Ross McGill on Teacher Workload, Leadership & What Schools Still Get Wrong

Ross McGill on Teacher Workload, Leadership & What Schools Still Get Wrong

In this episode of Headship After Hours, Paul speaks with Ross McGill — teacher, former deputy headteacher, founder of Teacher Toolkit and one of the most influential voices in education. I am currently offering a funded £1,000 Senior Attendance & Leadership Review for headteachers navigating attendance pressure. It begins with a short strategic assessment. If eligible, this leads to a full review process including: • On-site school visit • Detailed, school-specific report • Follow-up strategy session • Practical leadership tools Apply now – https://atrejwhi.formester.com/f/hwL9GCyin/ [https://atrejwhi.formester.com/f/hwL9GCyin/] Together, they explore: • teacher workload and why schools still struggle to reduce it • leadership, relationships and school culture • feedback, marking and professional trust • AI in education and the future of schools • SEND pressures, wellbeing and teacher retention Ross reflects on his journey through leadership, social media, CPD and educational research — and why relationships remain at the centre of effective school leadership. This is a thoughtful and practical conversation for headteachers, senior leaders and educators navigating the realities of modern education. 🎧 Subscribe for more conversations on school leadership, culture and sustainable headship. Timestamps 00:00 – Leadership, Relationships & School Culture 01:05 – Ross McGill’s Journey Into Teaching 02:24 – Teacher Toolkit & Early Education Influencing 05:22 – Why SLT Chat Went Viral 06:13 – Why Ross McGill Connected With Teachers 08:55 – The Biggest Lesson in Education 10:26 – Difficult Conversations in Leadership 11:17 – Learning From Leadership Mistakes 14:02 – Teacher Workload & The Five Minute Lesson Plan 15:57 – Why Teacher Workload Is Still Rising 16:55 – Marking Policies That Damage Teachers 17:43 – What Makes Feedback Actually Work 19:14 – Metacognition & Learning How to Learn 21:46 – Ross McGill’s Proudest Work 23:54 – MRI Research, Learning & Cognition 25:58 – AI, Literacy & The Future of Schools 28:04 – SEND Crisis & School Pressure 29:52 – Leadership Advice for Headteachers

Rowena Hicks: Why School Staff Burn Out

In this episode of Headship After Hours, Paul speaks with Rowena Hicks about burnout, workload, staff wellbeing and what it really means for educators to feel seen, heard and valued. I am currently offering a funded £1,000 Senior Attendance & Leadership Review for headteachers navigating attendance pressure. It begins with a short strategic assessment. If eligible, this leads to a full review process including: • On-site school visit • Detailed, school-specific report • Follow-up strategy session • Practical leadership tools Apply now – https://atrejwhi.formester.com/f/hwL9GCyin/ [https://atrejwhi.formester.com/f/hwL9GCyin/] Rowena reflects on more than 30 years in education, from teaching in challenging contexts to becoming a SENCO, deputy head, coach and wellbeing advocate. She shares openly about her own experience of burnout and why school leaders must pay attention not only to workload, but to identity, validation and emotional sustainability. This conversation explores how leaders can reduce unnecessary workload, listen properly to staff, take meaningful action, and build cultures where people notice what is going well — not only what is going wrong. For headteachers and school leaders, this episode asks a powerful question: Has your role become your identity? 00:00 – Why Staff Need to Feel Seen and Heard 02:06 – Introducing Rowena Hicks 02:47 – Rowena’s Journey in Education 03:24 – Burnout as a Deputy Head 05:18 – Supporting Vulnerable Children and Trauma 06:24 – Adults as the Regulating Force in Schools 38:31 – Has Headship Become Your Identity? 39:08 – Finding Value Beyond the Role 40:03 – How to Connect with Rowena Hicks

Attendance Doesn’t Improve Through Systems Alone

Attendance doesn’t improve because of a new policy — it improves when the experience of school changes. I am currently offering a funded £1,000 Senior Attendance & Leadership Review for headteachers navigating attendance pressure. It begins with a short strategic assessment. If eligible, this leads to a full review process including: • On-site school visit • Detailed, school-specific report • Follow-up strategy session • Practical leadership tools Apply now – https://atrejwhi.formester.com/f/hwL9GCyin/ [https://atrejwhi.formester.com/f/hwL9GCyin/] In this episode of Headship After Hours, we go deeper into what actually shifts attendance in real schools with complex communities. Across UK schools, leaders are under increasing pressure to improve attendance through systems, tracking and intervention. But sustainable attendance improvement rarely comes through systems alone. This episode explores three key shifts that improve attendance over time: • Relationally visible leadership • Consistent and respectful attendance conversations • Intentional belonging and school culture We discuss why students respond to experience more than policy, how consistency creates emotional safety, and why belonging is one of the strongest attendance strategies schools often overlook. Sustainable attendance is not built through pressure alone. It is built through trust, culture and connection. Timestamps 00:00 – Attendance Follows School Experience 00:36 – The 3 Questions Leaders Should Ask 02:36 – Why Attendance Strategies Often Fail 02:54 – What Actually Shifts Attendance 03:14 – Relationally Visible Leadership 03:45 – Why Leadership Presence Matters 04:01 – Relationships Change Attendance 04:17 – Consistency Replaces Variation 04:33 – Why Consistency Creates Safety 04:49 – Belonging Improves Attendance 05:21 – Trauma-Informed Thinking in Schools 05:40 – Small Shifts That Change Culture 05:58 – Attendance Lives Inside Leadership Practice 06:16 – Attendance Is a Leadership Issue 06:33 – Culture vs Compliance in Attendance 06:51 – 3 Reflective Questions for Leaders 07:25 – What Sustainable Attendance Schools Do Differently

Attendance Is a Connection Problem, Not a Compliance Problem

Attendance is not just about showing up — it’s about wanting to show up. I am currently offering a funded £1,000 Senior Attendance & Leadership Review for headteachers navigating attendance pressure. It begins with a short strategic assessment. If eligible, this leads to a full review process including: • On-site school visit • Detailed, school-specific report • Follow-up strategy session • Practical leadership tools Apply now – https://atrejwhi.formester.com/f/hwL9GCyin/ [https://atrejwhi.formester.com/f/hwL9GCyin/] In this episode of Headship After Hours, we explore why many school attendance strategies fail to create lasting change, despite increased tracking, monitoring and intervention systems. Across UK schools, attendance pressure is rising. But in many cases, attendance is being treated primarily as a compliance issue when, for many students, it is actually a connection issue. This episode explores the difference between enforcement and belonging, why culture shapes attendance more than systems alone, and how relational practice, visible leadership and consistency influence student engagement. We discuss trauma-informed thinking, emotional safety, student experience and why attendance improves when students feel connected to school. Sustainable attendance improvement is not built through pressure alone. It is built through culture, trust and belonging.

Mary Myatt: What Schools Still Get Wrong with KS3 Transition.

In this exclusive episode of Headship After Hours, I’m joined by Mary Myatt — one of the most influential voices in curriculum, leadership and school improvement. I am currently offering a funded £1,000 Senior Attendance & Leadership Review for headteachers navigating attendance pressure. It begins with a short strategic assessment. If eligible, this leads to a full review process including: • On-site school visit • Detailed, school-specific report • Follow-up strategy session • Practical leadership tools Apply now – https://atrejwhi.formester.com/f/hwL9GCyin/ [https://atrejwhi.formester.com/f/hwL9GCyin/] We explore why Key Stage 3 has been described as “the wasted years”, how curriculum coherence breaks down between primary and secondary, and what schools can do to build more ambitious, meaningful learning experiences. Mary shares insights on high challenge, low threat, simplifying classroom practice, and why education does not need more complexity — it needs clarity. We also discuss leadership, professional culture, and how schools can focus on what truly adds value to learning. This is a practical and thought-provoking conversation for school leaders, teachers and anyone interested in curriculum design. 🎧 Subscribe for more conversations on headship, leadership and school improvement. Timestamps 00:00 – Introduction to Mary Myatt 01:15 – Mary’s Journey into Education 03:40 – Why Curriculum Became Her Focus 06:38 – The Problem with Key Stage 3 07:18 – From “Wasted Years” to “Ambitious Years” 10:00 – Primary to Secondary Transition Gaps 12:17 – Why Schools Repeat Learning 15:21 – The Reading Research Changing Classrooms 20:20 – High Challenge, Low Threat Explained 25:00 – What Makes a High-Quality Curriculum 30:46 – Building Culture in Classrooms 34:11 – What Leaders Should Prioritise 36:55 – What Schools Should Stop Doing 37:55 – Mary’s Final Leadership Advice