apply to university — and why teachers should never limit a young person's ambitions. Key topics: Teacher CPD, school leadership, early years education, reflective practice, research-informed teaching and professional development. LinkedIn: https://www.linkedin.com/in/angelicacelinska/ The Voice of Early Childhood: https://thevoiceofearlychildhood.com/ BookedIn: https://waitlist.bookedin.online/ BookedIn Conference: https://waitlist.bookedin.online/events/launch-2026 00:00 Every Child Is Unique01:25 Meet Angelica Celinska04:45 The Voice of Early Childhood11:12 Relationships and Leadership12:39 Making CPD Meaningful17:06 Introducing BookedIn22:01 Why CPD Must Go Beyond Certificates25:01 What Schools Can Learn From Early Years29:40 Research Into Practice32:19 AI and Human Connection40:05 Making CPD More Accessible47:00 Advice for School Leaders

Staff workload in schools isn't always visible — and even the clearest school improvement priorities can fail when hidden work consumes your team's time and attention. Most heads aren't short on effort when it comes to attendance. The harder truth: so much of it often rests on one or two people — and when that's the case, it never feels steady, however hard everyone works. That's the work I do. I run a funded Senior Attendance & Leadership Resilience Check for headteachers and trust leaders in complex schools. It starts with a short strategic assessment. For eligible schools, it opens into a full process: - On-site school visit - Detailed, school-specific report - Follow-up strategy session - Practical leadership tools for a clear 90-day plan Typically valued at £1,000 — currently funded for eligible schools. Apply here → https://atrejwhi.formester.com/f/hwL9GCyin/ In this episode of Headship After Hours, Paul Collin is joined by Shawn Vanderhoven leadership researcher and author of Pause: How to Lead Brilliant Work in a Busy World, to explore how school leaders can reduce distractions, create clarity and help staff focus on the work that matters most. Drawing on research across education, technology and other sectors, Shawn Vanderhoven challenges a familiar leadership assumption: that doing more, moving faster and responding to everything will produce better results. Instead, he argues that the best leaders create deliberate moments to pause, clarify priorities and protect the conditions needed for excellent work. Paul and Shawn explore: Why staff workload is often greater than leaders realise The difference between activity and impact Why clear instructions aren't always understood as intended How to uncover hidden workload through the turn out your pockets exercise Why school improvement priorities compete with existing commitments How leaders can make difficult decisions about what to stop The importance of psychological safety when discussing workload Why giving staff permission to focus isn't enough How to protect deep work through sponsored monk mode Creating practical team house rules around emails, interruptions and communication Why productivity is a social problem, not simply an individual responsibility How school leaders can create the conditions for better thinking and stronger outcomes One of the most important questions in this conversation is: When you introduce a new school priority, what are you taking away to make room for it? For headteachers, executive leaders and senior leadership teams, this episode offers practical ways to move beyond being constantly busy and towards building a more focused, sustainable school culture. 🎙️ Headship After Hours with Paul Collin — honest conversations about school leadership, clarity, culture and the realities of leading schools. Guest: Shawn VanderhovenBook: Pause: How to Lead Brilliant Work in a Busy World link to his book https://www.pausebook.co/ LinkedIn https://www.linkedin.com/in/shawnvanderhoven?utm_source=share_via&utm_content=profile&utm_medium=member_ios Explore the guest's work and the leadership resources mentioned in this episode through the links in the show notes. 00:00 Why Clear Communication Isn't Always Understood 00:36 Introducing Sean Van der Hoven 01:30 The Research Behind Pause 03:25 Why Great Leaders Need to Pause 06:51 How to Identify Your Team's Distractions 09:09 Attendance and Leadership Resilience Check 10:35 Why Clarity Matters in Leadership 11:30 The Biggest Distraction: Unclear Priorities 14:49 The Picture Gap: When Staff Hear Different Messages 17:36 Turn Out Your Pockets: Revealing Hidden Workload 22:10 The Hit-or-Miss Priority Matrix 27:34 Why Schools Can't Do Everything 31:02 Sponsored Monk Mode: Protecting Deep Work 35:59 Establishing House Rules 42:16 How Great Leaders Multiply Intelligence 45:44 Sean's Advice to Headteachers 46:25 Why Productivity Is a Social Problem 48:43 Final Thoughts and Closing

School attendance problems aren't always caused by a lack of motivation. Sometimes they're caused by barriers that build up throughout a pupil's day. In this solo episode of Headship After Hours, Paul Collin introduces the idea of attendance friction and challenges headteachers to look beyond attendance percentages to understand why pupils struggle to get through the school gate. A pupil might be anxious about an unfinished homework task, worried about being late, struggling with transport or concerned about how adults will respond when they return after an absence. Individually, these may seem like small problems. Together, they can make attending school feel overwhelming. Paul explores: Why attendance data doesn't always reveal the real barriers How small difficulties accumulate into persistent absence Why attendance letters and rewards don't solve every problem The importance of the school gate, reception and first lesson How to conduct an attendance friction audit Why vulnerable pupils experience school systems differently How school leaders can remove barriers without lowering expectations Why better attendance strategies begin with understanding the pupil's experience A practical challenge for your SLT: Choose five pupils whose attendance is declining. Map their journey from the previous evening through to the first 30 minutes of the school day. Where is attendance becoming harder than it needs to be? Because improving attendance isn't always about pushing harder. Sometimes it's about removing the barriers that make getting to school difficult. Paul also discusses the Attendance Advantage programme and the Senior Attendance and Leadership Resilience Check for schools seeking strategic support. Find out more through the links in the show notes. 🎙️ Headship After Hours with Paul Collin — practical reflections on school leadership, attendance and creating schools where pupils can thrive. 00:00 – The Attendance Problem That Isn't About Attendance 00:51 – How Small Barriers Become Big Problems 02:18 – Why Attendance Strategies Can Miss the Real Issue 02:39 – How to Conduct an Attendance Friction Audit 03:38 – Why More Letters and Rewards May Not Work 05:40 – Remove Barriers Without Lowering Expectations 06:26 – Why Vulnerable Pupils Experience More Friction 07:09 – The Five-Pupil Attendance Exercise 07:51 – Why Small Changes Can Improve Attendance 08:11 – Attendance Advantage: Finding the Real Barriers

What does great teaching actually look like — and are schools sometimes turning good ideas into rigid routines? Most heads aren't short on effort when it comes to attendance. The harder truth: so much of it often rests on one or two people — and when that's the case, it never feels steady, however hard everyone works. That's the work I do. I run a funded Senior Attendance & Leadership Resilience Check for headteachers and trust leaders in complex schools. It starts with a short strategic assessment. For eligible schools, it opens into a full process: On-site school visitDetailed, school-specific reportFollow-up strategy sessionPractical leadership tools for a clear 90-day plan Typically valued at £1,000 — currently funded for eligible schools. Apply here → https://atrejwhi.formester.com/f/hwL9GCyin/ In this episode of Headship After Hours, Paul Collin is joined by Tom Sherrington, former headteacher, author, educator and creator of Teaching WalkThrus, for a wide-ranging conversation about teaching, professional development, behaviour, inclusion and what school leaders need to understand about improving classroom practice. Tom explores the continuing influence of Rosenshine's Principles of Instruction — and what Rosenshine might think about the way his ideas are being implemented in schools today. The conversation goes beyond individual teaching strategies to a much bigger leadership question: How do we create enough structure for every child to participate without turning good teaching into a compliance exercise? Tom argues that structure and warmth aren't opposites. In the strongest classrooms, clear boundaries can create the conditions for freedom, relationships and joy. Paul and Tom discuss: What Rosenshine's Principles actually meanWhere schools can misinterpret researchWhy implementation often becomes mechanical before becoming sophisticatedRetrieval practice and instructional coachingWhy inclusive teaching requires structureBehaviour, boundaries and relationshipsWhy strict classrooms don't have to be fearful classroomsOracy and pupil participationChecking the understanding of every learnerFormative actionWhat great teaching could look like in 2035Why professional development needs to move away from judgementCreating a culture of collective professional improvementTom also makes a powerful case for systematically involving every student, rather than allowing classroom participation to be dominated by the pupils most willing to volunteer. For headteachers and senior leaders, this conversation is ultimately about creating the conditions in which excellent teaching can happen consistently — without losing professional judgement, relationships or humanity. 🎙️ Headship After Hours — honest conversations about school leadership and the realities of leading education. Timestamps 00:00 – Why Discipline and Warm Relationships Can Coexist00:58 – Introducing Tom Sherrington02:34 – Tom's Journey From Physics Teacher to Headteacher04:06 – What Are Rosenshine's Principles?08:44 – Are Schools Getting Rosenshine Wrong?13:10 – When Good Ideas Become Too Mechanical17:42 – Why Inclusive Teaching Needs Structure20:20 – Behaviour, Boundaries & Relationships22:33 – Can Schools Become Over-Engineered?26:51 – What Will Great Teaching Look Like in 2035?28:09 – The Future Is Inclusive Teaching30:20 – Why Oracy Matters32:58 – From Formative Assessment to Formative Action35:30 – The Ideas Influencing Tom's Thinking Now42:18 – Tom's Advice to School Leaders44:44 – Where to Find Tom

What happens when school leaders refuse to put a ceiling on what children can achieve? Most heads aren't short on effort when it comes to attendance. The harder truth: so much of it often rests on one or two people — and when that's the case, it never feels steady, however hard everyone works. That's the work I do. I run a funded Senior Attendance & Leadership Resilience Check for headteachers and trust leaders in complex schools. It starts with a short strategic assessment. For eligible schools, it opens into a full process: - On-site school visit - Detailed, school-specific report - Follow-up strategy session - Practical leadership tools for a clear 90-day plan Typically valued at £1,000 — currently funded for eligible schools. Apply here → https://atrejwhi.formester.com/f/hwL9GCyin/ In this episode of Headship After Hours, Paul Collin is joined by Professor Dame Alison Peacock, founding CEO of the Chartered College of Teaching, for a conversation about leadership, high expectations, research, school culture and creating schools built around possibility rather than limitation. Alison traces her journey from the classroom to taking on her first headship in a school in special measures — and eventually to founding leadership of the Chartered College of Teaching. One idea has remained consistent throughout that journey: moral purpose. Alison shares why she has challenged assumptions about fixed ability throughout her career and why leaders need the courage to ask whether the language, structures and expectations within their schools are expanding children's possibilities — or quietly restricting them. In this episode: Taking on a school in special measuresLeading through moral purposeWhy Alison challenged ability grouping and fixed expectationsResearch-informed school leadershipCreating a genuinely listening schoolPupil voice and democracyOracy, cognition and learningWhy potential shouldn't be treated as fixedMaking school “irresistible”Attendance, belonging and anxietyDesigning environments around possibilityWhy culture must include staff as well as pupilsHolding high expectations without compromiseThe language adults use about childrenWhy headteachers shouldn't carry leadership aloneAlison also shares the story of a young pupil who profoundly influenced her thinking about possibility and expectations — reinforcing her belief that when someone genuinely believes in a child, extraordinary things can happen. Towards the end of the conversation, Alison offers a particularly important message to headteachers: Don't think you've got to do this on your own. Leadership can become isolating. Strong schools are built collectively. 🎙️ Headship After Hours — honest conversations about leadership, education and the realities of leading schools. 00:00 – Building a Listening School 01:00 – Introducing Dame Alison Peacock 02:12 – Why Alison Challenged the Status Quo 05:05 – Taking on a School in Special Measures 12:34 – Leading From Moral Purpose 15:38 – The Child Who Changed Alison's Thinking 20:24 – Why Schools Need to Listen to Pupils 23:11 – Oracy, Cognition & the Research That Matters 27:23 – Rethinking What Educational Success Looks Like 31:49 – How Would Alison Design a School Today? 36:21 – Why Belonging Is Foundational 38:08 – High Expectations Without Compromise 43:24 – The Language That Limits Children 45:54 – Alison's Advice to Headteachers

Does your school genuinely have an attendance system — or does one highly capable person quietly hold the whole thing together? Most heads aren't short on effort when it comes to attendance. The harder truth: so much of it often rests on one or two people — and when that's the case, it never feels steady, however hard everyone works. That's the work I do. I run a funded Senior Attendance & Leadership Resilience Check for headteachers and trust leaders in complex schools. It starts with a short strategic assessment. For eligible schools, it opens into a full process: - On-site school visit - Detailed, school-specific report - Follow-up strategy session - Practical leadership tools for a clear 90-day plan Typically valued at £1,000 — currently funded for eligible schools. Apply here → https://atrejwhi.formester.com/f/hwL9GCyin/ In this episode of Headship After Hours, Paul Collin explores a hidden vulnerability in school attendance leadership: personality-dependent systems. Many schools have an attendance lead who knows the families, patterns, histories, anxiety triggers, sibling dynamics and which interventions are most likely to work. That expertise can make the system appear strong. But the more knowledge that lives in one person's head, the less knowledge belongs to the organisation. And that creates risk. Paul explores: Why an effective attendance lead can unintentionally become the attendance systemThe difference between individual expertise and organisational resilienceWhy knowledge needs to become shared practiceHow dependency appears in everyday school routinesClear attendance roles, thresholds and decision-makingWhy staff changes can suddenly expose weaknessesProtecting high-performing attendance staff from burnoutBuilding systems that survive absence, turnover and pressureCreating shared professional judgement across pastoral and leadership teams Paul also gives leaders a simple stress test: Could a capable new colleague step in and understand enough of your attendance system within a week to keep it moving? If not, you may have a highly capable individual — but not yet a resilient structure. Strong attendance systems should be stronger than any one individual carrying them. 🎙️ Headship After Hours — honest conversations about school leadership, attendance and the realities of leading schools. 00:00 – Do You Have a System or a Person? 01:30 – When Efficiency Hides Fragility 02:18 – What a Resilient Attendance System Looks Like 03:33 – When Knowledge Lives in One Person's Head 04:29 – Building Shared Attendance Practice 05:01 – The One-Week Stress Test 05:54 – Turn Individual Knowledge Into a System 06:11 – Protecting the People Carrying Too Much 07:12 – What This Looks Like on an Ordinary Tuesday 08:35 – Test Your Team's Alignment 09:31 – Attendance Is a Whole-School Culture Issue 10:05 – The Question Headteachers Need to Ask

What makes a school somewhere people genuinely want to belong — and stay? Most heads aren't short on effort when it comes to attendance. The harder truth: so much of it often rests on one or two people — and when that's the case, it never feels steady, however hard everyone works. That's the work I do. I run a funded Senior Attendance & Leadership Resilience Check for headteachers and trust leaders in complex schools. It starts with a short strategic assessment. For eligible schools, it opens into a full process: On-site school visitDetailed, school-specific reportFollow-up strategy sessionPractical leadership tools for a clear 90-day plan Typically valued at £1,000 — currently funded for eligible schools. Apply here → https://atrejwhi.formester.com/f/hwL9GCyin/ In this episode of Headship After Hours, Paul Collin sits down with Rob Connolly, Executive Headteacher of Harleston Sancroft Academy, to explore school culture, belonging, authentic leadership and what it takes to sustain yourself through the pressures of headship. Rob has spent 15 years serving the same school community. Today, he leads an all-through school spanning nursery to Key Stage 4, having led the process of bringing previously separate primary and secondary schools together. The conversation explores: Why Rob believes people must come firstBuilding school culture intentionally, every dayWhy relationships can't be reduced to a leadership strategyRecruiting the person, not simply the CVBringing primary and secondary cultures togetherCreating curriculum continuity from Early Years to Key Stage 4Belonging, trust, respect, care and love in schoolsHolding high expectations without losing humanityProtecting culture when leadership pressure increasesStaff retention and investing in peopleWhy leaders don't need to have every answerFinding an identity outside headshipWhy sustainable leaders sometimes need to slow downRob also shares a powerful lesson from more than two decades in education:' “Lead who you are. Teach who you are.” This is a conversation about creating great schools without losing sight of the people inside them — including yourself. 🎙️ Headship After Hours — honest conversations about school leadership and the realities of leading schools. Chapters: 00:00 – Building Community Through Relationships01:02 – Meet Rob Connolly03:10 – Rob's Journey Into Headship07:16 – Putting People Before the CV08:57 – The Challenge of Leading an All-Through School13:16 – How Do You Actually Build School Culture?18:41 – Protecting Belonging Under Leadership Pressure23:56 – High Expectations Without Losing Care26:09 – Finding an Identity Beyond Headship27:44 – Rob's Advice to New Headteachers29:46 – Lead Who You Are

The first 10 days of the school year can reveal an enormous amount about your school culture, leadership and consistency. Most heads aren't short on effort when it comes to attendance. The harder truth: so much of it often rests on one or two people — and when that's the case, it never feels steady, however hard everyone works. That's the work I do. I run a funded Senior Attendance & Leadership Resilience Check for headteachers and trust leaders in complex schools. It starts with a short strategic assessment. For eligible schools, it opens into a full process: On-site school visitDetailed, school-specific reportFollow-up strategy sessionPractical leadership tools for a clear 90-day plan Typically valued at £1,000 — currently funded for eligible schools. Apply here → https://atrejwhi.formester.com/f/hwL9GCyin/ In this episode of Headship After Hours, Paul Collin explores what strong headteachers do differently at the beginning of a new school year — and why trying to launch every priority at once can actually weaken your start. Behaviour. Attendance. Teaching. Safeguarding. Systems. Vision. Values. The improvement plan. They all matter. But when everything becomes a priority, staff and students can struggle to understand what matters most. Paul explores five leadership principles for the first 10 days: creating simplicity around a small number of high-leverage behaviours, purposeful leadership visibility, recognising what is working, listening without constantly changing direction, and responding calmly when the first inevitable wobble arrives. You'll hear practical questions for headteachers and senior leaders around: school culture and consistencybehaviour expectations and routinesattendanceleadership visibilitystaff alignment recognitioncommunication with familiesresponding when systems are testedbuilding credibility with staff and pupilsThe goal isn't to win the entire year in 10 days. It's to establish the conditions that make the rest of the year possible. Because school culture isn't built by how strongly you launch. It's built by what adults repeat once the launch is over. 🎙️ Headship After Hours — honest conversations about school leadership and the realities of leading schools. 00:00 – What the First 10 Days Reveal01:21 – Why September Gets Overloaded02:08 – Strong Leaders Create Simplicity04:59 – Why Adult Consistency Matters05:55 – Visible Leadership With Purpose07:00 – Recognise What Is Working07:53 – Listen Without Losing Direction08:43 – How Leaders Handle the First Wobble09:34 – 5 Questions to Ask Before the Year Begins

What if challenging behaviour isn't simply a discipline problem — but a sign that a young person doesn't yet feel safe, connected or regulated enough to learn? Most heads aren't short on effort when it comes to attendance. The harder truth: so much of it often rests on one or two people — and when that's the case, it never feels steady, however hard everyone works. That's the work I do. I run a funded Senior Attendance & Leadership Resilience Check for headteachers and trust leaders in complex schools. It starts with a short strategic assessment. For eligible schools, it opens into a full process: On-site school visitDetailed, school-specific reportFollow-up strategy sessionPractical leadership tools for a clear 90-day planTypically valued at £1,000 — currently funded for eligible schools. Apply here → https://atrejwhi.formester.com/f/hwL9GCyin/ In this episode of Headship After Hours, Paul Collin is joined by Neil Moggan, founder of Future Action and author of Time to Rise Up, to explore trauma-informed practice, behaviour, relationships, mental wellbeing and the role movement can play in helping pupils regulate. Neil shares his own journey from PE leadership into trauma-informed practice, including how changing his approach helped reduce send-outs in his PE department by 95%, while attendance and predicted grades for some of the most challenging pupils also improved. Paul and Neil explore: Why safety and connection come before learningTrauma-informed approaches to behaviourWhy relationships should sit at the heart of school improvementMovement as a tool for regulation and belongingSupporting pupils with ADHD and additional needsMaintaining high standards without re-traumatising young peopleStaff regulation and teacher wellbeingHow leadership pressure can affect relationships with pupilsPractical strategies schools can use to create calmer environmentsWhy belonging matters for behaviour, attendance and learningNeil also explains the Rise Up approach and shares practical examples of how movement, inclusive activities, stress-busting strategies and relationship-led practice are being used across mainstream, specialist and alternative provision. One example comes from a specialist school where physical holds for one cohort reduced from 50 in Year 5 to 10 in Year 7 after the development of a Rise Up Sports Sanctuary and personalised regulation strategies. The central message is simple: Help children feel safe. Help them regulate. Then create the conditions for them to learn. 🎙️ Headship After Hours — honest conversations about school leadership, attendance, culture and the realities of leading schools. 00:00 – Safety Before Learning00:18 – Introducing Neil Moggan05:58 – What Is Trauma-Informed Practice?08:58 – Movement, Regulation & Belonging10:53 – The Rise Up Approach17:34 – What This Looks Like in Real Schools18:28 – From 50 Physical Holds to 1021:08 – Why Relationships Matter in Implementation23:25 – Education, Belonging & Human Connection24:47 – When Leadership Pressure Changes Relationships27:32 – Did Schools Get Behaviour Wrong After Lockdown?29:06 – Staff Wellbeing & Self-Regulation33:59 – One Simple Strategy Leaders Can Use Tomorrow36:19 – Neil’s Advice for School Leaders

What happens when a young person wants to learn — but the traditional school environment simply isn't working for them? In this episode of Headship After Hours, Paul Collin is joined by Hugh Viney, founder and CEO of Minerva Virtual Academy (MVA), to explore online and hybrid education, school attendance, SEND, emotionally based school avoidance and what happens when we begin designing education around the needs of the child. Hugh shares the story behind Minerva Virtual Academy and why growing numbers of families began looking for alternatives when their children were struggling with anxiety, neurodivergence or the demands of mainstream education. The conversation explores: Why some pupils thrive outside a traditional classroom SEND, anxiety and barriers to school attendance Emotionally based school avoidance The four barriers some children experience in mainstream education Making the school fit the child rather than forcing the child to fit the school Online, asynchronous and flipped learning The role of one-to-one mentoring and pastoral support Using engagement data to identify when pupils need help Maintaining academic expectations alongside wellbeing How schools and local authorities can use alternative provision Whether hybrid schooling could become a mainstream option Why online education doesn't necessarily mean isolation Hugh also challenges one of the biggest assumptions surrounding virtual education: that learning online automatically means less community, fewer friendships and weaker outcomes. For some young people, he argues, removing barriers associated with the physical environment can actually allow them to engage, build relationships and rediscover confidence in learning. About Minerva Virtual Academy This episode is supported by Minerva Virtual Academy (MVA), a DfE-accredited online school working with young people for whom traditional school attendance may not currently be working. MVA works with families, schools and local authorities to provide an online educational pathway, including live teaching, independent learning, mentoring and pastoral support. For school leaders considering alternative or complementary provision for a young person, further information about Minerva Virtual Academy can be found at: Minerva Virtual Academy: www.minervavirtual.com About Hugh Viney Hugh Viney is the founder and CEO of Minerva Virtual Academy. After founding Minerva Tutors, Hugh launched MVA in 2021 as an alternative educational model for young people who may not thrive within traditional mainstream schooling. In this conversation, Hugh shares his perspective on the future of virtual and hybrid education and why he believes alternative models should increasingly be viewed as a genuine educational choice rather than simply a last resort. Connect with Hugh Viney on LinkedIn. 🎧 Headship After Hours — honest conversations about the realities of school leadership, education and building better systems for young people. 00:00 – Why Some Children Thrive Outside Mainstream School01:50 – About Minerva Virtual Academy02:10 – Introducing Hugh Viney08:19 – Why Minerva Virtual Academy Grew So Quickly11:38 – SEND, Attendance & School Avoidance13:09 – Why Families Look Beyond Mainstream School15:22 – What COVID Revealed About How Children Learn18:57 – Making the School Fit the Child19:52 – The Four Barriers to Mainstream School24:20 – The Power of One-to-One Mentoring27:19 – Technology, Learning & Human Connection33:18 – What School Leaders Can Learn From MVA34:44 – Can Online School Lead Pupils Back to Mainstream?37:22 – The Future of Hybrid Schooling39:12 – The Biggest Myth About Online School41:10 – Belonging, Happiness & High Expectations

What really changes a school? After more than 26 years in education, including 10 years as a headteacher, Paul Collin reflects on the leadership lessons that shaped his career and why sustainable school improvement always begins with people. Most heads aren't short on effort when it comes to attendance. The harder truth: so much of it often rests on one or two people — and when that's the case, it never feels steady, however hard everyone works. That's the work I do. I run a funded Senior Attendance & Leadership Resilience Check for headteachers and trust leaders in complex schools. It starts with a short strategic assessment. For eligible schools, it opens into a full process: On-site school visitDetailed, school-specific reportFollow-up strategy sessionPractical leadership tools for a clear 90-day planTypically valued at £1,000 — currently funded for eligible schools. Apply here → https://atrejwhi.formester.com/f/hwL9GCyin/ In this conversation, Paul discusses school culture, leadership, behaviour, attendance, relationships, teacher development, school improvement and why young people thrive when they feel genuinely valued. The discussion explores: • Why culture matters more than quick fixes• Building sustainable school improvement• Relationships before behaviour• Leadership beyond job titles• Why attendance starts with belonging• Developing teachers through coaching rather than pressure• Why schools must create environments where young people can succeed Whether you're a headteacher, teacher, trust leader or aspiring leader, this conversation offers practical insights into building schools where both staff and pupils thrive. 00:00 – Why School Culture Changes Everything01:48 – Introducing Paul Collin02:40 – Who Is Paul Outside Education?05:10 – When Headship Becomes Your Identity06:14 – Work-Life Integration for School Leaders08:43 – 26 Years in Education & 10 Years in Headship11:54 – Why Paul Left Headship14:28 – The Truth About School Improvement Consultancy17:18 – Leadership, Trusts and Executive Leadership19:23 – Should CEOs Have Teaching Experience?23:20 – Why Relationships Matter More Than Behaviour24:31 – Attendance, Leadership and School Improvement25:36 – Why Teachers Must Keep Growing27:40 – Dream-Weaving: The Teachers We Never Forget29:52 – Behaviour Is an Outcome, Not the Problem35:21 – Culture Is the Foundation of School Improvement36:01 – What Excites Paul About Transforming Schools37:45 – Why You Can't Rush School Improvement39:32 – The First Thing to Fix in Any School41:05 – Why Uniform Still Matters46:30 – Standards, Pride and Professionalism50:58 – Rethinking 'Disadvantage' in Education52:30 – Closing the Attainment Gap57:18 – The Education White Paper01:01:30 – The Questions We Should Ask Pupils01:04:25 – Mobile Phones, Schools and Social Media01:10:00 – What Makes a Great Teacher?01:20:00 – The Power of Relationships in Schools01:30:40 – Why Headship After Hours Exists

Nobody prepares you for the emotional switching required in headship. Most heads aren't short on effort when it comes to attendance. The harder truth: so much of it often rests on one or two people — and when that's the case, it never feels steady, however hard everyone works. That's the work I do. I run a funded Senior Attendance & Leadership Resilience Check for headteachers and trust leaders in complex schools. It starts with a short strategic assessment. For eligible schools, it opens into a full process: On-site school visitDetailed, school-specific reportFollow-up strategy sessionPractical leadership tools for a clear 90-day planTypically valued at £1,000 — currently funded for eligible schools. Apply here → https://atrejwhi.formester.com/f/hwL9GCyin/ In this episode of Headship After Hours, Paul Collin explores the hidden emotional labour of being a headteacher — moving from deeply personal or confidential conversations straight into assemblies, meetings, difficult decisions and moments of celebration. The school doesn't pause while its headteacher processes what they've just heard. Paul explores the emotional weight created by safeguarding concerns, staff conversations, parental situations and the confidential information school leaders are often required to carry without being able to openly share it. This episode explores: • The emotional labour of headship• Compartmentalisation versus processing• Confidentiality and isolation in school leadership • Emotional switching between difficult conversations• Why headteachers need trusted professional networks• Creating small resets between high-pressure moments• Recognising when carrying too much starts changing your leadership• How to care deeply without disappearing beneath the weight Headship needs humanity. The goal isn't to stop caring. It's learning how to care without disappearing under everything you carry. 00:00 – Nobody Warns You About This Part of Headship00:24 – Why Headship After Hours Exists01:23 – The Invisible Pressure of Headship01:39 – Emotional Switching Between Conversations02:19 – The School Doesn't Pause for the Headteacher02:55 – Becoming the Holder of Other People's Stories03:35 – Compartmentalisation in School Leadership04:15 – Why Headship Becomes Emotionally Exhausting04:34 – Attendance & Leadership Resilience05:43 – The Internal Processing Nobody Sees06:24 – When the Emotional Weight Hits You06:46 – Emotional Labour in Headship07:06 – Caring Without Losing Yourself07:22 – Resetting After Difficult Conversations07:58 – Confidentiality Doesn't Mean Silence08:32 – Every Headteacher Needs a Safe Network09:04 – When Emotional Switching Starts Changing You09:41 – The Holder of Stories and Confidences10:01 – Care Without Disappearing Under the Weight10:22 – Leadership Shouldn't Be Carried in Silence10:40 – Attendance & Leadership Resilience Check

In this episode of Headship After Hours, Paul Collin is joined by Jack Mallaby, assistant headteacher and SENCO, for an honest conversation about SEND, neurodiversity, emotionally based school avoidance and attendance. Most heads aren't short on effort when it comes to attendance. The harder truth: so much of it often rests on one or two people — and when that's the case, it never feels steady, however hard everyone works. That's the work I do. I run a funded Senior Attendance & Leadership Resilience Check for headteachers and trust leaders in complex schools. It starts with a short strategic assessment. For eligible schools, it opens into a full process: On-site school visitDetailed, school-specific reportFollow-up strategy sessionPractical leadership tools for a clear 90-day plan Typically valued at £1,000 — currently funded for eligible schools. Apply here → https://atrejwhi.formester.com/f/hwL9GCyin/ Jack reflects on his own experiences of ADHD and dyslexia, his journey from mainstream education into specialist provision, and why inclusion must sit at the centre of school culture rather than being treated as an additional intervention. Together, they explore why many neurodiverse pupils experience anxiety around school, how educational trauma can shape attendance, and why relationships with young people and families are essential when attendance becomes fragile. This episode discusses: SEND leadership in mainstream and specialist schoolsEmotionally based school avoidanceNeurodiversity, anxiety and attendanceWhy relational practice mattersThe importance of primary-to-secondary transitionChild-centred attendance strategiesPreparing young people for adulthoodWhy schools should adapt systems around pupilsJack’s central message is clear: It should not be about making young people fit the system. It should be about making the system work for them. 00:00 – Educational Trauma and School Avoidance01:21 – Introducing Jack Mallaby02:20 – Jack’s Role in Specialist SEND Provision03:12 – Growing Up With ADHD and Dyslexia05:00 – Why Jack Moved Into SEND Leadership07:05 – Leaving Mainstream for Specialist Education08:10 – Inclusion as Culture, Not a Bolt-On09:28 – Relationships and Consistency in Specialist Schools12:07 – What Is Emotionally Based School Avoidance?12:53 – Educational Trauma and Distrust13:26 – How COVID Affected Neurodiverse Learners14:25 – Why Attendance Systems Respond Too Late15:31 – Identify, Stabilise and Restore Attendance16:40 – Relationships With Pupils and Families17:37 – Supporting Anxiety Without Labelling the Child18:50 – Preparing Neurodiverse Pupils for Adulthood20:08 – Compassion, Consistency and Capacity21:34 – What Schools Still Get Wrong22:36 – Primary-to-Secondary Transition25:03 – Why One Transition Day Is Not Enough27:04 – Supporting Complex Attendance Cases27:41 – A Child-Centred Attendance Strategy29:55 – Rethinking Educational Success33:41 – Jack’s Advice for School Leaders34:00 – Make the System Work for the Child

Sometimes a small number of families shape a large part of your school's attendance picture. Most heads aren't short on effort when it comes to attendance. The harder truth: so much of it often rests on one or two people — and when that's the case, it never feels steady, however hard everyone works. That's the work I do. I run a funded Senior Attendance & Leadership Resilience Check for headteachers and trust leaders in complex schools. It starts with a short strategic assessment. For eligible schools, it opens into a full process: On-site school visitDetailed, school-specific reportFollow-up strategy sessionPractical leadership tools for a clear 90-day plan Typically valued at £1,000 — currently funded for eligible schools. Apply here → https://atrejwhi.formester.com/f/hwL9GCyin/ In this episode of Headship After Hours, we explore one of the most emotionally demanding realities of attendance leadership: how a handful of complex cases can disproportionately affect your school's overall attendance figure. When leaders respond with generic attendance strategies to deeply individual circumstances, progress often stalls. Trauma, mental health, SEND, housing instability, family breakdown and trust all influence attendance in ways that spreadsheets alone cannot explain. In this episode we discuss: Why a small number of pupils often shape headline attendanceRelational practice over generic interventionsAccountability versus complexityWhy attendance leadership requires patience and strategyBuilding confidence through structured attendance systemsAttendance is never just about numbers. It is about people, relationships and trust. 00:00 – When a Few Families Shape Your Attendance 00:34 – The Hidden Reality Behind Attendance Data 01:18 – Why Generic Attendance Strategies Fail 01:58 – The Human Stories Behind Persistent Absence 02:33 – Attendance Leadership Resilience Check 03:58 – Patience Before Progress 04:17 – Relational Practice Over Generic Responses 05:04 – Case-Based Attendance Strategy 05:26 – Why Hope Matters in Leadership 06:02 – Staying Strategic Without Becoming Cold 06:25 – What Will Adults Do Differently Tomorrow? 06:48 – Attendance Lives in Everyday Practice 07:25 – Build Systems, Not Heroics 07:51 – Strategic Alignment Across Teams 08:40 – Confidence Changes Attendance Leadership 09:15 – Attendance Is Connected to Culture 09:59 – Redesign the Conditions, Not the Effort 10:25 – Complex Cases Need Better Strategy

School culture isn't created by a vision statement. It's created by how leadership feels every day. Most heads aren't short on effort when it comes to attendance. The harder truth: so much of it often rests on one or two people — and when that's the case, it never feels steady, however hard everyone works. That's the work I do. I run a funded Senior Attendance & Leadership Resilience Check for headteachers and trust leaders in complex schools. It starts with a short strategic assessment. For eligible schools, it opens into a full process: On-site school visitDetailed, school-specific reportFollow-up strategy sessionPractical leadership tools for a clear 90-day plan Typically valued at £1,000 — currently funded for eligible schools. Apply here → https://atrejwhi.formester.com/f/hwL9GCyin/ In this episode of Headship After Hours, we explore one of the biggest misconceptions in education: that culture can be launched through policies, values or strategic plans. Real culture is built much more quietly. It develops through repeated leadership behaviours, emotional consistency, psychological safety and the thousands of small interactions that shape how staff and pupils experience school each day. In this episode we discuss: Why culture is built through repeated experiencesLeadership behaviours that quietly shape schoolsEmotional safety and psychological trustWhy systems alone never create strong culturesHow relational leadership transforms schoolsSchools don't remember what leadership intended. They remember what leadership repeatedly felt like. Timestamps: 00:00 – Why Schools Don't Build Culture Through Posters 00:35 – Schools Remember Leadership Differently 01:35 – The Biggest Myth About School Culture 01:52 – Culture Is Built Through Repeated Experiences 02:36 – Attendance and Leadership Alignment 03:51 – Systems Don't Create Trust 04:08 – What Real Culture Looks Like 04:38 – Why Micro Moments Matter 05:03 – When Adults Change, Everything Changes 05:43 – Emotional Safety vs Emotional Fragility 06:21 – Why High-Trust Schools Perform Better 06:42 – The Calm Schools That Thrive 07:17 – Accountability and Relationships Together 07:54 – Leadership Is Emotional Modelling 08:30 – Why Culture Slowly Drifts 09:05 – The Emotional Architecture of Schools 09:24 – The Question Every Leader Should Ask 09:48 – Schools Remember How Leadership Feels