The “Developing Headspace” programme is designed to support and enhance Headteachers’ capacity for authentic, inspiring and sustainable leadership.

It offers space for reflection and active, informed listening, for Heads to renew perspective, think strategically and refresh the vitality of their core purpose.

Spread across three school terms, the programme includes a range of activities designed to provide on-going care, support and encouragement for Heads across the school year.

The programme aims to support school leaders in 5 key areas…

Vision: Central to all aspects of the programme are processes and ways of working individually and collectively that keep individuals anchored to their vision.

Values: Heads are supported to identify ways of being that increase alignment with themselves and their key values.

Resilience: As Heads develop a deeper understanding of how they respond to the stresses of the role, individuals are supported to develop greater degrees of emotional, psychological and vocational resilience.

Support: The programme design facilitates the development of new supportive and collaborative relationships with like-minded peers.

Confidence: As individuals experience a growth in self-awareness and appreciation of their core strengths, they also experience a growth in personal conviction and increased confidence in their own abilities.

Inspiring Leadership Residential

The programme begins at the start of the school year with our two-day Inspiring Leadership Residential set in two beautiful countryside locations in Bristol and Suffolk. The residential offers a unique opportunity for head teachers to consider how their vision for the coming year will be shaped by their hopes, aspirations and the insights of others on the programme.

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Review and Reflect Session

In the frenetic life of a school leader time and space are increasingly rare commodities. That’s why this mid-programme session has been designed to provide an environment where leaders can take a step back from the busyness of school life and reflect on solutions for dealing with the daily challenges of school life.

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1:1 Bespoke Coaching Calls

It is our belief that 1:1 coaching can help to alleviate some of the key pressures that are placed on the shoulders of our great school leaders. Therefore, as part of the programme, delegates receive two 1:1 telephone coaching calls so that Heads have a safe, confidential space to share thoughts, worries, concerns and find positive solutions for moving forward.

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Group Nurture Meals

The group Nurture Meal takes place towards the end of the year and is designed to give Heads another opportunity to come together as the programme draws to a close. The meal is designed to provide a collegial and relaxed space where Heads can strengthen the relationships they’ve built over the duration and reflect on lessons learned from the programme.

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Accommodation and Meals: As part of the programme cost, accommodation at a Bed and Breakfast for the residential will be provided by Integrity Coaching. We will make all arrangements for your meals throughout your stay.

Bespoke Resources: You’ll also receive free leadership think-pieces and a reflective journal to build on the programme content and support your development.

Price: £975 + VAT (or £325+VAT per term)

Facilitators

The residentials take place in two separate locations; Suffolk and Bristol. The Suffolk residential is facilitated by Viv Grant, Director of Integrity Coaching, and Giles Barrow, Associate Coach. Viv also facilitates the Bristol residential alongside another Associate Coach, Tim Small.  Both locations for the residentials are in beautiful countryside settings and are perfectly suited for supporting leadership reflections and discussions.

Giles Barrow

Giles has a background as a teacher in mainstream and specialist contexts. He spent most of his leadership experience as head of support services in a south London authority. This involved establishing provision for children excluded from schools and in-school practice for students with additional and special educational needs.  Fifteen years ago he began training in transactional analysis. He is now a training and supervising transactional analyst in the field of education.

Giles is especially interested in the relational aspects of leading in learning and developing values-based approaches to creating school culture. He enjoys teaching, spends much of his time training school staff and getting alongside teachers in classrooms. Giles writes on a range of themes about learning, schooling and what it’s like to teach.  Outside of working in schools he runs a small farm in east Suffolk.

Viv Grant

Viv has been in the education profession for over twenty five years. She is a former primary head teacher and seventeen years ago was one of the youngest heads in the country to turn around a failing primary school.

She has been a lead trainer and consultant for a number of educational training bodies, including the Department for Education, the National College,The London Centre for Leadership in Learning at the Institute of Education and the NUT. She was a  contributing author  to the 2011 publication Mentoring and Coaching in schools and in 2014 published her first book, “Staying A Head: The Stress Management Secrets of Successful School Leaders.”

She has written for the Guardian and appeared on TV, BBC Radio London and BBC Radio 4 Woman’s hour, talking about her work and the role coaching plays in helping school leaders to excel.

Tim Small

Tim’s deep interest in learning and leadership is grounded in twenty-seven years’ experience of teaching and leading in six comprehensive schools, culminating in a headship in Wiltshire. He has practised for fifteen years as an education consultant, working across the UK and in Australia, Malaysia and the Middle East.

Tim has coached education and business leaders in a range of challenging contexts, working alongside them on improving their own and their organisations’ resilient agency and capacity for transformation.  He runs interactive workshops to prepare teachers and leaders to use the Crick Learning for Resilient Agency profile (CLARA) and Authentic Enquiry, to transform learning for individuals, groups and systems.

He has contributed articles and chapters to prestigious, peer-reviewed publications on leadership, learning and values education and he is passionate about integrating the accountability agenda with a humanity agenda.