[00:00:00] Julie: Welcome to the Still Human Podcast, where we dive deep into the heart of staff wellbeing within the education sector. In each episode, we bring to the table a diverse array of guests, including experienced teachers and leaders, experts in psychology, health and wellbeing, as well as thought leaders in the sector.
[00:00:17] Whether you are looking for practical tips, inspirational stories, or innovative approaches to wellbeing, our podcast aims to [00:00:25] support, inspire and empower those dedicated to nurturing the next generation. I'm your horse, Julie Liddell, and today I'm chatting to Simon Hart. Simon has been the principal at Springwest Academy a Busy Secondary School in the London Borough of Hounslow.
[00:00:41] Since September, 2020, he's developed a culture of kindness that has improved behavior, results and admissions. Simon is [00:00:50] passionate about creating the environment to recruit and retain great staff, and has developed the school's flexible working offer to support this. His forward thinking approach is.
[00:00:59] Received coverage by the BBC and Schools week. It was an absolute joy to chat with Simon in this episode and see a living, breathing example of brilliant leadership on staff wellbeing. In this podcast episode, we discussed the importance of developing a culture of [00:01:15] kindness, the practice of gratitude, and the positive staff wellbeing that exists at Springwest Academy, as well as Feca and being a vegan Buddhist.
[00:01:25] Enjoy.
[00:01:30] Hi Simon. Thank you so much for speaking with me today. Um, I feel like we're bridging the north south divide a little bit.
[00:01:38] Simon: Thanks for having me, Julie. [00:01:40] Excited to talk to you.
[00:01:41] Julie: Brilliant. Yeah, we seem to get a lot of northern guests on Simon. So yeah, it's really good to kind of broaden this, um, broaden the accents, I think
[00:01:50] Simon: quite right.
[00:01:51] Julie: So it's an absolute pleasure to be speaking, um, with a head teacher who I know is so passionate about staff. Wellbeing, and I understand that you've worked really hard over the last four years of your headship developing a culture [00:02:05] where every everyone can thrive. So I wonder whether you could start by explaining why staff wellbeing is so important to you as principal at Springwest Academy.
[00:02:15] Simon: Yeah, thanks, reflected on that question. Um, I'm, I'm Buddhist. So, um, and, and a big part of sort of Buddhism is kindness, really, uh, compassion, kindness. Um, and when, when I came into headship, I [00:02:30] did a lot of soul search and a lot of reflecting, um, meditating, uh, and I needed, I knew I needed the strength, but, you know, it's a tough, tough job.
[00:02:38] A bit like football management, really, you know, I, I remember sitting and doing, um, uh, the costings if I lost my job, you know, that, that would imagine that as staff wellbeing, you know, going into it. So, I, I. Came to the conclusion that I was gonna do it. And I, and I, and I was up for it, but only as [00:02:55] my authentic self.
[00:02:56] And, and for me, kindness, humor are big sort of values that I hold. Um, so when I came into it, I think that, that, that led me, that was my sort of moral compass. Um, and that that gave me that stillness and calmness that I needed to make those big decisions and to, you know, at times, you know, have challenging conversations.
[00:03:15] 'cause I felt if, as long as I'm my authentic self and. You know, lead with [00:03:20] kindness, then I know that I can sleep at night and, and what, what, what's fantastic. And I, and I'm really proud of the staff, the community, they've embraced it. And, and you know, and I think I'm sort of, I suppose, on a mission, if you like to say that you can do it, you can, you can lead.
[00:03:35] Uh, you know, strong schools and, and, you know, discipline and behavior. You know, we, we, we have like a, an excellent behavior system here. We have detentions every night, you know, all [00:03:45] of that. But you can do it with a smile. You can do it with kindness. You can take stuff with you. So, so yeah, I'm not, I'm not sure if I exactly answer your question, but that, that, that's to me why it's so important, you know, because, I mean, yeah.
[00:03:58] It's just very important to me. Kindness is a big, big part of my life.
[00:04:00] Julie: Yeah. I, I think, um, I, I remember reading in, in one of your articles that you've written, um, the motto of, is it, I'm gonna probably say this [00:04:10] wrong, uh, Ben BEUs, Priman, help me out.
[00:04:14] Simon: I'm still, well, my wife assures me that Latin is, is a written language.
[00:04:18] So actually, apparently, it doesn't matter how you pronounce it.
[00:04:22] Julie: I have A-G-C-S-E in Latin.
[00:04:24] Simon: Oh, well there you go. There you go. Perfect.
[00:04:29] Julie: So yeah, that statement then, which I assume means kindness first.
[00:04:34] Simon: Yeah, [00:04:35] kindness first. That's it. So, so we're sort of four years in, I didn't want to do that. Classic, what a lot of new heads do, come in, new values, all of that.
[00:04:42] I wanted to really inherit and build on what we'd done. Um, but four years in now, you know, after. Um, some real successes. I felt we are ready to kind of look again at the values and, and I wanted to start with a motto and, and I think kindness first is a great mantra, isn't it? It's a great way to sort of, [00:05:00] you know, live your life.
[00:05:01] And so we're actually launching it this, you know, on Monday in, in, in, in insert. Um, I've, I've had it as my, um, signature for a little bit, and again, I'd like you, I'm still trying to pronounce it. I actually went on Google Translate just before I take them here. I think it's Benning benign Benigns Prima.
[00:05:17] I've got the prima down.
[00:05:19] Julie: Yeah, Prima's fine. We do that one. That's gorgeous. [00:05:25] And, and I feel like, um, what is so lovely about hearing that as kindness as the value and as as that kind of model, if you like, that threads through. From the pupils put right up to the staff and, and that is permeated throughout the whole organization, which I think is really important.
[00:05:44] 'cause, 'cause often I think we can find that we think the values are around the children and the [00:05:50] young people and therefore them as opposed to. The whole school up
[00:05:54] Simon: completely. Right? Live, live, not laminated. And also the whole community, isn't it? And I think as a, as well, a bit of a misconception is that, you know, kindness is weak or, um, people hear kindness and they think, oh, you're being nice.
[00:06:08] Well, well actually, you know, there's times when I'm really tough, you know, have really difficult conversations and, and quite right. You know, because. [00:06:15] Maybe staff aren't doing what we'd expect or, or students are, you know, their behavior's. Outrageous. You know, I'm, I'm very happy to, to be hard to challenge and that is ultimately kind, you know, there's a great analogy in, in Kim Scott's radical Candor where, um.
[00:06:30] There, there's a dog owner and they're not firm enough with this dog, and it runs out into the street. And Kim's Scott, well, that's not kind, is it? You know, if the dog goes on and gets killed because you're too [00:06:40] nice to the dog. So, so I've always sort of held that since, since coming into headship and Yeah, and I, and I think, yeah, and it does permeate.
[00:06:46] And, and I think also for any heads listening, you know, as a head you set the trend and you, you, you know, you, you cast a shadow. Um, and I, and I think be brave. You know, be brave and, and, and kind to people, and then they will be kind and it, and it trickles down, doesn't it? Um, so yeah, absolutely.
[00:07:03] Julie: Absolutely.
[00:07:04] That kind of [00:07:05] emotional contagion, that social contagion, that's how we're gonna get real changes, isn't it? Is is people kind of living those values. So I wonder whether Simon, you could explain to me some of the things that you've put in place to support the wellbeing of your staff.
[00:07:20] Simon: Yeah, and I, and I think what's really good about a lot of what we've done is minimal on.
[00:07:24] No cost. Um, so that's one thing to say. And, and you know, I I, I, I think a lot of people [00:07:30] are anxious about, you know, the cost involved in sort of culture building, but actually, you know, what we've done and I'll, I'll explain to you some of them. And the, the other thing I'd say as well, there, there, there's this, and I do, I do agree, um, you know.
[00:07:42] You must hear it a lot. So staff wellbeing isn't yoga on a Friday, and I completely agree with that. I do. Right. But I think food, there's something about food, so, so I'll talk you through how we use food and, and I think people miss the point that free teas [00:07:55] and coffee and they sort of, you know, sneer a little bit about it.
[00:07:57] But actually if it, the, the point behind it for us is if it brings people together, then it's, then it's good, you know, do it, you know, for staff wellbeing. Yes. You know, the coffee and the, and the, the cake might be misunderstood as. But it's actually bringing people together who, who are in silos often. So, so, so yeah, that sense of belonging is really important.
[00:08:15] So I just wanted to sort of add that I think, you know, some of the things I'd highlight, gratitude [00:08:20] journal. So, so we really have sort of gone big on gratitude. Um, we have what's called a gratitude journal. We're a Google school, so we have a Google doc that just sits in the background. We don't make a big deal of it.
[00:08:31] We don't, we don't sort of bring it out every week. We don't force people to go into it, but people just naturally, organically go in and they'll drop a nice comment and we say there's three wins with gratitude. So the person writing it feels good, the [00:08:45] person reading it. Not, not the person who it's for the person reading it.
[00:08:48] So if I go into the gratitude journal, like this morning, maybe before, this just makes me feel good seeing these comments about other people and then obviously getting that recognition as a member of staff. So, so the Gratitude journal was one of the first things we did. And then what we, we were a school of character, so we've got that accreditation recently, LA last year.
[00:09:04] Um, that's a nationally recognized organization. ACE is called, um, association for Character [00:09:10] Education. And um, we have built a character education. And each term, the penultimate week, we have what's now called a reflection week. And there's, uh, things that the students do based on their character education, but they then write three slips.
[00:09:26] We make them write three gratitude slips, two of them for school and one of them for home. And that's, you know, you think of this school, it's quite a big school, so 930 students are [00:09:35] writing three each. And they go home with 'em. And yeah. How lovely for a sister or a cousin or a parent to receive this slip.
[00:09:41] And then also for staff. You know, I, I, I feel really proud when the, we call them ssas, you know, dinner ladies, you know, when they receive a slip. Our thanks miss for helping with the queue and, and staff really love it. So, so yeah, gratitude. We're big on gratitude. We've got a gratitude attitude. I'd absolutely encourage that.
[00:09:57] And then other things do, do you want me to carry [00:10:00] on?
[00:10:00] Julie: Absolutely. All I was gonna back up on that gratitude is because it is central to a lot of what we talk about is still human. Because I think it, you know, we're just going back to your solutions like. Low cost or no cost. It is absolutely, that is a no cost solution.
[00:10:17] That is so powerful. And you know what the research tells us is, is absolutely, as you say, there's kind of three wins out of that. There's the [00:10:25] person giving it, there's the person receiving it, and there's the other person who has a a as an observer. Also gets that same chemical buzz. 'cause at the end of the day, you know, like, and I, and, and we spend a lot of time on on this, is explaining to people the chemical reaction in your body that counteracts those stress hormones.
[00:10:42] And that stops it being a fluffy concept, doesn't it? But what the research tell here, look, I feel like I'm getting on that, you know, hobby horse here, but I'm so [00:10:50] passionate about this. But, um, what the research tells us is that that then acts as a form of pro-social behavior. The observer seeing or reading.
[00:10:59] Somebody else saying something nice is more likely to go off and then do the same, which, you know, again, is, is just that kind of permeating it, isn't it, throughout that culture and that's how culture has changed and developed, isn't it?
[00:11:14] Simon: Great, great way to [00:11:15] summarize the theory. Yeah, no, that's absolutely it.
[00:11:17] And, and. Um, part of the character education framework from the Jubilee Center, they talk about what's called court sought taught. So, so what you're trying to do is create these moments and, and that, you know, like you've just described beautifully with theory. That is the thinking behind that. Gratitude journaling and, and you know, getting people out there and culture building.
[00:11:36] The other thing that's sort. Quite linked and a bit, uh, you know, there's [00:11:40] these, I suppose topical people will hear it. Gratitude is, is said everywhere now, isn't it? The other one is random acts of kindness. Um, and that, and, you know, I know they're a bit cliche, but if you, if you embed it, you know, properly in the organization, in the school, you know, rather acts of kindness.
[00:11:53] I love you. So as a head i'll. Check cover in the morning, let's say. And, and I'll see that someone's on a cover and I'll go, I won't tell them, I'll just turn up when the lesson happens and I'll say, I'll go get yourself a coffee. I'll pick this one up for [00:12:05] you. That to me is a small moment. I can sit there, I'll get the kids started on something.
[00:12:08] I I can do work, I can check email. They're perfectly bad for me. It's really no problem to me. I'm not big giving too much, but for that member of staff isn't that lovely? You know, and, and you know that, and again, you know, they might then make someone a cup of tea 'cause they've, you know, and so on. So, so yeah, random acts of kindness definitely encouraged that.
[00:12:24] Um, we have fika, so, so I worked for a Swedish Trust. Oh, you've heard of Fika?
[00:12:29] Julie: I [00:12:30] have heard of Fika, but our listeners might not also explain it.
[00:12:34] Simon: So the concept of Fika, like I said earlier on, it is about, um, breaking bread, coming together, having a, a coffee. But, but it's not just the, the, the food and the drink, it's, it's the moment together, you know, that sense of togetherness.
[00:12:47] And we, we, we used to call it bake breaks, but we rebranded it to Feca and we have regular feca. And then again, a little sort of Springwest [00:12:55] twist. We, each of the departments, they, um, are on a calendar for the year. So for example, mass, I'm a math teacher. Maybe in October they'll be feca. So that Tuesday in that week, we all bake something, bring it in, and then all staff are break time and it, and it's packed.
[00:13:10] It's, it's full of people, I'd say 50, 60 plus. They come in, we serve, we actually serve. Teas and coffees. So we serve free teas and coffees anyway. We've got the fiker, [00:13:20] they come, they have coffee, they'll have the cake. Um, vegan options 'cause I'm vegan, don't ever mentioned that. So vegan options always. Um, and they just chat and just have a, have a good time and, and SLT are out and about doing the duties.
[00:13:31] Serving as, as I expect. Um, so yeah. So Fiker,
[00:13:35] Julie: yeah, it's gorgeous, isn't it? And you know what you spoke about earlier. And I think you're very right. It's easy to dismiss that wellbeing isn't just coffee and [00:13:45] cake and, and I think that's important, but that framing it and as fake that it isn't the coffee and the cake, it's that those bring the people together, isn't it?
[00:13:55] For that connection. Um, you know, people are going away and baking, which as we know, is also really good for wellbeing and encouraging people, you know, to do that in their homes. Um, otherwise it's just somebody eating cake and coffee. At their [00:14:10] desk. Yeah. That's not fiker is it? Like it's, that's not what it's about.
[00:14:13] It is about that connection, and I've mentioned this before on the podcast, but I worked somewhere where they stopped doing free tea and coffee and the impact was huge. It was huge because it did matter that you went to the staff room. Put get on. And it was there because suddenly it became people hiding their own bits of like jars of [00:14:35] coffee every, how's that ever gonna be good for community and you know, that social connection.
[00:14:41] And so yeah. All over Fika. Love that. Anything else there? Anything else that you've got to share?
[00:14:47] Simon: I mean, I mean there's so much more, but some of the sort of more, um. Harder things, you know, in terms of admin wise. So, so at Springwest, um, we, we, yeah, we did, we have banned, so, so you cannot email after school.
[00:14:59] You out of [00:15:00] hours emails are I, I stopped when I joined and I know there's a bit of a debate around that. But for me. Um, just schedule send, you know, just schedule send. There's no problem. So, so, yeah. So you, you and it, and it actually, again, a lot of these things are said and then you find that it happens, it doesn't, you know, and I monitor it and, and ask people to let me know, and they do, you know, they'll come and tell me, and I'll just have a quiet word with the whoever's sending it so that, that really works well.
[00:15:23] And then the other one is there's no all [00:15:25] staff email, so. Um, when I joined, I was getting just hundreds of emails, just random emails. I was, anyone seen? My pencil case has this, has this just, just very unnecessary, you know? Um, and I think for the person sending it, it's very important, but actually when, when you think there's 10 to 15 of them a day coming in, so, so we, at eight o'clock every day there's what's called whole staff comms.
[00:15:45] So, so everyone. Who wants to send something to all staff, just sends plates [00:15:50] on a Google doc and then I send it every morning. And that's really nice for staff 'cause they know they come in, they, while they're settling with their coffee, getting ready for the day, they check whole staff comms and that'll give all of the details of everything, all the SLT messages all comes through that.
[00:16:02] Um, and then they can go back to it as well, which, which works really well. So, so I think that's good. And then the sort of the other one, links to that is what I call reg regular and robust line management. I mean, how many times have you [00:16:15] worked? I've heard people say, well, I'm never line, man. What? What's line management?
[00:16:18] You know, it's so important. It's really, honestly, it's counseling, isn't it? It's once a week checking in with someone who's client centered, who cares about you, listens to you. Um, and I think it's so important. So, so yeah, we do, we insist on anyone who's got a TLR, anyone who's a leader in the school has.
[00:16:33] Weekly, um, line management meetings that are minted for actions. And that's all shared with me. So I've got a site on the [00:16:40] school and I can help and, you know, intervene, you know, they'll ask questions. Oh, can, can, you know, can I have 200 pounds for a keyboard and I don't need to see them. I just see it on the minutes and I just put Yeah, no problem.
[00:16:49] Go ahead. So, so I think that, you know, these sort of hard, I call 'em hard, I dunno if that's the right word, but, you know, more practical things, um, help, you know, help the school run and, and. Um, one last one linked to that is, uh, our parent service are all online. So, so we maintain [00:17:05] that after COVID we do do face-to-face.
[00:17:07] So we have a year seven one face-to-face 'cause they're just starting. We have a year 11 one face-to-face 'cause it's so critical. And we have a year nine option. So, so they're, you know, during the, their school life with us, we do have that Facebook, but actually, um, the online parent teams are just fantastic and we finish a period before the end of school day.
[00:17:24] So at 10 past three, we finish at four. Normally at 10 past three, everyone. Finishes so [00:17:30] they could go home. So every parent's evening at Springwest, um, pretty much other than those face-to-face, they're allowed to do 'em from home and they love to, they, you know, they go with absolutely no problem at all.
[00:17:38] Um, we don't, we don't have any meetings after school. That's a really big one. So, so, um, they know again, you know, 10 minutes for directed time and they leave. All, all our meetings are in the morning, 'cause we have this sort of slightly different day. And then on Fridays we finish at one 40. Woo-hoo. Um, which is, [00:17:55] which I, I'm sure you would agree, is incredibly popular.
[00:17:58] Um, and that was the one that went national. And, and you know, I did this piece for schools week and BBC, but it was on loose women. They were talking about, you know, this 1 45 finish. Well, that saved the. School, you know, you know, it's like the soundbite, but actually it, it, you know, the community understand it.
[00:18:14] We understand it. It works really, really well. We're close to E row, so a lot of our staff will go off on city breaks for the [00:18:20] weekends. I'll go on bit of mindful walking, you know, I, I can do a two hour mindful walk on a Friday and still be home by four, you know, 10 past four is just such a difference to my life.
[00:18:29] So, so yeah. I mean there, right? There's lots of others, but there's some. Things that people could implement.
[00:18:33] Julie: That's lovely, isn't it? Because obviously we hear a lot about the pressures of workload. We know that that is an issue in education. And I suppose by putting some [00:18:45] boundaries around, you know, those emails, those meetings and um, and creating that flexibility.
[00:18:53] Or go somewhere to reducing that sense of pressure around workload and a lot of the work we can't get rid of. And that, you know, that that is always going to be the case, but it feels like those things that you are putting in would help with people's perception of workload.
[00:19:07] Simon: Yeah. And now absolutely.
[00:19:08] That's why our retention, [00:19:10] you know, a third of our workforce. Have been here for 10 years or more, and, and we regular have staff come back. So, so we've got, um, she was in the school's week article, actually Helen came back. She left us, uh, came back after a year. Of two years, I think science teacher. Um, and when asked it was she just missed that kind culture.
[00:19:29] She just as Springwest, things just make sense and, and you have to be strong and brave. This, this is strong [00:19:35] leadership. This isn't just fluffy cuddles. That's, that's not what this is about. And, and also strategic you, you can't sort. Put all these things in place and then they're not joined up. Um, we, we have this concept of Springwest for flex.
[00:19:47] So every, every week we meet online. So whole staff briefing, we've kept it online 'cause we thought actually online's useful in terms of you can share slides and, and, and it's crisp and sharp and, and people are in their bases. [00:20:00] Uh, but we have this thing called Springwest Flex. So, so essentially during the year, there's probably about 20.
[00:20:05] Reflect, and it is someone, it's like an assembly for adults. So someone just comes and just shares something about themselves and, and, and that's just so beautiful that it connects everyone, you know? So examples are someone learn to play the guitar. Um, or someone went on a, a walk for cancer, um, someone swam the, the channel.
[00:20:24] Yeah. They [00:20:25] just come on and, and, and just, and it's just such a beautiful thing. And, and you know, this is all members of staff, you know, it's not the leader. They, anyone in the school can do it and they volunteer. So they'll email like my PA and say, oh, I've got really good idea for Springer for Flex. I'm like, yeah, come on.
[00:20:38] Share.
[00:20:39] Julie: I love that, Sam. Honestly, it chimes so well with. Everything that we talk about in our kind of wellbeing champion, our leading on wellbeing. Oh. Um, it's just gorgeous because, [00:20:50] um, you know, recognizing the staff's strengths and making them feel good just beyond even their job and that sense of value holistically as a.
[00:20:58] Person to the organization is so important, you know, 'cause we spend so much time at work, don't we? And it is part of our identity. And there are ways to make people feel good just beyond what they actually do, you know, in, in this case, in their roles or in the classroom. So it's [00:21:15] just gorgeous. Yeah.
[00:21:15] Gorgeous to listen to. Gorgeous to hear about. So if we. Just go back to, you know, obviously we know that workload's a problem. Obviously we know that there are issues and we know that stress levels are on their eyes in education. Um, but this is particularly the case amongst leadership and you've, you've, you've alluded a little bit to, um, you know, you're a [00:21:40] Buddhist vegan lifestyle, and, and I heard mindfulness creep in there, which I would like to pick up again with you.
[00:21:45] Um, so what do you do? What do you do every day or regularly to make sure that you are looking after your own wellbeing in order to lead in this, in this way?
[00:21:58] Simon: Yeah. No, that's a really good question. When, when you're first, when you are ahead, first of all, uh, it's really good. I dunno if all heads get this, but you get, [00:22:05] um, they call it supervision.
[00:22:06] Do.
[00:22:06] Julie: Yes. Okay. Yeah. I don't think it. Uniquely. I I'm not sure that everybody gets it.
[00:22:11] Simon: Oh, well they should, shouldn't they? Yeah, they should. Yeah. What, what, what a great, let's, let's make that happen. That that'd be really good. So I got this free supervision anyway. He was Buddhist as well, so, so ev every month for six months of my first year of headship.
[00:22:23] We used to meet and, and I just, I was quite, I don't know, like. I think I've done the work before. I, I've read a lot. I've, I've read an [00:22:30] awful, awful lot. So early on in my career, I read about learning and I wanted to master this concept of what is learning. And then when I started to become a leader, I read about leadership.
[00:22:38] So, so, you know, one of the things to answer your question. So ready myself was really to understand it, you know, the knowledge, the thinking, you know, a lot of these, um, strategies have come from, you know, magpie and from other areas. Um, and then I had this, uh, supervisor, so [00:22:55] essentially counseling and it's really good.
[00:22:56] I, I really love to chat and reflect, but it was quite funny, sort of three sets of cities, like, I, I don't think you really need me, Simon. And I was like, well, I'm sure something's gonna go wrong. And I, I was in the middle of pandemic, you know, middle of. COVID the crisis at first headship, uh, you know, challenging.
[00:23:12] And so I lead a wonderful, beautiful, I've, so I love this school. I, I'll be here for years to come, but, you know, it's quite a challenging school, you know, we [00:23:20] have our problems. Um, and it was tough, but, but I, I suppose through that concept of mindfulness, um, no blame culture, uh, be kind. Very, very lucky with the team, you know, the teachers, the staff, the leaders.
[00:23:36] I was very, very lucky with what I inherited. And then quickly that culture permeated. So when people were coming and made mistakes and problems with me and I was [00:23:45] like, you know, sort of catchphrase with me is, it's okay. It's okay. Well, you know. Uh, uh, just before the summer we, we had a primary school come turn up, uh, and we, we, something had happened.
[00:23:56] There'd been a mistake and we didn't know 90 students from a local primary turned up. And I was on a call and my deputy VP came in and she said, oh, um, Simon, there's a primary school in. I didn't know. And I, and, and obviously like, it's not that you don't feel all of the anger and all of [00:24:10] these feelings, but, but you, what you'd learn to do is like, see them, right?
[00:24:13] You feel them, observe them, let them wash up and within a second. I'm coming through the other side and I'm like, it's okay. What, what can we do? And then we're on the phone scrambling around and it's fun. It's, it is exciting, isn't it? So, um, I think, yeah, I think things I, things I do is, um, I don't, I don't take life too seriously.
[00:24:30] You know, I, I'm very pragmatic. Uh, no blame, you know, love myself. No blame on [00:24:35] myself. You know, I can't, I can't say all this to others and then stay up at night worrying. I sleep very, very well. I think sleeping, eating is really, really important. My nutrition's excellent. I don't drink, so I don't drink alcohol, and I know that's a big one for people who do, you know, but I don't, and I don't miss it, and it's all fine for me.
[00:24:52] I swim. So I swam this morning for 50 minutes thinking of this podcast and looking forward to talking to you. I do a bit of sort [00:25:00] of, they call it meta, so that's loving kindness meditation, and I think of. You know, staff and communities and people and just, yeah, just, it's lovely. Um, so that meditation, you know, that comes into my life.
[00:25:10] I'm, I'm very lucky. I've got a, um, you know, beautiful wife, uh, two fantastic daughters who make me switch off. They don't let me work. You know, I come home and they're like, no, they're just come and shut my laptop, which I find hilarious. Um. [00:25:25] Yeah, I don't, I don't tend to work in the eds or weekends or try, or try.
[00:25:27] I'll always serve people who need me, but because we don't have out of hours emails, no one's contacted me, which is lovely. Um, and yeah, I, I tend to, you know, I, I, I just live around the corner. I live sort of eight minutes away, which is really helpful. Um, so I can come in early, I can stay. Um, I'm, I'm babbling a bit.
[00:25:44] I know, but, but you know, they're, they're the sort of things that I've done or that I do, Julie.
[00:25:48] Julie: It's gorgeous. It's gorgeous. [00:25:50] And, and, and we had a brief chat the other day and I, you know, I'm obviously really passionate about mindfulness as well, and, and I think it's got a little bit of, um, a reputation, hasn't it?
[00:26:00] I think that it's something that's fluffy and, you know, I go into a lot of schools, I talk to a lot of staff about mindfulness, and I always say, I know some of you're rolling your eyes out loud, like mindfulness is like. You know, the cue for everything and, and my [00:26:15] workload's just gonna disappear if I'm mindful.
[00:26:18] But actually mindfulness is just a state mind, isn't it? It's about allowing yourself, as you say, it's not that you don't feel those emotions of, you know, am I worried? Who are these 90 kids walking down the path? You know, and, and you going to that fear. But acknowledging that, but then actually just putting that to one side and being able to just deal in the present moment with whatever's going on.
[00:26:39] Uh, [00:26:40] and, and I feel that that is, um, just a superpower that, you know, I'm so passionate, I hold people listening to you as a leader and ahead. Can see why that's so beneficial in these roles that are about serving and are about giving so much of ourselves to others and, and that kind of way of, um, protecting yourself, if you like, and being able to [00:27:05] manage those emotions.
[00:27:06] So I hope people are inspired by hearing you talk about it 'cause, um. It's, you know, really, really powerful. I know in your school week article that, um, that I had arrived, you spoke about this concept of servant leadership. Um, I wonder whether, could you just speak to that idea and what you were alluding to there?
[00:27:23] Simon: Yeah, so, so that's something I worked really hard on in the first year. You know, SLT Senior [00:27:30] Leadership Team for me is, is kind of like, should be rebranded. I, I, I think we are here to serve, you know, the, the. In my, in my mind, the only job a senior leader has is to create the conditions to allow staff to be the best versions of themselves.
[00:27:45] That's it. That is your job, you know? And now, now go and do it and do it with kindness and, and a smile. Um, and I think often what happens is good teachers are [00:27:55] promoted but not taught leadership. They're just promoted. So, so we have a leadership development program. Um, Andy Bucks has done brilliant piece of work, um, leadership Matters, great website, a hugely recommended to anyone out there.
[00:28:06] Um, and then we've built our own sort of l we call it the LDP off the back of that. So, so we run through his program, but we've. Brought our sparkle to it and, and we have what we call leader meets, uh, which are basically 20 minute CPD, but, but very much apply [00:28:20] phase, very much sort of, you know, getting involved in thinking rather than just passively watching.
[00:28:24] Um, and I ran through the SLT myself first with these leader meets. So I spent a year teaching the leaders leadership, leadership theory and, and, and servant leadership is, is a concept that lots of people have never even heard of and, and it's so important. You know that, that's why I introduced, um, that rigor in [00:28:45] leadership, um, line management.
[00:28:46] So, you know, they're there to serve and, and, and actually the line management agenda should be set by the member of staff, obviously, to begin with. When they're new, you know, when the knowledge is low, um, then obviously you'd set the agenda. 'cause they don't know what they don't know necessarily. But one, once they're up and running, you're coaching, you are supporting, you know, you're listening, your critical friends.
[00:29:05] You are unblocking, unlocking, uh, and, and actually enabling others to [00:29:10] act. And if you enable others to act, what you build then is that capacity and that strength. So then it frees yourself up. And, and, you know, uh, as I said earlier, credit to the SLT, they, they took it on board. It kind of flicked a switch for a lot of them.
[00:29:21] Made a lot of sense to them. Um, we introduced, uh, centralized detention systems and I insisted SLT run them. Um, and again, you know, that's a lot, that's a lot to give. You know, every night for an hour they're in there with the, you know, the [00:29:35] naughty students if you like, and the rest of the staff are going home.
[00:29:37] And, and, and I think as a culture, that was a big shift in the school, but so important. I mean, what a beautiful message. And then you've, then you've got people who will run through walls for you, haven't you, you, you're, you're, you're sort of building this, uh, trickle of a bit like the gratitude I was talking about earlier, this trickle of discretionary effort, this loyalty.
[00:29:54] Oh, they stayed for now for me. Um, you know, well, I'm, I'm happy to do this for them. And, and it does. Yeah. A [00:30:00] servant leadership, um, definitely works. And, and it's definitely what it's all about. We, we do need to get off the dance floor, you know, there, there are times when I want them, you know, I'll, I'll talk about flexible work and I'll give them working from home days, SLT, and they'll, they'll be building something very strategic.
[00:30:14] That's important. But we don't need that every day, all day. And I think that's the trap. You know, these sort of missing leaders. If, if you go into schools that are failing often the surveys will tell you everything you need to know. And, and [00:30:25] often it'll be, I, I dunno who my line manager is and, and comments like this.
[00:30:28] And it's just really sad, isn't it? And so, yeah, servant, I, I don't, I, I like to sort of, um, reference where it comes from. I don't actually know. I dunno if it does come from someone, one person, but it's a, it's a beautiful concept.
[00:30:40] Julie: It's absolutely lovely. Um, just picking up on there, you talked mentioned surveys there and, and I think you've probably answered this question obviously.
[00:30:49] Um, you talk [00:30:50] there about, um, a staff member returning to the school and that, you know, there's a high percentage of, um, staff that. I've stayed in the school. But in terms of measuring your effectiveness of all of this stuff that's going on, it's hard, isn't it? 'cause what are the measures of somebody who, you know, feels valued, but how do you measure the effectiveness and what, what is that kind of telling you?
[00:31:12] Simon: Yeah, so, so in all, in all areas now, now we're [00:31:15] just, it's just about to come out the progress Eight. So, so we're just about to get a really good set of results, touch wood. Uh, it's not official yet, but, but I'm pretty confident it'll be the first time we go positive progress eight. So, so we are now. Uh, adding above average value to students we're, um, our, our first choice preferences have been up 30%.
[00:31:33] Our finances are in a really good position. Osted was good. So in all, all metrics, um, what I'm really [00:31:40] proud of and pleased with is it, it's working. You know, I'm not, I'm not. In any way excited about Osted. I'm honestly not, but, but I owe the community a good school and, and the only measure currently is Osted.
[00:31:51] So, so when they came, I did everything I could to help, but honestly they came, they took a photo and they went, we've been here four years and we continued to progress and develop and, you know, getting, for me, I was much prouder getting the eco school flag with distinction this [00:32:05] week. Than I was about getting.
[00:32:06] I, I, I am like genuinely because the kids were involved and, you know, the guard and so on. Um, so all of the, the sort of harder measures, um, are coming through really, really good. So I'm really proud of that. Um, but the softer measures of surveys really matter. So we, so we survey, uh, students, families, and staff every year.
[00:32:23] There's off there questions that you can do. But also actually Andy Bucks, uh, has a really good diagnostic tool that we use. It's called Engage. [00:32:30] Um, and, and again, yeah, it comes through really, really well. I think in the school's week article I shared. Yeah. It says at the time of the survey, uh, 77 staff found 96% enjoyed working at the school and 89% felt bosses were considerate of their wellbeing.
[00:32:45] So obviously there's many, many other things, but for me. You know, having 96% of the staff saying they feel proud, I want that. I love that word, proud. You know, believe was for two years [00:32:55] our theme and then this September we're going to belong. We want, we, we want belong to be a big thing, but to feel proud of the school that you serve it.
[00:33:02] Yeah, that, that matters an awful lot to me. Um, the retention figures are really, really good. So, so I talked about, um, a third of the staff have been here 10 years or more. Um, we're fully staffed, uh, when, when we go out to advert, we can recruit, which in this climate is, is saying something. If I'm honest, people [00:33:20] contact us.
[00:33:20] So we've now got, um, we call it the talent pool. So, uh, just because ipe, I suppose. People were talking a bit about Springwests because obviously a couple of articles went out and hopefully this podcast will help as well. You know, people contact us, so we have a talent pool, so, so yeah, that, that's, I mean, I think fantastic.
[00:33:35] And we've taken a bulge, so in September we've taken a bulge, uh, of, uh, an extra 30 students. We opened up because we had a waiting list, and as I said, you know, [00:33:45] the, the, the family. The words out, you know, they mess out. And, and that's even better because the population's decreasing. So there is a crisis.
[00:33:52] It's coming through primaries currently in London, they're just a, there, there's too many schools, too many seats for the population. So we've got decrease in population. And also we've got a brand new school just opened. Um, so, and in, and in that, in those conditions, to have the la ask us to take extra students, I just think is, [00:34:10] you know, fantastic.
[00:34:11] And, um, I, I've been here four years, I've just did the slides, uh, for September in sec before we joined. And one of the slides I did was, uh, four more years. So I took, so I took this image of Donald Trump and then I sni my face and I put him, put me on it, and it, and it is got this leg, like four more years.
[00:34:27] And, and what the message I'm gonna say staff is. Um, there, there's this, um, footage of this, uh, Walker Olympic Walker, [00:34:35] and, uh, she's just about to come up. Uh, it was a Rome World Championship walk-in 20 kilomet kilometer waist. And she's just about to get third and she celebrates, she puts her arm up and celebrates and then this Ukrainian athlete comes past and you just see this slow motion of her, like horror in her face 'cause she celebrated too early.
[00:34:51] So the message I'm gonna give to staff in September is, look how, look at what we've done in four years. This is just incredible and everyone's gonna be. Clapping and we're gonna have load of fun, right? And then I say, it's not good enough. It's just not good enough. So, [00:35:00] and then, and then there's this slide deck of four more years, like this slide, not slide deck.
[00:35:03] And, and I'm talking about things like, I want the house prices to go up because the school's so good. I want us to be plus one progress. Say I want us to be gold standard. I want, I want, and I've put this picture of like the parliament I want, I want the corridors of Westminster to be talking about this gold standard of education.
[00:35:20] So, so I think, you know, they need that, don't they? They need that visionary, ambitious weather. We get there. I dunno, [00:35:25] but come back in four years, you know, let's see how we do.
[00:35:30] Julie: Do you know? That would be absolute delight. You know, and there's so much passion there, Simon. So much passion coming through and excitement of what you know, where you want to go next.
[00:35:38] And, and you know, ultimately, you know, obviously we talk about staff wellbeing and that's our focus, but ultimately when we invest in our staff and, and everything that you've talked about [00:35:50] there is positive. On our children and young people, isn't it? Yeah. They're getting the best deal. The best deal. Um, happy, healthy staff, um, who are, you know, encouraging them at all levels and, you know, you're seeing that reflected in your results.
[00:36:06] Um, 'cause we know, we know the staff wellbeing if they're there and present and, you know, well and healthy. That, that, you know, where as opposed to the [00:36:15] missing and the. And they're stressed. It's never gonna be good, is it? For our children and young people? So that to me is just a wonderful vision for what we want for the next generations, is that that's what we want to provide, isn't it?
[00:36:28] In, in our schools. So yeah, just absolutely lovely. Uh, I could talk to you all day, Simon, honestly. Um, I just, I, I love what you stand for. I love what you're doing, um, in your school and, and I'm [00:36:40] sure that people are listening to this as leaders or as staff can. Can take things, take ideas and, and you know, implement them.
[00:36:48] You've shared so
[00:36:49] Simon: much. Yeah, they're always welcome. You know, reach out to me, come and visit email anyway. And, you know, you know, get in touch. I'm, I'm happy to share anything like with kindness. No problem at all.
[00:36:59] Julie: Fabulous. Thank you. So I've got one final question. We ask the same question to all of our guests, and [00:37:05] it's just asking you for a little, few words of wisdom really.
[00:37:09] If you were able to offer our listeners a suggestion of one kind thing that they could do for themselves, do, what would
[00:37:19] Simon: it
[00:37:19] Julie: be?
[00:37:19] Simon: Oh, that's a really nice question. So one kind thing that they could do today for themselves? Yes. Get outside. Get the sun on your face. Yeah,
[00:37:30] yeah, absolutely. Get outside that. That would be my recommendation.
[00:37:33] Get off your phone. Switch off Netflix. Get outside. Feel the. Fill the breeze, hear the birds. Just be silent. Be present, this beautiful thing. That's what I'm gonna go do now. Can't wait.
[00:37:44] Julie: Perfect. I think I'll join you, Simon. Thank you so much. It's been an absolute pleasure to talk to you, Simon. Thank you.
[00:37:54] Simon: Thanks, Julie. Best of [00:37:55] luck with everything. All the best.
[00:00:17] Whether you are looking for practical tips, inspirational stories, or innovative approaches to wellbeing, our podcast aims to [00:00:25] support, inspire and empower those dedicated to nurturing the next generation. I'm your horse, Julie Liddell, and today I'm chatting to Simon Hart. Simon has been the principal at Springwest Academy a Busy Secondary School in the London Borough of Hounslow.
[00:00:41] Since September, 2020, he's developed a culture of kindness that has improved behavior, results and admissions. Simon is [00:00:50] passionate about creating the environment to recruit and retain great staff, and has developed the school's flexible working offer to support this. His forward thinking approach is.
[00:00:59] Received coverage by the BBC and Schools week. It was an absolute joy to chat with Simon in this episode and see a living, breathing example of brilliant leadership on staff wellbeing. In this podcast episode, we discussed the importance of developing a culture of [00:01:15] kindness, the practice of gratitude, and the positive staff wellbeing that exists at Springwest Academy, as well as Feca and being a vegan Buddhist.
[00:01:25] Enjoy.
[00:01:30] Hi Simon. Thank you so much for speaking with me today. Um, I feel like we're bridging the north south divide a little bit.
[00:01:38] Simon: Thanks for having me, Julie. [00:01:40] Excited to talk to you.
[00:01:41] Julie: Brilliant. Yeah, we seem to get a lot of northern guests on Simon. So yeah, it's really good to kind of broaden this, um, broaden the accents, I think
[00:01:50] Simon: quite right.
[00:01:51] Julie: So it's an absolute pleasure to be speaking, um, with a head teacher who I know is so passionate about staff. Wellbeing, and I understand that you've worked really hard over the last four years of your headship developing a culture [00:02:05] where every everyone can thrive. So I wonder whether you could start by explaining why staff wellbeing is so important to you as principal at Springwest Academy.
[00:02:15] Simon: Yeah, thanks, reflected on that question. Um, I'm, I'm Buddhist. So, um, and, and a big part of sort of Buddhism is kindness, really, uh, compassion, kindness. Um, and when, when I came into headship, I [00:02:30] did a lot of soul search and a lot of reflecting, um, meditating, uh, and I needed, I knew I needed the strength, but, you know, it's a tough, tough job.
[00:02:38] A bit like football management, really, you know, I, I remember sitting and doing, um, uh, the costings if I lost my job, you know, that, that would imagine that as staff wellbeing, you know, going into it. So, I, I. Came to the conclusion that I was gonna do it. And I, and I, and I was up for it, but only as [00:02:55] my authentic self.
[00:02:56] And, and for me, kindness, humor are big sort of values that I hold. Um, so when I came into it, I think that, that, that led me, that was my sort of moral compass. Um, and that that gave me that stillness and calmness that I needed to make those big decisions and to, you know, at times, you know, have challenging conversations.
[00:03:15] 'cause I felt if, as long as I'm my authentic self and. You know, lead with [00:03:20] kindness, then I know that I can sleep at night and, and what, what, what's fantastic. And I, and I'm really proud of the staff, the community, they've embraced it. And, and you know, and I think I'm sort of, I suppose, on a mission, if you like to say that you can do it, you can, you can lead.
[00:03:35] Uh, you know, strong schools and, and, you know, discipline and behavior. You know, we, we, we have like a, an excellent behavior system here. We have detentions every night, you know, all [00:03:45] of that. But you can do it with a smile. You can do it with kindness. You can take stuff with you. So, so yeah, I'm not, I'm not sure if I exactly answer your question, but that, that, that's to me why it's so important, you know, because, I mean, yeah.
[00:03:58] It's just very important to me. Kindness is a big, big part of my life.
[00:04:00] Julie: Yeah. I, I think, um, I, I remember reading in, in one of your articles that you've written, um, the motto of, is it, I'm gonna probably say this [00:04:10] wrong, uh, Ben BEUs, Priman, help me out.
[00:04:14] Simon: I'm still, well, my wife assures me that Latin is, is a written language.
[00:04:18] So actually, apparently, it doesn't matter how you pronounce it.
[00:04:22] Julie: I have A-G-C-S-E in Latin.
[00:04:24] Simon: Oh, well there you go. There you go. Perfect.
[00:04:29] Julie: So yeah, that statement then, which I assume means kindness first.
[00:04:34] Simon: Yeah, [00:04:35] kindness first. That's it. So, so we're sort of four years in, I didn't want to do that. Classic, what a lot of new heads do, come in, new values, all of that.
[00:04:42] I wanted to really inherit and build on what we'd done. Um, but four years in now, you know, after. Um, some real successes. I felt we are ready to kind of look again at the values and, and I wanted to start with a motto and, and I think kindness first is a great mantra, isn't it? It's a great way to sort of, [00:05:00] you know, live your life.
[00:05:01] And so we're actually launching it this, you know, on Monday in, in, in, in insert. Um, I've, I've had it as my, um, signature for a little bit, and again, I'd like you, I'm still trying to pronounce it. I actually went on Google Translate just before I take them here. I think it's Benning benign Benigns Prima.
[00:05:17] I've got the prima down.
[00:05:19] Julie: Yeah, Prima's fine. We do that one. That's gorgeous. [00:05:25] And, and I feel like, um, what is so lovely about hearing that as kindness as the value and as as that kind of model, if you like, that threads through. From the pupils put right up to the staff and, and that is permeated throughout the whole organization, which I think is really important.
[00:05:44] 'cause, 'cause often I think we can find that we think the values are around the children and the [00:05:50] young people and therefore them as opposed to. The whole school up
[00:05:54] Simon: completely. Right? Live, live, not laminated. And also the whole community, isn't it? And I think as a, as well, a bit of a misconception is that, you know, kindness is weak or, um, people hear kindness and they think, oh, you're being nice.
[00:06:08] Well, well actually, you know, there's times when I'm really tough, you know, have really difficult conversations and, and quite right. You know, because. [00:06:15] Maybe staff aren't doing what we'd expect or, or students are, you know, their behavior's. Outrageous. You know, I'm, I'm very happy to, to be hard to challenge and that is ultimately kind, you know, there's a great analogy in, in Kim Scott's radical Candor where, um.
[00:06:30] There, there's a dog owner and they're not firm enough with this dog, and it runs out into the street. And Kim's Scott, well, that's not kind, is it? You know, if the dog goes on and gets killed because you're too [00:06:40] nice to the dog. So, so I've always sort of held that since, since coming into headship and Yeah, and I, and I think, yeah, and it does permeate.
[00:06:46] And, and I think also for any heads listening, you know, as a head you set the trend and you, you, you know, you, you cast a shadow. Um, and I, and I think be brave. You know, be brave and, and, and kind to people, and then they will be kind and it, and it trickles down, doesn't it? Um, so yeah, absolutely.
[00:07:03] Julie: Absolutely.
[00:07:04] That kind of [00:07:05] emotional contagion, that social contagion, that's how we're gonna get real changes, isn't it? Is is people kind of living those values. So I wonder whether Simon, you could explain to me some of the things that you've put in place to support the wellbeing of your staff.
[00:07:20] Simon: Yeah, and I, and I think what's really good about a lot of what we've done is minimal on.
[00:07:24] No cost. Um, so that's one thing to say. And, and you know, I I, I, I think a lot of people [00:07:30] are anxious about, you know, the cost involved in sort of culture building, but actually, you know, what we've done and I'll, I'll explain to you some of them. And the, the other thing I'd say as well, there, there, there's this, and I do, I do agree, um, you know.
[00:07:42] You must hear it a lot. So staff wellbeing isn't yoga on a Friday, and I completely agree with that. I do. Right. But I think food, there's something about food, so, so I'll talk you through how we use food and, and I think people miss the point that free teas [00:07:55] and coffee and they sort of, you know, sneer a little bit about it.
[00:07:57] But actually if it, the, the point behind it for us is if it brings people together, then it's, then it's good, you know, do it, you know, for staff wellbeing. Yes. You know, the coffee and the, and the, the cake might be misunderstood as. But it's actually bringing people together who, who are in silos often. So, so, so yeah, that sense of belonging is really important.
[00:08:15] So I just wanted to sort of add that I think, you know, some of the things I'd highlight, gratitude [00:08:20] journal. So, so we really have sort of gone big on gratitude. Um, we have what's called a gratitude journal. We're a Google school, so we have a Google doc that just sits in the background. We don't make a big deal of it.
[00:08:31] We don't, we don't sort of bring it out every week. We don't force people to go into it, but people just naturally, organically go in and they'll drop a nice comment and we say there's three wins with gratitude. So the person writing it feels good, the [00:08:45] person reading it. Not, not the person who it's for the person reading it.
[00:08:48] So if I go into the gratitude journal, like this morning, maybe before, this just makes me feel good seeing these comments about other people and then obviously getting that recognition as a member of staff. So, so the Gratitude journal was one of the first things we did. And then what we, we were a school of character, so we've got that accreditation recently, LA last year.
[00:09:04] Um, that's a nationally recognized organization. ACE is called, um, association for Character [00:09:10] Education. And um, we have built a character education. And each term, the penultimate week, we have what's now called a reflection week. And there's, uh, things that the students do based on their character education, but they then write three slips.
[00:09:26] We make them write three gratitude slips, two of them for school and one of them for home. And that's, you know, you think of this school, it's quite a big school, so 930 students are [00:09:35] writing three each. And they go home with 'em. And yeah. How lovely for a sister or a cousin or a parent to receive this slip.
[00:09:41] And then also for staff. You know, I, I, I feel really proud when the, we call them ssas, you know, dinner ladies, you know, when they receive a slip. Our thanks miss for helping with the queue and, and staff really love it. So, so yeah, gratitude. We're big on gratitude. We've got a gratitude attitude. I'd absolutely encourage that.
[00:09:57] And then other things do, do you want me to carry [00:10:00] on?
[00:10:00] Julie: Absolutely. All I was gonna back up on that gratitude is because it is central to a lot of what we talk about is still human. Because I think it, you know, we're just going back to your solutions like. Low cost or no cost. It is absolutely, that is a no cost solution.
[00:10:17] That is so powerful. And you know what the research tells us is, is absolutely, as you say, there's kind of three wins out of that. There's the [00:10:25] person giving it, there's the person receiving it, and there's the other person who has a a as an observer. Also gets that same chemical buzz. 'cause at the end of the day, you know, like, and I, and, and we spend a lot of time on on this, is explaining to people the chemical reaction in your body that counteracts those stress hormones.
[00:10:42] And that stops it being a fluffy concept, doesn't it? But what the research tell here, look, I feel like I'm getting on that, you know, hobby horse here, but I'm so [00:10:50] passionate about this. But, um, what the research tells us is that that then acts as a form of pro-social behavior. The observer seeing or reading.
[00:10:59] Somebody else saying something nice is more likely to go off and then do the same, which, you know, again, is, is just that kind of permeating it, isn't it, throughout that culture and that's how culture has changed and developed, isn't it?
[00:11:14] Simon: Great, great way to [00:11:15] summarize the theory. Yeah, no, that's absolutely it.
[00:11:17] And, and. Um, part of the character education framework from the Jubilee Center, they talk about what's called court sought taught. So, so what you're trying to do is create these moments and, and that, you know, like you've just described beautifully with theory. That is the thinking behind that. Gratitude journaling and, and you know, getting people out there and culture building.
[00:11:36] The other thing that's sort. Quite linked and a bit, uh, you know, there's [00:11:40] these, I suppose topical people will hear it. Gratitude is, is said everywhere now, isn't it? The other one is random acts of kindness. Um, and that, and, you know, I know they're a bit cliche, but if you, if you embed it, you know, properly in the organization, in the school, you know, rather acts of kindness.
[00:11:53] I love you. So as a head i'll. Check cover in the morning, let's say. And, and I'll see that someone's on a cover and I'll go, I won't tell them, I'll just turn up when the lesson happens and I'll say, I'll go get yourself a coffee. I'll pick this one up for [00:12:05] you. That to me is a small moment. I can sit there, I'll get the kids started on something.
[00:12:08] I I can do work, I can check email. They're perfectly bad for me. It's really no problem to me. I'm not big giving too much, but for that member of staff isn't that lovely? You know, and, and you know that, and again, you know, they might then make someone a cup of tea 'cause they've, you know, and so on. So, so yeah, random acts of kindness definitely encouraged that.
[00:12:24] Um, we have fika, so, so I worked for a Swedish Trust. Oh, you've heard of Fika?
[00:12:29] Julie: I [00:12:30] have heard of Fika, but our listeners might not also explain it.
[00:12:34] Simon: So the concept of Fika, like I said earlier on, it is about, um, breaking bread, coming together, having a, a coffee. But, but it's not just the, the, the food and the drink, it's, it's the moment together, you know, that sense of togetherness.
[00:12:47] And we, we, we used to call it bake breaks, but we rebranded it to Feca and we have regular feca. And then again, a little sort of Springwest [00:12:55] twist. We, each of the departments, they, um, are on a calendar for the year. So for example, mass, I'm a math teacher. Maybe in October they'll be feca. So that Tuesday in that week, we all bake something, bring it in, and then all staff are break time and it, and it's packed.
[00:13:10] It's, it's full of people, I'd say 50, 60 plus. They come in, we serve, we actually serve. Teas and coffees. So we serve free teas and coffees anyway. We've got the fiker, [00:13:20] they come, they have coffee, they'll have the cake. Um, vegan options 'cause I'm vegan, don't ever mentioned that. So vegan options always. Um, and they just chat and just have a, have a good time and, and SLT are out and about doing the duties.
[00:13:31] Serving as, as I expect. Um, so yeah. So Fiker,
[00:13:35] Julie: yeah, it's gorgeous, isn't it? And you know what you spoke about earlier. And I think you're very right. It's easy to dismiss that wellbeing isn't just coffee and [00:13:45] cake and, and I think that's important, but that framing it and as fake that it isn't the coffee and the cake, it's that those bring the people together, isn't it?
[00:13:55] For that connection. Um, you know, people are going away and baking, which as we know, is also really good for wellbeing and encouraging people, you know, to do that in their homes. Um, otherwise it's just somebody eating cake and coffee. At their [00:14:10] desk. Yeah. That's not fiker is it? Like it's, that's not what it's about.
[00:14:13] It is about that connection, and I've mentioned this before on the podcast, but I worked somewhere where they stopped doing free tea and coffee and the impact was huge. It was huge because it did matter that you went to the staff room. Put get on. And it was there because suddenly it became people hiding their own bits of like jars of [00:14:35] coffee every, how's that ever gonna be good for community and you know, that social connection.
[00:14:41] And so yeah. All over Fika. Love that. Anything else there? Anything else that you've got to share?
[00:14:47] Simon: I mean, I mean there's so much more, but some of the sort of more, um. Harder things, you know, in terms of admin wise. So, so at Springwest, um, we, we, yeah, we did, we have banned, so, so you cannot email after school.
[00:14:59] You out of [00:15:00] hours emails are I, I stopped when I joined and I know there's a bit of a debate around that. But for me. Um, just schedule send, you know, just schedule send. There's no problem. So, so, yeah. So you, you and it, and it actually, again, a lot of these things are said and then you find that it happens, it doesn't, you know, and I monitor it and, and ask people to let me know, and they do, you know, they'll come and tell me, and I'll just have a quiet word with the whoever's sending it so that, that really works well.
[00:15:23] And then the other one is there's no all [00:15:25] staff email, so. Um, when I joined, I was getting just hundreds of emails, just random emails. I was, anyone seen? My pencil case has this, has this just, just very unnecessary, you know? Um, and I think for the person sending it, it's very important, but actually when, when you think there's 10 to 15 of them a day coming in, so, so we, at eight o'clock every day there's what's called whole staff comms.
[00:15:45] So, so everyone. Who wants to send something to all staff, just sends plates [00:15:50] on a Google doc and then I send it every morning. And that's really nice for staff 'cause they know they come in, they, while they're settling with their coffee, getting ready for the day, they check whole staff comms and that'll give all of the details of everything, all the SLT messages all comes through that.
[00:16:02] Um, and then they can go back to it as well, which, which works really well. So, so I think that's good. And then the sort of the other one, links to that is what I call reg regular and robust line management. I mean, how many times have you [00:16:15] worked? I've heard people say, well, I'm never line, man. What? What's line management?
[00:16:18] You know, it's so important. It's really, honestly, it's counseling, isn't it? It's once a week checking in with someone who's client centered, who cares about you, listens to you. Um, and I think it's so important. So, so yeah, we do, we insist on anyone who's got a TLR, anyone who's a leader in the school has.
[00:16:33] Weekly, um, line management meetings that are minted for actions. And that's all shared with me. So I've got a site on the [00:16:40] school and I can help and, you know, intervene, you know, they'll ask questions. Oh, can, can, you know, can I have 200 pounds for a keyboard and I don't need to see them. I just see it on the minutes and I just put Yeah, no problem.
[00:16:49] Go ahead. So, so I think that, you know, these sort of hard, I call 'em hard, I dunno if that's the right word, but, you know, more practical things, um, help, you know, help the school run and, and. Um, one last one linked to that is, uh, our parent service are all online. So, so we maintain [00:17:05] that after COVID we do do face-to-face.
[00:17:07] So we have a year seven one face-to-face 'cause they're just starting. We have a year 11 one face-to-face 'cause it's so critical. And we have a year nine option. So, so they're, you know, during the, their school life with us, we do have that Facebook, but actually, um, the online parent teams are just fantastic and we finish a period before the end of school day.
[00:17:24] So at 10 past three, we finish at four. Normally at 10 past three, everyone. Finishes so [00:17:30] they could go home. So every parent's evening at Springwest, um, pretty much other than those face-to-face, they're allowed to do 'em from home and they love to, they, you know, they go with absolutely no problem at all.
[00:17:38] Um, we don't, we don't have any meetings after school. That's a really big one. So, so, um, they know again, you know, 10 minutes for directed time and they leave. All, all our meetings are in the morning, 'cause we have this sort of slightly different day. And then on Fridays we finish at one 40. Woo-hoo. Um, which is, [00:17:55] which I, I'm sure you would agree, is incredibly popular.
[00:17:58] Um, and that was the one that went national. And, and you know, I did this piece for schools week and BBC, but it was on loose women. They were talking about, you know, this 1 45 finish. Well, that saved the. School, you know, you know, it's like the soundbite, but actually it, it, you know, the community understand it.
[00:18:14] We understand it. It works really, really well. We're close to E row, so a lot of our staff will go off on city breaks for the [00:18:20] weekends. I'll go on bit of mindful walking, you know, I, I can do a two hour mindful walk on a Friday and still be home by four, you know, 10 past four is just such a difference to my life.
[00:18:29] So, so yeah. I mean there, right? There's lots of others, but there's some. Things that people could implement.
[00:18:33] Julie: That's lovely, isn't it? Because obviously we hear a lot about the pressures of workload. We know that that is an issue in education. And I suppose by putting some [00:18:45] boundaries around, you know, those emails, those meetings and um, and creating that flexibility.
[00:18:53] Or go somewhere to reducing that sense of pressure around workload and a lot of the work we can't get rid of. And that, you know, that that is always going to be the case, but it feels like those things that you are putting in would help with people's perception of workload.
[00:19:07] Simon: Yeah. And now absolutely.
[00:19:08] That's why our retention, [00:19:10] you know, a third of our workforce. Have been here for 10 years or more, and, and we regular have staff come back. So, so we've got, um, she was in the school's week article, actually Helen came back. She left us, uh, came back after a year. Of two years, I think science teacher. Um, and when asked it was she just missed that kind culture.
[00:19:29] She just as Springwest, things just make sense and, and you have to be strong and brave. This, this is strong [00:19:35] leadership. This isn't just fluffy cuddles. That's, that's not what this is about. And, and also strategic you, you can't sort. Put all these things in place and then they're not joined up. Um, we, we have this concept of Springwest for flex.
[00:19:47] So every, every week we meet online. So whole staff briefing, we've kept it online 'cause we thought actually online's useful in terms of you can share slides and, and, and it's crisp and sharp and, and people are in their bases. [00:20:00] Uh, but we have this thing called Springwest Flex. So, so essentially during the year, there's probably about 20.
[00:20:05] Reflect, and it is someone, it's like an assembly for adults. So someone just comes and just shares something about themselves and, and, and that's just so beautiful that it connects everyone, you know? So examples are someone learn to play the guitar. Um, or someone went on a, a walk for cancer, um, someone swam the, the channel.
[00:20:24] Yeah. They [00:20:25] just come on and, and, and just, and it's just such a beautiful thing. And, and you know, this is all members of staff, you know, it's not the leader. They, anyone in the school can do it and they volunteer. So they'll email like my PA and say, oh, I've got really good idea for Springer for Flex. I'm like, yeah, come on.
[00:20:38] Share.
[00:20:39] Julie: I love that, Sam. Honestly, it chimes so well with. Everything that we talk about in our kind of wellbeing champion, our leading on wellbeing. Oh. Um, it's just gorgeous because, [00:20:50] um, you know, recognizing the staff's strengths and making them feel good just beyond even their job and that sense of value holistically as a.
[00:20:58] Person to the organization is so important, you know, 'cause we spend so much time at work, don't we? And it is part of our identity. And there are ways to make people feel good just beyond what they actually do, you know, in, in this case, in their roles or in the classroom. So it's [00:21:15] just gorgeous. Yeah.
[00:21:15] Gorgeous to listen to. Gorgeous to hear about. So if we. Just go back to, you know, obviously we know that workload's a problem. Obviously we know that there are issues and we know that stress levels are on their eyes in education. Um, but this is particularly the case amongst leadership and you've, you've, you've alluded a little bit to, um, you know, you're a [00:21:40] Buddhist vegan lifestyle, and, and I heard mindfulness creep in there, which I would like to pick up again with you.
[00:21:45] Um, so what do you do? What do you do every day or regularly to make sure that you are looking after your own wellbeing in order to lead in this, in this way?
[00:21:58] Simon: Yeah. No, that's a really good question. When, when you're first, when you are ahead, first of all, uh, it's really good. I dunno if all heads get this, but you get, [00:22:05] um, they call it supervision.
[00:22:06] Do.
[00:22:06] Julie: Yes. Okay. Yeah. I don't think it. Uniquely. I I'm not sure that everybody gets it.
[00:22:11] Simon: Oh, well they should, shouldn't they? Yeah, they should. Yeah. What, what, what a great, let's, let's make that happen. That that'd be really good. So I got this free supervision anyway. He was Buddhist as well, so, so ev every month for six months of my first year of headship.
[00:22:23] We used to meet and, and I just, I was quite, I don't know, like. I think I've done the work before. I, I've read a lot. I've, I've read an [00:22:30] awful, awful lot. So early on in my career, I read about learning and I wanted to master this concept of what is learning. And then when I started to become a leader, I read about leadership.
[00:22:38] So, so, you know, one of the things to answer your question. So ready myself was really to understand it, you know, the knowledge, the thinking, you know, a lot of these, um, strategies have come from, you know, magpie and from other areas. Um, and then I had this, uh, supervisor, so [00:22:55] essentially counseling and it's really good.
[00:22:56] I, I really love to chat and reflect, but it was quite funny, sort of three sets of cities, like, I, I don't think you really need me, Simon. And I was like, well, I'm sure something's gonna go wrong. And I, I was in the middle of pandemic, you know, middle of. COVID the crisis at first headship, uh, you know, challenging.
[00:23:12] And so I lead a wonderful, beautiful, I've, so I love this school. I, I'll be here for years to come, but, you know, it's quite a challenging school, you know, we [00:23:20] have our problems. Um, and it was tough, but, but I, I suppose through that concept of mindfulness, um, no blame culture, uh, be kind. Very, very lucky with the team, you know, the teachers, the staff, the leaders.
[00:23:36] I was very, very lucky with what I inherited. And then quickly that culture permeated. So when people were coming and made mistakes and problems with me and I was [00:23:45] like, you know, sort of catchphrase with me is, it's okay. It's okay. Well, you know. Uh, uh, just before the summer we, we had a primary school come turn up, uh, and we, we, something had happened.
[00:23:56] There'd been a mistake and we didn't know 90 students from a local primary turned up. And I was on a call and my deputy VP came in and she said, oh, um, Simon, there's a primary school in. I didn't know. And I, and, and obviously like, it's not that you don't feel all of the anger and all of [00:24:10] these feelings, but, but you, what you'd learn to do is like, see them, right?
[00:24:13] You feel them, observe them, let them wash up and within a second. I'm coming through the other side and I'm like, it's okay. What, what can we do? And then we're on the phone scrambling around and it's fun. It's, it is exciting, isn't it? So, um, I think, yeah, I think things I, things I do is, um, I don't, I don't take life too seriously.
[00:24:30] You know, I, I'm very pragmatic. Uh, no blame, you know, love myself. No blame on [00:24:35] myself. You know, I can't, I can't say all this to others and then stay up at night worrying. I sleep very, very well. I think sleeping, eating is really, really important. My nutrition's excellent. I don't drink, so I don't drink alcohol, and I know that's a big one for people who do, you know, but I don't, and I don't miss it, and it's all fine for me.
[00:24:52] I swim. So I swam this morning for 50 minutes thinking of this podcast and looking forward to talking to you. I do a bit of sort [00:25:00] of, they call it meta, so that's loving kindness meditation, and I think of. You know, staff and communities and people and just, yeah, just, it's lovely. Um, so that meditation, you know, that comes into my life.
[00:25:10] I'm, I'm very lucky. I've got a, um, you know, beautiful wife, uh, two fantastic daughters who make me switch off. They don't let me work. You know, I come home and they're like, no, they're just come and shut my laptop, which I find hilarious. Um. [00:25:25] Yeah, I don't, I don't tend to work in the eds or weekends or try, or try.
[00:25:27] I'll always serve people who need me, but because we don't have out of hours emails, no one's contacted me, which is lovely. Um, and yeah, I, I tend to, you know, I, I, I just live around the corner. I live sort of eight minutes away, which is really helpful. Um, so I can come in early, I can stay. Um, I'm, I'm babbling a bit.
[00:25:44] I know, but, but you know, they're, they're the sort of things that I've done or that I do, Julie.
[00:25:48] Julie: It's gorgeous. It's gorgeous. [00:25:50] And, and, and we had a brief chat the other day and I, you know, I'm obviously really passionate about mindfulness as well, and, and I think it's got a little bit of, um, a reputation, hasn't it?
[00:26:00] I think that it's something that's fluffy and, you know, I go into a lot of schools, I talk to a lot of staff about mindfulness, and I always say, I know some of you're rolling your eyes out loud, like mindfulness is like. You know, the cue for everything and, and my [00:26:15] workload's just gonna disappear if I'm mindful.
[00:26:18] But actually mindfulness is just a state mind, isn't it? It's about allowing yourself, as you say, it's not that you don't feel those emotions of, you know, am I worried? Who are these 90 kids walking down the path? You know, and, and you going to that fear. But acknowledging that, but then actually just putting that to one side and being able to just deal in the present moment with whatever's going on.
[00:26:39] Uh, [00:26:40] and, and I feel that that is, um, just a superpower that, you know, I'm so passionate, I hold people listening to you as a leader and ahead. Can see why that's so beneficial in these roles that are about serving and are about giving so much of ourselves to others and, and that kind of way of, um, protecting yourself, if you like, and being able to [00:27:05] manage those emotions.
[00:27:06] So I hope people are inspired by hearing you talk about it 'cause, um. It's, you know, really, really powerful. I know in your school week article that, um, that I had arrived, you spoke about this concept of servant leadership. Um, I wonder whether, could you just speak to that idea and what you were alluding to there?
[00:27:23] Simon: Yeah, so, so that's something I worked really hard on in the first year. You know, SLT Senior [00:27:30] Leadership Team for me is, is kind of like, should be rebranded. I, I, I think we are here to serve, you know, the, the. In my, in my mind, the only job a senior leader has is to create the conditions to allow staff to be the best versions of themselves.
[00:27:45] That's it. That is your job, you know? And now, now go and do it and do it with kindness and, and a smile. Um, and I think often what happens is good teachers are [00:27:55] promoted but not taught leadership. They're just promoted. So, so we have a leadership development program. Um, Andy Bucks has done brilliant piece of work, um, leadership Matters, great website, a hugely recommended to anyone out there.
[00:28:06] Um, and then we've built our own sort of l we call it the LDP off the back of that. So, so we run through his program, but we've. Brought our sparkle to it and, and we have what we call leader meets, uh, which are basically 20 minute CPD, but, but very much apply [00:28:20] phase, very much sort of, you know, getting involved in thinking rather than just passively watching.
[00:28:24] Um, and I ran through the SLT myself first with these leader meets. So I spent a year teaching the leaders leadership, leadership theory and, and, and servant leadership is, is a concept that lots of people have never even heard of and, and it's so important. You know that, that's why I introduced, um, that rigor in [00:28:45] leadership, um, line management.
[00:28:46] So, you know, they're there to serve and, and, and actually the line management agenda should be set by the member of staff, obviously, to begin with. When they're new, you know, when the knowledge is low, um, then obviously you'd set the agenda. 'cause they don't know what they don't know necessarily. But one, once they're up and running, you're coaching, you are supporting, you know, you're listening, your critical friends.
[00:29:05] You are unblocking, unlocking, uh, and, and actually enabling others to [00:29:10] act. And if you enable others to act, what you build then is that capacity and that strength. So then it frees yourself up. And, and, you know, uh, as I said earlier, credit to the SLT, they, they took it on board. It kind of flicked a switch for a lot of them.
[00:29:21] Made a lot of sense to them. Um, we introduced, uh, centralized detention systems and I insisted SLT run them. Um, and again, you know, that's a lot, that's a lot to give. You know, every night for an hour they're in there with the, you know, the [00:29:35] naughty students if you like, and the rest of the staff are going home.
[00:29:37] And, and, and I think as a culture, that was a big shift in the school, but so important. I mean, what a beautiful message. And then you've, then you've got people who will run through walls for you, haven't you, you, you're, you're, you're sort of building this, uh, trickle of a bit like the gratitude I was talking about earlier, this trickle of discretionary effort, this loyalty.
[00:29:54] Oh, they stayed for now for me. Um, you know, well, I'm, I'm happy to do this for them. And, and it does. Yeah. A [00:30:00] servant leadership, um, definitely works. And, and it's definitely what it's all about. We, we do need to get off the dance floor, you know, there, there are times when I want them, you know, I'll, I'll talk about flexible work and I'll give them working from home days, SLT, and they'll, they'll be building something very strategic.
[00:30:14] That's important. But we don't need that every day, all day. And I think that's the trap. You know, these sort of missing leaders. If, if you go into schools that are failing often the surveys will tell you everything you need to know. And, and [00:30:25] often it'll be, I, I dunno who my line manager is and, and comments like this.
[00:30:28] And it's just really sad, isn't it? And so, yeah, servant, I, I don't, I, I like to sort of, um, reference where it comes from. I don't actually know. I dunno if it does come from someone, one person, but it's a, it's a beautiful concept.
[00:30:40] Julie: It's absolutely lovely. Um, just picking up on there, you talked mentioned surveys there and, and I think you've probably answered this question obviously.
[00:30:49] Um, you talk [00:30:50] there about, um, a staff member returning to the school and that, you know, there's a high percentage of, um, staff that. I've stayed in the school. But in terms of measuring your effectiveness of all of this stuff that's going on, it's hard, isn't it? 'cause what are the measures of somebody who, you know, feels valued, but how do you measure the effectiveness and what, what is that kind of telling you?
[00:31:12] Simon: Yeah, so, so in all, in all areas now, now we're [00:31:15] just, it's just about to come out the progress Eight. So, so we're just about to get a really good set of results, touch wood. Uh, it's not official yet, but, but I'm pretty confident it'll be the first time we go positive progress eight. So, so we are now. Uh, adding above average value to students we're, um, our, our first choice preferences have been up 30%.
[00:31:33] Our finances are in a really good position. Osted was good. So in all, all metrics, um, what I'm really [00:31:40] proud of and pleased with is it, it's working. You know, I'm not, I'm not. In any way excited about Osted. I'm honestly not, but, but I owe the community a good school and, and the only measure currently is Osted.
[00:31:51] So, so when they came, I did everything I could to help, but honestly they came, they took a photo and they went, we've been here four years and we continued to progress and develop and, you know, getting, for me, I was much prouder getting the eco school flag with distinction this [00:32:05] week. Than I was about getting.
[00:32:06] I, I, I am like genuinely because the kids were involved and, you know, the guard and so on. Um, so all of the, the sort of harder measures, um, are coming through really, really good. So I'm really proud of that. Um, but the softer measures of surveys really matter. So we, so we survey, uh, students, families, and staff every year.
[00:32:23] There's off there questions that you can do. But also actually Andy Bucks, uh, has a really good diagnostic tool that we use. It's called Engage. [00:32:30] Um, and, and again, yeah, it comes through really, really well. I think in the school's week article I shared. Yeah. It says at the time of the survey, uh, 77 staff found 96% enjoyed working at the school and 89% felt bosses were considerate of their wellbeing.
[00:32:45] So obviously there's many, many other things, but for me. You know, having 96% of the staff saying they feel proud, I want that. I love that word, proud. You know, believe was for two years [00:32:55] our theme and then this September we're going to belong. We want, we, we want belong to be a big thing, but to feel proud of the school that you serve it.
[00:33:02] Yeah, that, that matters an awful lot to me. Um, the retention figures are really, really good. So, so I talked about, um, a third of the staff have been here 10 years or more. Um, we're fully staffed, uh, when, when we go out to advert, we can recruit, which in this climate is, is saying something. If I'm honest, people [00:33:20] contact us.
[00:33:20] So we've now got, um, we call it the talent pool. So, uh, just because ipe, I suppose. People were talking a bit about Springwests because obviously a couple of articles went out and hopefully this podcast will help as well. You know, people contact us, so we have a talent pool, so, so yeah, that, that's, I mean, I think fantastic.
[00:33:35] And we've taken a bulge, so in September we've taken a bulge, uh, of, uh, an extra 30 students. We opened up because we had a waiting list, and as I said, you know, [00:33:45] the, the, the family. The words out, you know, they mess out. And, and that's even better because the population's decreasing. So there is a crisis.
[00:33:52] It's coming through primaries currently in London, they're just a, there, there's too many schools, too many seats for the population. So we've got decrease in population. And also we've got a brand new school just opened. Um, so, and in, and in that, in those conditions, to have the la ask us to take extra students, I just think is, [00:34:10] you know, fantastic.
[00:34:11] And, um, I, I've been here four years, I've just did the slides, uh, for September in sec before we joined. And one of the slides I did was, uh, four more years. So I took, so I took this image of Donald Trump and then I sni my face and I put him, put me on it, and it, and it is got this leg, like four more years.
[00:34:27] And, and what the message I'm gonna say staff is. Um, there, there's this, um, footage of this, uh, Walker Olympic Walker, [00:34:35] and, uh, she's just about to come up. Uh, it was a Rome World Championship walk-in 20 kilomet kilometer waist. And she's just about to get third and she celebrates, she puts her arm up and celebrates and then this Ukrainian athlete comes past and you just see this slow motion of her, like horror in her face 'cause she celebrated too early.
[00:34:51] So the message I'm gonna give to staff in September is, look how, look at what we've done in four years. This is just incredible and everyone's gonna be. Clapping and we're gonna have load of fun, right? And then I say, it's not good enough. It's just not good enough. So, [00:35:00] and then, and then there's this slide deck of four more years, like this slide, not slide deck.
[00:35:03] And, and I'm talking about things like, I want the house prices to go up because the school's so good. I want us to be plus one progress. Say I want us to be gold standard. I want, I want, and I've put this picture of like the parliament I want, I want the corridors of Westminster to be talking about this gold standard of education.
[00:35:20] So, so I think, you know, they need that, don't they? They need that visionary, ambitious weather. We get there. I dunno, [00:35:25] but come back in four years, you know, let's see how we do.
[00:35:30] Julie: Do you know? That would be absolute delight. You know, and there's so much passion there, Simon. So much passion coming through and excitement of what you know, where you want to go next.
[00:35:38] And, and you know, ultimately, you know, obviously we talk about staff wellbeing and that's our focus, but ultimately when we invest in our staff and, and everything that you've talked about [00:35:50] there is positive. On our children and young people, isn't it? Yeah. They're getting the best deal. The best deal. Um, happy, healthy staff, um, who are, you know, encouraging them at all levels and, you know, you're seeing that reflected in your results.
[00:36:06] Um, 'cause we know, we know the staff wellbeing if they're there and present and, you know, well and healthy. That, that, you know, where as opposed to the [00:36:15] missing and the. And they're stressed. It's never gonna be good, is it? For our children and young people? So that to me is just a wonderful vision for what we want for the next generations, is that that's what we want to provide, isn't it?
[00:36:28] In, in our schools. So yeah, just absolutely lovely. Uh, I could talk to you all day, Simon, honestly. Um, I just, I, I love what you stand for. I love what you're doing, um, in your school and, and I'm [00:36:40] sure that people are listening to this as leaders or as staff can. Can take things, take ideas and, and you know, implement them.
[00:36:48] You've shared so
[00:36:49] Simon: much. Yeah, they're always welcome. You know, reach out to me, come and visit email anyway. And, you know, you know, get in touch. I'm, I'm happy to share anything like with kindness. No problem at all.
[00:36:59] Julie: Fabulous. Thank you. So I've got one final question. We ask the same question to all of our guests, and [00:37:05] it's just asking you for a little, few words of wisdom really.
[00:37:09] If you were able to offer our listeners a suggestion of one kind thing that they could do for themselves, do, what would
[00:37:19] Simon: it
[00:37:19] Julie: be?
[00:37:19] Simon: Oh, that's a really nice question. So one kind thing that they could do today for themselves? Yes. Get outside. Get the sun on your face. Yeah,
[00:37:30] yeah, absolutely. Get outside that. That would be my recommendation.
[00:37:33] Get off your phone. Switch off Netflix. Get outside. Feel the. Fill the breeze, hear the birds. Just be silent. Be present, this beautiful thing. That's what I'm gonna go do now. Can't wait.
[00:37:44] Julie: Perfect. I think I'll join you, Simon. Thank you so much. It's been an absolute pleasure to talk to you, Simon. Thank you.
[00:37:54] Simon: Thanks, Julie. Best of [00:37:55] luck with everything. All the best.
