Beyond the Status Quo

Jeremy Hannay- Leaders Walk Slowly

Summary: In this episode of Beyond the Status Quo, Tamara and Kathryn speak with Dr Jeremy Hannay, Executive Principal of Three Bridges and Wolffields Primary Schools, about leading schools through trust, curiosity and human-centred growth rather than fear and compliance. Drawing on his Canadian background and experience challenging traditional school improvement models, Jeremy explores the impact of high-stakes accountability on educators and learners. He argues that sustainable improvement comes from psychological safety, teacher agency, collaboration and a clear sense of purpose. Through examples from his own schools, he demonstrates that happy, thriving schools can also achieve exceptional outcomes without relying on excessive scrutiny or control. Summary: In this episode of Beyond the Status Quo, Tamara and Kathryn speak with Dr Jeremy Hannay, Executive Principal of Three Bridges and Wolffields Primary Schools, about leading schools through trust, curiosity and human-centred growth rather than fear and compliance. Drawing on his Canadian background and experience challenging traditional school improvement models, Jeremy explores the impact of high-stakes accountability on educators and learners. He argues that sustainable improvement comes from psychological safety, teacher agency, collaboration and a clear sense of purpose. Through examples from his own schools, he demonstrates that happy, thriving schools can also achieve exceptional outcomes without relying on excessive scrutiny or control. Takeaways: • Psychological safety is essential for innovation, learning and growth. • Teacher development is most powerful when it is collaborative and research-informed. • School culture shapes classroom culture. • Strong outcomes can be achieved without excessive monitoring and compliance. • Leaders create conditions for growth. • Looking beyond national systems can inspire new possibilities. • Meaningful change happens slowly and requires courage, curiosity and patience. Links: Three Bridges Primary School - Home [https://www.threebridgesprimary.co.uk/] Home | Wolf Fields Primary School [https://www.wolffieldsprimary.co.uk/] Dr Jeremy Hannay | LinkedIn [https://www.linkedin.com/in/dr-jeremy-hannay-926517229/] If you're enjoying these conversations, we'd love your help to amplify the ideas and voices we're bringing to the table. ✅ Like and share this post with your network ✅ Follow, rate and review the podcast wherever you listen ✅ Share your reflections, challenges and questions ✅ Tell us who you'd like to hear from next https://forms.gle/TTbDTcDrASraFkKMA Thank you for listening, engaging and helping us explore what lies beyond the status quo. It means the 🌍 to us. ---------------------------------------- Hosted on Acast. See acast.com/privacy [https://acast.com/privacy] for more information.

Laura-Jane Rawlings MBE- Lead with Joy, Change the System

Summary: In this episode of Beyond the Status Quo, Tamara and Kathryn speak with Laura-Jayne. Rawlings MBE, CEO of Youth Employment UK, about the growing disconnect between education, employment and the realities facing young people today. Drawing on her own experience of poverty and an unconventional route into work, Laura-Jane challenges the assumption that current systems are serving young people well. The conversation explores findings from Youth Employment UK’s Youth Voice Census, highlighting rising anxiety, inequality, lack of work experience opportunities and a growing sense of futility among young people. Laura-Jane argues that the social contract has broken down, with hard work no longer guaranteeing opportunity. She calls for greater youth voice, system-wide change, shared leadership responsibility and a renewed focus on purpose, agency and joy. Take Aways: · Young people want to work but face growing barriers to opportunity. · The “social contract” feels broken for many young people. · Youth voice must shape policy, education and employment systems. · Trusted adults can empower agency rather than direct decisions. · Apprenticeships offer lessons in personalised learning and support. · Leadership is everyone’s responsibility, not just those with titles. · System change requires shared purpose across organisations. · Joy, belonging and hope are essential for meaningful learning and work. Links: Youth Voice Census - Youth Employment UK [https://www.youthemployment.org.uk/youth-voice-census/] About Youth Employment UK | Youth Employment UK [https://www.youthemployment.org.uk/about-us/] Young people and work: interim report - GOV.UK [https://www.gov.uk/government/publications/young-people-and-work-interim-report/young-people-and-work-interim-report] ---------------------------------------- Hosted on Acast. See acast.com/privacy [https://acast.com/privacy] for more information.

Jade Garratt- Psychological Safety, Power and Hierarchy

Summary In this episode of Beyond the Status Quo, Jade Garratt talks to Tamara and Kathryn about why psychological safety matters so deeply in education and more widely, in leadership. Drawing on her experience as a teacher, researcher and co-founder of Psych Safety, Jade reflects on the power dynamics, accountability pressures and cultural norms that shape whether people feel able to speak up, take risks and learn together. Jade challenges the idea that psychological safety is about comfort or “bringing your whole self to work,” instead describing it as the shared belief that it is safe to speak up with ideas, questions, concerns and mistakes. The conversation explores how fear, hierarchy and high-stakes accountability can silence innovation, while trust, curiosity and thoughtful leadership can create environments where people collaborate, experiment and improve together. Take Aways: · Psychological safety means feeling safe to speak up. · Strong teams learn through challenge and honesty. · Power dynamics affect whether people contribute. · Fear and accountability can silence innovation. · Leadership behaviours shape team culture. · Curiosity and questions reduce hierarchy barriers. · Collaboration creates safer professional learning. · Middle leaders can build safe team cultures. · Psychological safety enables reflection and change. · Schools should extend this mindset to adults too. Links: Psychological Safety: Workplace Training, Online Workshops and Consultancy - Psych Safety [https://psychsafety.com/] Reducing Power Gradients - Psych Safety [https://psychsafety.com/reducing-power-gradients/] https://psychsafety.com/making-it-safer-to-fail-in-teaching/ [https://psychsafety.com/making-it-safer-to-fail-in-teaching/] Making it safer to fail in teaching- article about Joint Practice Development ---------------------------------------- Hosted on Acast. See acast.com/privacy [https://acast.com/privacy] for more information.

Jonny Uttley- Despite the System, Not Because of It

Summary In this episode of Beyond the Status Quo, Jonny Uttley reflects on challenging systems, from his upbringing to leading schools and multi-academy trusts. He explores the tension between education’s moral purpose and a system that often works against inclusion and equity. Jonny argues that many schools deliver inclusive education despite the system, not because of it. He examines how accountability measures, competition and narrow definitions of success can leave young people behind, while calling for a more collaborative and community-focused approach. At the same time, this conversation is hopeful. Jonny highlights the power of courageous leadership, thought partnership and human connection, and challenges leaders to move beyond fear, competition and short-term metrics towards systems built on trust, belonging and shared responsibility. Takeaways: · Education should challenge the status quo, not reinforce it. · Inclusive leadership often happens despite the system, not because of it. · Competition and accountability measures can create barriers to inclusion. · Staff wellbeing is essential to improving outcomes for children. · Sustainable improvement comes from shared thinking, not imposed solutions. · Context matters, there is no one-size-fits-all approach to schools. · Leaders need to communicate the “why” behind change. · Collaboration during COVID showed what schools are capable of without high-stakes pressure. · Shared accountability across communities could transform outcomes for young people. · Relationships, trust and human connection remain powerful forces for change. Links: Jonny Uttley Education [https://jonnyuttleyeducation.com/] Jonny’s Substack | Substack [https://jonnyuttley.substack.com/] ---------------------------------------- Hosted on Acast. See acast.com/privacy [https://acast.com/privacy] for more information.

Will Richardson- Confronting Education with Cathedral Thinking

Summary: In this episode of Beyond the Status Quo, we are joined by Will Richardson, who challenges the very foundations of modern education through the lens of “cathedral thinking.” He argues that we are living in a “time between worlds” yet schools continue to prepare young people for systems that are already breaking down. Will invites us to confront an uncomfortable truth: education is not just out-dated; it is often complicit in creating the very problems it claims to solve. Rather than chasing quick fixes or superficial reform, he calls for deeper honesty, long-term thinking, and the courage to rethink what school is for. This conversation pushes leaders to move beyond short-term outcomes and instead imagine futures rooted in relationships, wellbeing, and sustainability — even if they take decades to build. It’s not about fixing the system. It’s about questioning whether it still deserves to exist in its current form.  Takeaways: · We are preparing young people for systems that may no longer exist. · Schools often prioritise reputation and performance over wellbeing. · Education is complicit in sustaining outdated and harmful models. · This is not a problem to fix, but a complex predicament to navigate. · Short-term thinking is limiting meaningful change. · Honest, uncomfortable conversations are essential for progress. · Leaders need to develop imagination, not just strategy. · “Cathedral thinking” challenges us to think in decades, not years. · Small acts of relational change still matter. · New stories are needed to make change visible and possible. Links: Confronting Education — Future Serious School [https://futureserious.school/] Confronting Education — The Manifesto | Future Serious School [https://futureserious.school/manifesto/] Future Serious | Will Richardson | Substack [https://futureserious.substack.com/] ---------------------------------------- Hosted on Acast. See acast.com/privacy [https://acast.com/privacy] for more information.