Obstacles? No way!

I’ve been lucky. Without much effort, for much of my life, I’ve ridden the wave of my advantages; often unaware of the obstacles building up, below the surface. OK, so I have made some great choices, and done some good work, but so many of the external markers of success have been gifted to me, through genetics, class and geography, that I have been/am often lazy. The simple power of questioning how one deals with obstacles has raised some interesting questions for me, not least on how I take advice.

The Obstacle is the Way, written by Ryan Holiday, was a gift from my friend, fellow slacker, and (more recently) critical friend, Doug Belshaw .  

I’ve been told by clients that I can get the heart of a problem quickly and turn them to advantages through action. When I reflected on this with Doug, it became clear that I do this well for others, but not so well for myself.

Reading this well written, balanced and accessible book has been an extremely useful challenge to some of my most established behaviours. Not least my tendency to turn obstacles into defensive walls that I can protect my ignorance/insecurity behind. Perhaps a result of being bullied at school, this habit means that I reflexively talk myself down. I am often able to talk myself out of more positive action, and tend to feel happier clanging up against my obstacles.

So, when I read a book like The Obstacle is the Way, I find myself forced to ask why I don’t turn my situation (often MUCH better than I think, and privileged !) to my advantage. It did this by offering learning around simple headings (see the excellent summary list in this Lifehacker review/post)

Great sketch of the book from Sachachua.com

So, why wasn’t it an easy read? Having pulled out of a tricky time (that is a euphemism, by the way!) I do struggle with the need to place the change in terms of material success throughout the book.

There is a trope in most books that find themselves in both the ‘Self Help’ and ‘Business’ sections; that ‘reflection’ on a ‘problem’, followed by ‘action’ + ‘inspiration’  leads to ‘success’. It is a very compelling vision, and one that reads so well, as it imagines us (the reader) as the hero/ine  – as modelled in the hero’s journey, monomyth, we know so well.

Like so many ‘advice’ books, the authors seek to make their arguments more compelling because of all the figures from history and celebrity littered across the book. I found this approach familiar, too pat, too easy, too deterministic.These sorts of narrative bother me – but that could be because I don’t want to make it easy for myself.. but have, perhaps gone too far, and made it too hard!

So – I am going to embrace this book and the lessons within it. Even if I don’t buy into the post-hoc fallacy, I can chose to use the structure within it to help me do good work for myself, as well as others.

I’d hugely recommend Doug Belshaw as a critical friend for other freelancers out there – and Doug can be found here. If you’d like to talk about the edtech services I offer, there is more info here and  please get in touch at eylan@ezekiels.co.uk 



Noticing when a child is ready to move toward the next stage of their development is as hard as actually letting them go. LittleZeek has just turned 11 and is currently going through her SATs. However, our eyes are looking ahead, and the next few months are all about helping her prepare for the transition to secondary school. As part of this, we have given her a GoHenry card – to allow her to manage her money better and stay safe. 


LittleZeek with her GoHenry card and the app open on her Kindle Fire

LittleZeek with her GoHenry card and the app open on her Kindle Fire

GoHenry offers a prepaid debit card service, plus online/app tools to help parents and children communicate about money. There is a parent account, from which pocket money and chore rewards can be moved into the child account. Regular transfers (like weekly allowance) can be scheduled (and stopped). Chores can be detailed and different amounts can be set for specific monetary rewards.

LittleZeek can also set savings targets, for items she really wants – which we can boost as needed. The card can be used like a normal debit card, and has contactless payments.  We can set daily and weekly limits, as well as where it can be used, Online/High St/ATMs. Importantly, parents can cancel the card with a swipe, and change passwords/pins for the child – so she won’t need to ring customer service if she loses any of those things!

This service costs nearly £2.50 per month, and we are going to test it till Xmas to see if it works out for us. You can order personalised, decorative cards  but we just went for the plain one to start with. If she likes it, uses it, and we think it is working out – we’d happily upgrade to that later. But, it is not about a card as a fashion accessory – it is a functional service. Unlike LittlestZeek (8), LittleZeek struggles with saving her money – so we think it’s worth a go!

When we set up the service online, I tried to move money around, though it wasn’t clear that I needed to wait for the card (and activation codes) to arrive before I could make use of some of the features. The online chat /help was quick and very friendly, and explained why I was struggling.

Now that the card is here, we have installed the app onto LittleZeek’s new Kindle Fire (11th birthday pressie), so she can manage the account for herself, and start to plan how she’ll spend and save her money. Hopefully, we can relax a little.

She is very happy, and a little prouder and (even) taller now that she has her GoHenry card. It doesn’t just feel more grown up, it is more grown up. Yet, like most kids under 16, she still wants, and needs, the connection to us. The GoHenry service feels like a good balance for her and for us, and able to evolve with our changing needs. So, let’s see.

In the meantime, she is now set for some of the aspects of secondary school life, ie, getting there and back safely, and paying for her ‘wants’ (as opposed to needs) without driving us nuts. LittleZeek has bike, which she can ride around on safely. She has a very basic Nokia phone (another 11th birthday pressie – but not a smartphone/no camera – as what good can come from that combination when most of the schools take a ‘ban the evil new tech’ approach to kids and mobile. I should say, I wish this were different, but given the stories we all hear, I hope my caution makes sense), and the Kindle Fire for homework, communication and fun (at home).  But most of all, she has a smart head on her shoulders. Evidence? Here it is…

This week, I packed her off to to a local class on her bike. On her own. For the first time. GulpI have shadowed her in the past few weeks, hanging back further and further behind her… so she knew I was there. But this week, I waved her out the door, her mobile, and GoHenry card in her bag – and felt confident that she’d be fine.

Of course, the moment she was out the door, I completely lost it… and could not believe I’d been so crazy as to let her out on her own… freaking out about all the bad stuff that could happen,  – natch. So when I got a call from her on her mobile, to say she was fine and that she might pop into the shops on the way back… I nearly cried with relief and pride.

The GoHenry card, devices, bikes, and mobiles are great, but the best gifts we can give our kids are the critical faculties to navigate the world safely and the confidence to step forward as they grow.

Go LittleZeek, Grow!


The edtech Pull Buoy

Keeping any collective (business, school, charity, family, or cooperative) afloat is a balance and coordination of limbs, harnessed to move forward. It’s a bit like swimming. Sometimes though, you are so busy keeping your head above water that, without help, it is hard to improve your stroke. Everyone needs a swim aid at some point. 

Thanks to some brilliant local teachers, both my kids have gone swimming since the were 6 months old. Now 11 and 9, both LittleZeek and her younger sister swim effortlessly. Not so their dad.

However, as they have improved, I have really worked at it; I now have a passable breaststroke, and no longer fear open water. However, my front crawl is a disgrace. I get the end of a length gasping and complaining.

So, I am getting help, from a friend who swims extremely well. The first thing she asked me to do was swim with a pull buoy. If, like me you have never used one of these before, it is a float that fits between your thighs: to give you lift, and keep your legs still; while you focus on what you are doing with your arms – the bit of the stroke that ‘pulls’ you through the water.

Today, during my first UK open air swim of the year, I discovered the power of this simple tool. As I did not have to worry about my legs, and could concentrate on what I was doing with my arms I discovered that I was wasting lots of energy removing my arms from the water; they were dragging me down and back.

As I swam, I realised that this is a lot like the work I do with my clients. I help them to focus on one aspect of their work, often taking some of the heavy lifting , so that they can concentrate on pulling themselves up and ahead.

For example, an edtech client was struggling with sales, and while we looked together at how the service could better help schools; I did some targeted work with part of the team on the way they communicated with teachers, building campaigns and learning in the business. This released the MD to work on harnessing the many strengths of their offering, and within the team, to move forward more positively.

Like psychotherapists, I think those offering critical friend services should experience it too. I’ve been really lucky to get some excellent support from Doug Belshaw, who has been helping me rebalance and, as a result, offer a better service.

Being a critical friend is not just about kindly pointing out what is wrong, or jumping in to fix a problem. It is about adding a little lift to a ‘dragging’ limb, and ensuring that each stroke takes you closer to the goal. As a recent client said:

“It was priceless! …There was huge value in gaining the overall view of the business from critical friends… of what should be obvious, but when you are in the thick of it, is hard to see.”

If you’d like me to be your ‘pull buoy’ , and support the work that you do in the education sector, then please get in touch.

In the meantime, I will continue to work on my front crawl. Happy swimming.

3 Reasons NOT to be a FreeSchooler

I recently had two prompts to reconsider my experience of leading a free school proposal a few years back. If you are even thinking of it, (perhaps feeling inspired by the recent TES/NSN campaign/confection) and you are an individual, then this post is for you!

Laura McInerney contact me about an article she was writing, that appeared in the Guardian as “How the Tories picked free schools: chaotic, inconsistent and incompetent”. In talking to her I realised that something I had tucked away in a box marked ‘Danger – Do not Open – painful memories within’ – was full of useful lessons I had not shared. Beyond my resentment was a fear that the harm I exposed myself to, was being inflicted on others.

Like so many people, even those who were successful, for me the whole process was incredibly painful; and I recommend Toby Bloom’s article here, for a broader view of why the process itself is hard.  But lots of good things involve must involve pain and suffering, right? Wrong. I’d suggest that this sort of masochism is not good for most (good) people.

Someone else asked me how much it cost to apply – which was such an impossible question to answer simply in general terms, that I decided to write this post to add to those I wrote closer to the bid. The advice that follows below purely personal – and does not dwell on the rights and wrongs of this policy – but might offer a reality check to anyone thinking of jumping in.

The odds are against you and the house always wins

Not only is this process closed to proper and helpful scrutiny, it is part of a genre of government bids processes that would make Kafka question whether he was up to the job of parodying them. Read Laura’s article. It is a bad process, and those of us who believe in better education, for whom the process is intended, should have been better consulted and considered in it.

Obviously it is a competitive process, and the likelihood is you will not be successful, however good your application and ‘right’ your cause.

But, what really hurts is that you will not see the dice rolling, or watch the deck being dealt. You will see ghosts of logic, and wisps of decent explanations for decisions, but will feel out of control… cos you will be. This is a rollercoaster – and from the moment you announce, your hands might be on the tiller – but the currents are stronger.

Even if your application is approved, that is no guarantee of you being the masters of your own school.

It will cost you more than you can afford

Not just in terms of money, though that will be part of it. Even if you are used to protecting your family budget, and the time you work, the expectation and sheer gravity of this endeavour will pull in more than you can allow for.

If you have savings, or advantages (in terms of capital, social connections, favours etc) you are going to find them being hacked into on a pretty regular basis. Unless you are very financially secure, with a great job and understanding bosses (or board members), with a whole community of people to support you (over 30 hard and fast friends) … then you are in for a loss.

Of course, I should have been smarter, and ignored the advice from NSN and others, that the more time and effort we commit to the project, the greater our chances of success. This was rubbish, and I should have known that. I risked too much, and lost even more. But, it’s easy to beat myself up and see all the mistakes in retrospect. I was passionate and committed to the project. So should you be.  Be ready to lose and protect your family and those things you love, too.

Your authentic voice will be lost

You are going to have to talk a great talk and become part of a government policy – and become part of the national and local political debate. You will not be able to say how hard anything is, or question the few organisations in a position to help you (the NSN, for eg) because they are the gatekeepers and they are all deeply political.

You will be on show all the time, and your network will want to know all about ‘your’ freeschool – and it will seem like you are having to pitch it constantly, making out that everything is going great – cos, positivity breeds success, right? Except that this sort of ‘spinning’ is not going to be good for you longer term – trust me!

So What?

Of course, there are lots of possible fixes to these problems – and I’d urge you to find those that work for you. If you’d like help from me squaring the circles, please see my services here. Otherwise, I work in the open, so share your questions or thoughts below.

To all those who might think these points are a product of sour grapes; you’ve got me wrong. But more on that in future posts. Partly to support my own mental health, I have notched my foray into free schools as a failure – but one that I am also kinda relieved about.  Applying to set up a free school nearly broke me, but I learned a great deal and am even more focussed on the principles that underpinned our bid.

I do believe we need new schools, and some genuine innovation in the education system.  I am sorry that free schools have not been that vehicle, and am now exploring other ways to do this, especially looking at how open badges and blockchain technologies can help disrupt and improve our vision for a better education for our kids. If you’d like to talk to me about that work, I’d be happy to do that too!

Do you think my points are true? I’d love to hear about your experiences if you are thinking about doing this – or have already been though the free school journey. Thanks for your time.

School Communication under the microscope

It is one thing to want to make change, but to maintain a focus on impact: it takes respect, discipline and patience bring a team with you on that journey.

As of our meeting last night, ‘Improving School Communication’ is now part of the strategic planning at the school at which I am governor. Which is great, but not enough. 

We’d like to invite others to help us research this better, and help us test the hypothesis that we can balance our work better, if we change one variable. Help us learn how better communication makes schools better.

Although, we agreed that good communication, like healthy arteries, makes for a healthier organisation, it was a matter of faith that it would have benefits for teaching and learning, and for the administration (& even the finances!) of the school. Faith in my experience, and in the statements of others. In reality, there was precious little evidence for tangible impact on school life. We want to change that.

Understanding an ecosystem requires a bit of distance! Tx to Parents@Play.com for the use of this image.

We agreed to start a major communication audit of the school, and explore the blocks, wins, and opportunities that exist now. As I have said in previous posts, about the scope of the work and the nature of some of the problems with school communication, there is a problem of objectivity.

We need outside help from expert researchers. This post is an open call for academics, perhaps from Oxford Brookes University or Oxford Department of Education (or both!) , to join us in this work. It is a hot topic, with a poor evidence base – and a real opportunity to make a direct impact on the quality of teaching and learning, as well as the workload of staff in schools.

If you are interested, please get in touch with me at eylan@ezekiels.co.uk, or in the comments below.

Also, please get in touch if you know of some good research, or sources, tools or evidence we could use to help us on our way: we’d also welcome those! We can’t be the first school to do this, and I am sure that some if this is out there, but hard to find.

If you are also just interested in this topic, thanks for reading this far and watching us on our journey. I hope we can make it useful for others, so let me know what might help you and your school.

Day Zero

All too often, we find ourselves in organisations doing the work, without thinking about why we are doing it. As a consultant, I am often asked to help organisations change and do new work. Quite often, this starts with trying to fit the work strategic goals and vision. To help them do this, I have developed a simple workshop approach which carefully builds focus and effectiveness. And… it starts with a bit of imagination and a bang.

Imagine your place of work: the organisational HQ, offices, registered address, server farm; or whatever physical structure constitutes your business.

Imagine that, for good reasons, that the building is empty of people/life, and that no one has left anything of personal value.

Then: one night, totally unexpectedly, the whole building is destroyed. Boom!!!


The next morning, all that is left is a smouldering pile of rubble.

Nothing is spared. Every document burnt, (including articles of incorporation, contracts, etc), all digital files and networks lost (backup access is lost – and cloud storage is no longer available – for some reason).

Collapsed roof. Gas leak. Structural deficiencies.  Insurance will cover everything. Everyone who works there now can get new jobs and clients/suppliers will be ok. (Depending on the organisation, geography, the nature of the business, sensitivities in the news, I normally spin a story that matches the place and people.)

It’s all gone. Nothing left. Your business has disappeared overnight.

You’re not out of pocket. No one was harmed. Life goes on.

SO, what would you do?  Would you rebuild? Is it worth it?

Does your work mean anything more than the exchange of money, emails and responsibilities. Does your organisation/business not being around really impact the world in a negative way?  

Is there anything worth recovering that means anything more. Commerce is not enough. Legacy / nostalgia are not sufficient to justify the effort of starting again.

It’s Day Zero. You can start anything. 

But what does it matter? Where are the values? Is there clarity about your purpose?

The answers tend to release all the positive energy in a group and and is all comes down to clarity of values and a real purpose. Building brick by brick.  All the work I do starts there. Once this conceit in in place, it provides the structure for doing the work that my clients need.

This is just one of the workshops I use, and a glimpse into why so many clients trust my approach to their organisational change and the work they do.

If you’d like me to bring this model, or my expertise in education and technology, to your organisation, please get in touch.

Wrong Headed Jobs

The people the DfE are recruiting and contracting to bring about educational change are not only unhealthy for the schools they work with, but part of the reason policy is so out of touch with teachers.

Premier New Schools advert

Premier New Schools advert

This advert from Premier New Schools exemplifies the problem. It is from a company that provides the DfE with the people to push academies and free schools though. By subcontracting this work out, free schools and academies can get through the hoops that the DfE place before them. But is this right?

This quote captures the problem:

Clients love you because they can count on you being there for them and because your charm is matched only by a herculean capacity for work. Nothing excites you more than being presented with an intractable problem or an impossible deadline. You are master of the process but still find ways to improve on every free school or academy project you have worked on. If you have one fault it is the absolute intolerance of the work shy, the pessimists and above all those who do not attend to detail.



As you can see, it assumes that there are people who will do an unreasonable amount of work in a Kafkaesque processes, without concern for those who might see problems with the insanity of the process.

I was talking to a colleague recently about the challenges of school life that come from bullying and poor management of staff mental health. We noted that all too often, those who are least able to keep a good work/life balance, protect their colleagues, and see change as an opportunity for self advancement rather than put the needs of the school first, seem to make it through to leadership roles.

My friend told a story of a colleague who had ‘lost-it’ and was being disciplined for shouting at a Yr6 child, pre-SATs. Of course, this lack of professionalism was wrong and disciplinary acts are entirely appropriate. However, we noted that the long term abusers in life, and at school (of adults and children) rarely get caught; because they are adept at hiding it within roles and activities that seem to allow them to turn their stress addiction into a means of professional advancement.

Of course, not all heads are like this, but we’ve all met some who are. And many of them jump from school to school, and end up advising others (often because governors have got rid of them as soon as possible, once they have made it out of RI, or similar travails, following complaints from within the staff).

So, these people are out there, with seemingly great CVs, hiding poor management styles and unhealthy working practices. They are the very people that would agree to implement a crazy policy, ignore evidence, agree to take on work that the rest of us would say was insane, and push colleagues beyond breaking point.

I am sure there are people who will apply for this job out there. They are the very people ministers need to see their plans to reality. Attracted to power, for the sake of power, these people are least able to manage or lead change. What shocked me about the advert quoted above is how thinly veiled the call is to this type of person.

With the news full of Nicky Morgan’s evidence that Gove did not have monopoly on ideological madness, it seems that we have more madness ahead of us. We should challenge, not only the ministers and their SpAds, but those that accept and recruit anyone but the best candidates for the schools and communities that need help.

We need more ethical, empathic school leaders to advise government and implement policy,  who can manage the health of others as well as themselves.

Less Czars and more Carers.

School Audiences and Channels

I’ve been trying to map the communications at the school I’m governor at, in order to help understand how we can improve this aspect of the school strategic direction. I’ve already posted on how terrible most school communication is, and part of the problem is that it is rare for schools to look at this as a distinct part of their work.

It has been quite a shock to note how complex it all is, so I’ve created a few images to help discuss our plans. I’d love feedback on these and hope that they might prove useful to other governors and school leaders. These images were created using Bubbl.us which is a quick and colourful tool for mindmapping. I’d love to see examples or suggestions of how to improve the presentation of this information, but these are a first draft, so forgive my visual ineptitude.

This first map is an attempt to capture the possible audiences for school communication. It is not a complete picture, and the last few nodes are examples to aid discussion. We hope to start crafting messaging that is more appropriate to each audience; in terms of the content, timing and method.

Primary School Audiences

This map is an attempt to look at all the ways schools interact with the world. Again, the last nodes are not a complete list but an indicative example. We are hoping to match the right channels to the right audience, and ensure that, as governors, we can quickly review the operational decisions of SLT to improve communication in specific strategic areas. That is going to take time – but we hope these tools will help us

Channels + examples

Channels + examples


I hope these are of some use to you, as they are part of our journey to improve school communication. I will carry on sharing as we go, of course.

Parent Governors are Dead, Long live Parent Governors

It’s time for a revolution in School Governance, one that is driven by us, and our communities, rather than politicians. 

It seems that changes to the governance of schools are coming, whether we want them or not. As a new parent governor, I have been both shocked and disappointed by the proposals by Nicky Morgan to ditch us mere parents on governing bodies, for more professional governors. I am disappointed, not just because the politics behind, and of this policy are bad, but because they miss a chance to bring real accountability to our schools – from representative democracy towards direct democracy. It is time to make school governance more open, to make better use of technology and to be run for the children and local communities they are part of.

On my induction training as a new governor, I questioned how the role of parent governors related to the views of the parent body. What responsibility do we have to gather the views of parents, communicate with them, or even bring parent concerns to Governors meetings?

The answer is none. Like MPs, parent governors, once elected, are free to apply their own views to the governing body. Like MPs, they are held to account after 4 years. But, although all governing body papers are available, most of what school governing bodies do is in the dark; in the evenings, and out of view. Made worse, by terrible school communication and the transient interests of parent bodies, parent governors often fail to effectively represent their constituents.

Like traditional democracy, the representation in schools is due disruption, by technology and the communication tools and challenges to openness it affords.

Schools should be better at communicating the work they do, as I’ve argued before, and to being more open.

Schools should be governed for the community they serve, in the context of that local area. As we see the final stages of the destruction of local authorities, it is even more important that schools (especially those smaller academies and MATs) to investigate how they can demonstrate their work matches their communities.

Schools should be using services like Loomio, where a community can respond directly the issues that relate to them. Even the UK Government allows us to petition for issues to be discussed. Many councils are now inviting local residents to vote topics into agendas and this is as it should be.

Image from Buzzle.com – no attribution or licencing found, so I am happy to remove or cite, if this information is provided.

While I do not think we can move to direct democracy overnight, I would like to see our schools (including the one I help govern) to move towards making use of all available communication channels to help the breadth of the school community have a voice at the governing body.

I also think it offers a way for children to add their voices to the running of the school,

This does not change the fact that decisions need to be made, often with consideration for privacy and safeguarding, and that the Governing Body might have to do something that goes against the views of the majority of parents. However, that should be done in the open, and governors should be accountable for those tough choices.

I wonder how the cooperative movement could be doing more to lead the importance of this shift, as it fits the cooperative movement’s ethos. Are there Cooperative Schools doing this right?

By governing in the open, with the parents behind them, parent governors should be skilled communicators, with the tools to help SLT to schools with their staff, parents, communities and their fellow governors.

I’m helping the school at which I am a governor work these issues through, hopefully bringing my expertise to support the evolution of a better solution. I hope to share more of this as we progress, but we’d love to know if you have experiences to share so we can do this better.

Speaking out on School Communication


See no evil, hear no evil, speak no evil... baaa!

I’ve worked in the schools sector for over 20 years, and in that time, I’ve seen a huge amount of change, though there is always a lag with the rest of society. Schools are terrible at communication, and with the tools now available to us, this is proving less and less acceptable. I think it’s time we created something better.

Before I go any further, I don’t think we need to adopt off the shelf solutions! I’ve been working in communication with schools for many years, in publishing, assessment, training, and policy; and schools are a clear and distinct community. Often schools are forced to take on models or products designed for business, such as the introduction of interactive whiteboards. Rarely do schools take the initiative to get ahead and create something that works better for children, teachers and their school communities. Nowhere is this gap more evident than in terms of school communication. But that also makes it a huge opportunity.

Most schools (especially primaries) are at least 10 years behind a similar sized business/organisation. Over the next few posts, I intend to explore some of the issues around this, and suggest some ways things could be improved. I want to start by pointing a finger at the inertia in how we view schools.

We all love our schools, right? Like the NHS, our local school becomes a place where we invest a huge amount of faith, trust and hope. As the work of schools is a mystery to most people, we assume that things are as good as they can be, unless they are faced with evidence to the contrary (inspections, ‘data’ or reputation). Teachers are stressed, overworked and .. well, I need not finish that list. No one wants to add pressure onto our increasingly politicised schools.

Which might explain why we put up with such crappy communication.

Does any of this look familiar?

  • A clutch of scraps of paper coming home in school bags
  • Letters home about trips with essential information missing or wrong
  • Teachers not available or contactable except during working hours
  • Notification of events at school at very short notice
  • Announcements made about changes to school life, without consultation
  • Staff meetings where there is no agenda, no minutes, and no follow up
  • Parents not sure who to talk to about issues or how to raise different topics
  • Slow or no responses via email from the school (messages not getting through)
  • School calendars rarely reflecting actual life of school
  • Staff struggling to manage all the information and data required of them

It would be bad if I was pointing the finger at teachers. But I think this is a problem for all of us. This might seem obvious, but most complaints, disciplinaries, failings, and causes of bad feeling are down to poor communication. So, Governors, Parents, Suppliers, Partners, (etc), all have a role in taking this forward. We should ask what we can do to make it better (more on this in later posts).

Yet schools rarely tackle this area as a specific issue for improvement, despite the fact that it would have a huge impact on the quality of teaching and learning, staff wellbeing and economic viability.

Over the next few posts, I am going to look at:

  • why it matters (enough to prioritised alongside T&L initiatives)
  • who schools communicate with and how
  • where communication could be improved

So, what is your experience of school communication? Is it great where you are – and if so, what are you guys doing right? What sort of problems are you seeing? What support is out there?