Margaret Chapman is Headteacher at St Albans Girls' School
Can you describe your journey into teaching?
I always wanted to be a teacher and impart my love of rocks and the landscape to all! My undergraduate course in Geography and Geology only cemented my career aspiration and so continued directly from my undergraduate degree to a PGCE programme, both at Aberystwyth university. I was the first person on the course to gain employment in North London, far removed from West Wales and the rest is history! Remaining in North London for half my career and then for the last 17 years moving into Hertfordshire afforded me a great breadth of different leadership opportunities across the curriculum and pastoral realms, from assessment to timetabling and safeguarding, whilst also afforded wider opportunities including London Challenge and school to school support which I continue today.
What support do you get as a headteacher in Hertfordshire?
The guided programme for aspiring Headteachers when I was deputy head in north Hertfordshire was really superb in gaining an insight into life as a Head and the first year mentoring/coaching programme with a serving Head was a great opportunity to talk through issues in my first year of headship. Subsequently, it is the quality of Heads in Hertfordshire both locally and further afield which ensures that there is always great wisdom to call upon if stuck or unsure, as well as superb support from HFL and their high quality team
As a headteacher, what are you looking for when recruiting new teachers?
Passion, enthusiasm, subject knowledge and empathy - key qualities that ensure a successful teacher.
What support is available to staff at your school?
We have a targeted bespoke programme to meet the needs of all staff from the ECT programme to a buddy system for those arriving for promoted posts, ensuring that all staff feel happy and a sense of community enhances performance. Feedback is also crucial, from staff voice to positive workload groups, wellbeing activities throughout the year and termly meetings with unions, an open communication highway is essential for all staff to feel a sense of belonging and encourage high levels of personal success.
Is there any additional support available to school staff from minority backgrounds?
We have been able to focus on positive recruitment as a result of our school’s participation in the HfL Great Representations programme which is highly endorsed.
How has your school adapted to teaching remotely during the COVID-19 pandemic?
We were very lucky to be early adopters with all staff having a chrome book and all students being able to access technology to ensure that all lessons were live online with their usual timetable, including form time sessions with form tutors and regular assemblies. Our ‘Covid keeps’ from this time have resulted in the introduction of blended learning across the school and online parents’ evenings, with flexibility to ensure that there is no barrier to student and family engagement with school and learning.
Does remote teaching have any impact on a teacher’s performance/development?
The flexibility of home learning has been great to ensure that all students can continue to be accessing their learning but in no way replaces in-school varied teaching and learning opportunities and face to face lessons from trained subject experts. Teachers of all experiences grow by sharing ideas and skills, this is best placed within the school environment and benefits the whole school community.