Interim management in the multi-academy trust sector: a crucial, and often overlooked, level of support

At AQ, we work with a trusted and expert network of interim managers across the education sector, however this level of support is often not utilised by schools, academies and MATs. Engaging an experienced and highly competent senior leader for a fixed period can add real value to a Trust, particularly when operational change is required in an academy and there is neither the capacity nor skillset within the Trust to fulfil this piece of work. 

An interim senior leader will need to immerse themselves in the life of the academy but will also bring objectivity to the role and a different perspective regarding approach and methodology. Though the interim will have a particular remit and a deadline to achieve it by, they can remove themselves from the politics of any given situation, always knowing that there is an end day in sight. They will always provide a calm and steadying influence with a can-do attitude, not afraid to roll their sleeves up and tackle difficult situations. 

To provide some insights into how an interim manager can be effectively used within the schools sector, Paul Horgan spoke to Jane Fletcher, CEO of Aldridge Education, and Moira Green, an experienced interim headteacher, on the support and positive impact of Moira’s appointment on the trust over a period of 16 months so far – thank you to Jane and Moira for their time and honest insights. 

Jane Fletcher, CEO, Aldridge Education 

Why was an interim headteacher required, what was the initial remit, and how did you find AQ’s management of the appointment? 

We were seeking to proactively support a new school leader as part of intentional leadership development and appointed her as executive leader, to provide stability and decisive leadership which would provide the foundations for future growth. 

The initial remit was to walk the journey with the leader and support them in learning all the skills they needed to find success in a new role. However, nothing stays still for long in the education sector and Moira had to flex to adjust to what was required. 

AQ was very responsive to our request for candidates, and persistent in keeping going until we found the right person who ticked all the boxes for the role. They were also very present after placement, happily and quickly picking up any matters arising throughout the term of engagement. 

What skills and experience did Moira possess that made you feel comfortable in engaging her? 

She had previous experience as a school leader in a diverse range of settings, as well as being clear-eyed and perceptive, so was able to rapidly assess challenges. She also has a good coaching manner and was very willing to share her expertise and learning. 

How would you describe the relationship Moira has with you and other Trust leaders in the central team? 

Moira works closely with a member of the executive team from the Trust and participates fully in our principal Forum, our monitoring processes, and our professional development work with our schools. She has developed a very strong piece of curriculum work as part of our wider curriculum review process that will move the school forward in the years ahead. 

What impact has she had, and is there anything you might have done differently to utilise Moira’s skills more effectively? 

Moira led the school through a successful Ofsted inspection, despite leading at a time of turbulence for the school – a fantastic achievement. I think I would have brought in a member of our Growing Together team to work alongside her from the start to support her with the journey required. 

Moira Green, Interim Headteacher at Aldridge Education  

What drew you into the world of interim management? 

My first headship was opening a UTC as one of the very first group of five. This was rewarding and challenging in equal measure and many of that original group of students have moved on to great success. The UTC ideal is great; however, I wanted work in schools that served their local communities and fell into the world of interim.   

The challenges and therefore the rewards in interim roles are immeasurably greater. Success in interim roles brings stability to a school community in its widest sense. So often a community feels defined by the labels attached to the school. Changing attitudes, growing leadership capacity and creating a feeling that together we can achieve is an incredible opportunity.   

What attracted you to the interim role at Aldridge Education?  

The academy is rich in diversity; students are articulate and inquisitive. The area however is top in London for deprivation ranking and third in the country, additionally the area tops all of the crime indexes. Covid hit the community hard, and the school experienced some significant changes in leadership which, together with the community context, left the school feeling vulnerable.    

I am always attracted to roles in communities with the highest need. A great education in these areas is a young person’s key to a more economically stable future and more fulfilling employment. I have a sense of moral purpose which keeps attracting me to these kinds of challenges!  

 What were the key challenges that you faced when you first stepped into the role, and what skills did you deploy to overcome the challenges? 

The most immediate challenge was around culture and confidence across the school community. A second challenge was ensuring greater consistency in day-to-day practice, particularly in relation to routines and expectations. There was also the need to understand and respond to the range and complexity of students’ needs. 

Interim roles require great determination, resilience and a resolve to keep turning up day in day out. Understanding a context quickly, evaluating all the available data and then devising effective solutions that demonstrate impact quickly is paramount. From there, developing positive working relationships with staff and students, establishing clear boundaries, spotting talent (which there always is in abundance) and nurturing that talent in staff and students and continually cheerleading for the school until everyone believes they can is vital. 

What impact do you feel you have had at Aldridge Education?  

The school retained its Good judgement at Ofsted, which provided a degree of external validation during a period of change. There are also early indicators of improvement, including attendance rising to above national average and a greater sense among many students that they are known and supported. 

However, these should be seen as early steps rather than end points. The work to date has established a foundation for improvement, but it is very much the beginning of a longer journey rather than a completed transformation. And to be some extent, that’s true in every school – improvement should be continuous, and we should be constantly refining our practice to better meet the needs of all our learners. 

On reflection, is there anything that you would have done differently in the role? 

This is a difficult question to answer because I am sure there are things that I could have done differently but, in the end, it is about learning and keeping going. One suboptimal decision just requires a better more optimal decision next time and that is the attitude I try to have. The world of interim leadership requires decisive and rapid decision making to keep moving forwards to bring stability and impact as quickly as possible.

 

Interim Leadership: Benefits for Colleges | AQ

Anderson Quigley is proud to be a Platinum Partner of the Confederation of School Trusts, supporting schools, academies and MATs with senior leadership recruitment solutions. If you would like to discuss how we can support you with your challenges, please do drop Paul Horgan a message at paul.horgan@andersonquigley.com.