Meet Ally Chadwick, Headteacher at Wymondley JMI School.
Can you describe your journey into teaching and the key steps along the way?
Teaching has always felt like a vocation to me; something that runs in the family, as my mum is also a teacher. I started teaching because I wanted to make a difference. My career began in Hackney where I was fortunate to be given the opportunity to take on leadership responsibilities early.
When we first moved to Hertfordshire, I initially commuted to London but soon found a wonderful school: Morgans Primary School in Hertford. I started there as a Phase Leader and later became an Assistant Headteacher. Leading through the challenges of COVID and navigating various changes within the school certainly helped me develop a deeper understanding of school leadership.
After a few years in senior leadership, I began considering my next step. With a young family and working part-time, I still wanted to progress in my career. At the time, the role that suited me best was a Co-Headship position in a small rural school. Transitioning from a large, two-form entry school was quite a culture shock as in a small school, you wear many hats! By the end of my time there, I had gained valuable experience in managing budgets, overseeing building maintenance, and handling overall school operations.
Feeling ready for the next challenge, I applied for the Headteacher position at Wymondley JMI School. From the moment I walked in, the school had a warm and inviting atmosphere; it felt like the right fit. After securing the role, my family and I moved to Hitchin, and I couldn’t be happier with the decision.
What support do you get as a headteacher in Hertfordshire?
Even though I wasn’t new to being a headteacher, I was new to headship in Hertfordshire. So, I took part in HFL Education's Moving to New Headship programme which was incredibly practical and excellent for networking. The programme offered many opportunities to meet people from various departments at HFL and HCC, making it easier to know who to contact for different needs, such as finance or building issues. Putting faces to names made a big difference.
The support from HFL advisors has been invaluable in ensuring everything runs smoothly. It’s reassuring to know they’re there to fall back on. This support was especially important when I had an Ofsted visit during the third week of my headship!
As a headteacher, what are you looking for when recruiting new teachers?
A passion for education. I want to see that glimmer of “I love what I do” in teachers. It’s also important to understand why they want to work at this school specifically. Why not another school? I look for candidates who’ve visited the school, asked thoughtful questions, and demonstrated that they understand and align with our values and culture. Teachers should feel confident that they’ve made the right choice and be as enthusiastic about our school as I am.
I also want to hear candidates talk about what makes excellent teaching. How do they bring themselves into their teaching? What do they believe their strengths are? It’s wonderful to see teachers who are self-aware, positive, and able to articulate their skills confidently.
What advice do you have for early career teachers (ECTs)?
Starting out as a teacher can feel overwhelming, but keeping communication open is vital. If you’re struggling, talk to colleagues or senior leaders—they often have advice or solutions you may not have considered.
Remember, teaching is a reflective profession. Even experienced educators reevaluate their lessons to improve. It’s also a creative career. While structured lesson outcomes are important, your teaching should reflect both your students’ needs and your personal strengths. Embracing that creativity can make teaching far more rewarding and enjoyable.
What value do you put on Continuous Professional Development (CPD)?
CPD is essential because education is constantly evolving. If we don’t stay current with new developments, we risk falling behind. Teachers are lifelong learners, and by engaging in CPD, we demonstrate that mindset to our students. It’s not just about improving our skills—it’s about setting an example of growth and adaptability.
What do you do to support the well-being of your staff?
Supporting staff well-being starts with being mindful of workloads. Before introducing anything new, we carefully consider its impact and look for ways to balance demands. Time is a limited resource, so if we ask for more in one area, we aim to give back in another.
Flexibility is also key to fostering a supportive environment. If someone needs to adjust their schedule for personal reasons, like picking up a child or attending an appointment, we work as a team to accommodate them. We value staff as individuals with lives outside of work, and this approach helps create a compassionate school culture. Of course, adding small perks where possible also helps to keep morale high and go a long way in maintaining a positive and supportive environment.