Frank and Stan Chats

Frank and Stan Chat No. 256

Both of us look forward to Aelwyn's annual visit to the Frank and Stan Chat. Always well prepared, challenging and at times controversial Aelwyn is, as my wife says, a proper HMI. After over 20 years of working for Ofsted in various roles, he retired a few years ago, but he remains committed to his desire for all children and young people to succeed. Stan gets things rolling as he considers a couple of complaints about services he has received recently. The difference in the way he felt after both of them is quite striking. He considers whether schools can learn from the starkly different outcomes. Aelwyn then considers how strongly schools are committed to enrichment activities and how things have changed over time in terms of what some staff offer to their pupils. He recalls in detail his attempts to coach a rugby team when his talents were possibly better suited to music. With time short, Frank lays a marker down for the next chat when he draws attention to the manager positions at his beloved Southend Utd and Southampton FC. There is much to learn from those two situations at the moment. And yes, we are chatting to Aelwyn about another appearance in May 2027. Enjoy, cos it's a belter. ---------------------------------------- Hosted on Acast. See acast.com/privacy [https://acast.com/privacy] for more information.

Frank and Stan Chat No. 255

Frank began working with Alice when she invited him to be the co-leader of a leadership programme with her for Forum Strategy. They struck it off straight away and enjoyed a few years collaborating and sharing connections to improve the impact of their leadership work. Alice is driven by a desire to share and listen to others and her relaxed approach comes across very strongly in this week’s chat. She has recently commenced a new role away from Forum Strategy so it was good to catch up. Stan gets things rolling by reflecting on the recent SPOTLIGHT chat with Malcolm Greenhalgh who challenged us to think more carefully on the importance of transition and the need for, what he called ‘Inclusive Flexibility’. Stan digs into the available research to determine whether the aspects he considers to be fundamental to good transition are borne out. He confirms they are but reflects on the academic descriptions used to explain quite straightforward approaches. Alice considers the recent local election results and their potential for change in the short and longer term for education and those leading schools, Colleges and settings. We consider whether the achievements of the current government have been explained well enough and Frank expresses a belief that a lack of radical approaches to press and media ownership are not helping. Frank brings the chat to a close by reflecting on the PM’s work and how he is trying to manage conflicting advice. He relates this to the work of a SLT in schools where there is a need for private dissent but public support for leaders. If this is eroded then those being led begin to feel an erosion of power and influence. Frank and Stan found the chat fascinating. Alice was a great guest and brought the best out of the hosts. She will be back in w few weeks as a SPOTLIGHT Guest with another colleague, and we can’t wait. Enjoy. ---------------------------------------- Hosted on Acast. See acast.com/privacy [https://acast.com/privacy] for more information.

Frank and Stan Chat SPOTLIGHT No. 28

An absolute privilege to be joined by Malcolm Greenhalgh, a former Primary school teacher who went on to lead one of England's largest independent inspection companies contracted to Ofsted and is now leading Incyte, a school improvement consultancy. Malcolm provided us with a helpful steer on what he was going to discuss and Ive copied it here. Inclusive Flexibility Like most I chat to about family and particularly about our children and grandchildren the chat always turns to the concerns we have about their future. And, in particular, how are they going to survive in such a dynamic world influenced by the impact of AI on the perception of truth, or how international criminal gangs are taking control over the lives of the average hard working person. The chats are always tinged with a significant sense of sadness as our society seems to be walking blindly into a state of chaos where there is great disregard for the laws created to ensure the world we live in is civilised and focussed on the well-being of all rather than well-being of some. There is also a sense of dismay when the chat turns to politics which also seems to focus on those that operate on personal gain rather than working together harmoniously for the well-being of all. However, it is so easy to criticise but much harder to identify well thought out solutions to these mega issues. Those of us in education may feel a great burden on our shoulders to provide our pupils with hope for a successful future in life that focuses on a positive contribution to society as a whole rather than a negative one. After all, isn’t this why we became involved in education in the first place? To achieve this altruistic goal is a conundrum that educationalists around the world are faced with. Most fall into a trap of identifying solutions based on the same start point as we have always started from and then struggling to find the answers that will ensure our system of education is inclusive, equitable and fair, ensuring all pupils have the chance to achieve the goal of making a positive impact on society as a whole. The result is that we simply despair that we are not achieving what we set out to achieve. In England, I always felt a sense of positivity during the 20th century and early part of the 21st century that we were moving in the right direction, we were making changes that did give all our pupils a fair chance of finding a life after school that they could use their skills, knowledge and understanding to make the positive contribution to society that we so want them to make enabling them to live a happy and fulfilled life. Yes, we did make mistakes when experimenting with new approaches to create an equitable system, but the direction towards the goal was always a positive one in the end. However, the 100 years or so of progression came to an abrupt decline after the expert panel’s divisive conclusions in 2012 and the will of Gove to turn the education clock back to something more akin to Victorian education principles rather than those needed in a modern, fast moving world. Although many countries around the world follow a similar process of schooling there are others that are taking decisions that will help to prepare the current population of pupils for the world they will meet when they leave full-time education. What we need to consider in England is how we change our education system into one that has inclusivity and equity at its heart and meets the decisive individual needs of very different pupils. ---------------------------------------- Hosted on Acast. See acast.com/privacy [https://acast.com/privacy] for more information.

Frank and Stan Chat SPOTLIGHT Edition No. 27

It is a privilege to have the chance to chat colleagues who have had impressive careers and are now making a difference through their support for others on their leadership journey. Today, we chatted to Glyn Potts, a former Headteacher who has been a guest while a headteacher on our weekly chat. He was joined by Neil Jurd, the former military senior officer and author of The Leadership Book and a previous guest. Neil has developed the Leader-Connect online platform, and both are now collaborating on a new leadership programme for school leadership teams. The chat covers their work in developing the new leadership programme and why we all feel that many existing programmes do not prepare senior leaders well enough for the ‘white heat’ moments they encounter. Glyn and Neil explain how they have recently worked with the entire senior leadership team at Dallam School, using it as an example, and what they believe staff have gained from the short and intense development programme. Oh, by the way, their programme leads to a formal qualification from the Institute of Leadership. Enjoy. ---------------------------------------- Hosted on Acast. See acast.com/privacy [https://acast.com/privacy] for more information.

Frank and Stan Chat SPOTLIGHT: The Effective Governance Standard

This is a special edition of the Frank and Stan Chat SPOTLIGHT edition because we are joined by someone who we have both worked with. Joshua Mangas is a senior education and governance leader with over 15 years' experience across schools, training providers, and public sector partnerships. He currently leads governance development and strategy for over 500 schools across Lancashire at Lancashire County Council, and serves as Chair of Governors at St Andrew's C of E Primary in Ramsbottom. Before moving into governance, Joshua was Assistant Principal at Co-op Academy Walkden where he met Frank and Stan. Frank was the CEO of the trust that adopted the academy and Stan was one of its trustees. While at the academy Josh doubled the national average in post-16 apprenticeship progression and was personally described as "exemplary" by Ofsted. He has won multiple national awards for careers education and has acted as a technical advisor to MPs, Ofsted, and the DfE on governance and transformation strategies. He founded the Governance Assurance Framework because he saw the same pattern across hundreds of schools: governance was the only function in school improvement without a system. During our chat Josh explains what the Governance Assurance Framework is and how it is organised into 47 governance elements across 11 governance functions and falls into three stages. It is free to all schools and not just to those in Lancashire. You can find out more here https://governanceassurance.co.uk ---------------------------------------- Hosted on Acast. See acast.com/privacy [https://acast.com/privacy] for more information.