Change inevitably happens. Change is difficult. I can help.
As an ex-Head, serving Governor and Senior Leader for over three decades, I am keen to help schools be as good as they can.
In my experience, much INSET and professional advice are not fit for purpose: too often, they use language and theory divorced from the lived realities of staff. I have deep experience of change management and crisis management. I can offer INSET across a range of key school areas, whether that be: Training HODS; Running meetings effectively; Dealing with difficult staff or parents; Effective Governance or Creating effective policy documentation.
My personal experience, and network of outstanding colleagues and contacts, mean, I and they, can be utilised as a resource to help schools be creative and efficient.
The narratives below are all recent and real. Please contact me, if you would like to have an initial conversation by phone.
PMK
Post inspection action plan.
******** quite unexpectedly failed its inspection. It appealed the judgement, but the appeal was turned down. It was clear that there was a collapse in confidence and that a systemic review of what had gone wrong was needed and an action plan which would satisfy the inspectors. An interim Head was appointed and decided the best way forward was to ask two experienced Heads to meet with SLT and the staff and advise on the way forward. I, with a member of my team, were employed to help the school review its policies and procedures. We also advised on how they could enhance their governance structure.
Appeal panel members.
******* had expelled a pupil. The pupil’s family appealed the judgment. In line with the school policy, the Chair of Governors had to form an appeal panel. The panel needed to be experienced, objective and fully acquainted with such situations. They called upon us to provide seasoned panel members.
Introducing more effective appraisals?
The Head of *********** was keen to introduce a more effective appraisal system. The staff were very suspicious: it was felt that the process would be much more likely to succeed if the proposal could be discussed openly with outside experts who could provide models of appraisal and their efficacy. But it was vital that the experts came from the teaching community. I was called in, with a fellow, ex-Head to promote the value of appraisals and suggest effective models which upheld the trust and dignity of the staff while also preventing complacency.
Is our Oxbridge preparation fit for purpose?
The Head of school *********** became increasingly concerned that the Oxbridge preparation for the students was no longer fit for purpose. The team running the provision were understandably sensitive to the criticism but the Head and SLT resolved that change was essential. It was decided that the most effective way to assess the strength and weaknesses of the provision was to commission a review with specialists who could visit the school, discuss provision with pupils and benchmark the existing provision against equivalent school cohorts.
Effective professional development.
The Bursar of school **********, on reviewing the CPD budget, came to the conclusion that a good number of courses for the staff were not really cost- effective in terms of actually improving good practice. Courses on, for example, ‘Dealing with difficult parents’, ‘How to run an effective meetings’, ‘Effective Time management’ had become tick-box exercises and the provision formulaic. She came to the view that it would be much more effective to use members of our team to produce bespoke sessions. The team could also avoid some of the jargon which bedevilled many of the courses attended by teachers.
Reconsidering school governance?
The Head and Chair of school ********* were keen to review the composition of their Governing Body. Fortuitously, the cycle of appointments was such that a good number of vacancies had occurred. They sought the advice of a team of Heads who had experienced a range of governance structures and could provide an effective overview of the school’s needs from a governance angle.
Marketing research and recommendations.
School ********** was nested within a hugely competitive catchment area. It was aware that potential parents would visit at least three or four rival schools, all equally accessible by public transport. They needed a comparison of their rival schools’ ‘Open Mornings’ and recruiting paperwork, so as to market themselves as effectively as possible. They, therefore, commissioned secret shoppers, experienced in school marketing who could give dispassionate recommendations on how to enhance such events.
Is your website working?
School ************* decided to review the efficacy of its website. It required advice from experts on how efficient the website was. They were aware that our team comprises a huge range of experience and could provide detailed advice on how to improve and develop the school’s website profile.
External marking review.
The new Head of school ************** inherited a marking and reporting structure which she felt was no longer efficient. Given that it had been designed by her SLT, it was difficult to challenge without causing tension and division. She decided to commission an external review which could be presented to her governors and SLT.
Key post interview panel selection.
School ************ was seeking a new Head. It comprised a Junior and Senior section. It was keen to have an interview panel which was experienced, at both levels.
The following are a few of the encouraging words that colleagues have kindly sent me.
Please let me know if you’d like to read additional letters of endorsement in full.
“Paul was an exceptional Headmaster at St. Anthony's Prep School, in London. His dedication to fostering a nurturing and challenging educational environment was truly remarkable. Under his leadership, the school thrived, and his commitment to the well-being and development of the pupils was evident in every aspect of his work. Paul's visionary approach and tireless efforts made a lasting impact on both the school and the lives of the children who had the privilege of being under his guidance.” Irfan Latif
“Paul’s grasp of strategic challenges facing schools is first rate. He combines a clear vision with the kind of pragmatism which leads to invaluable advice on bringing out the best in staff and pupils. I am sure his advice and counsel will be much in demand in this new phase of his career” Simon Lewis
“Paul Keyte has an incredible thirst for nurturing enquiring minds in young people. Taking the old adage of being able to judge the quality of someone’s mind by the calibre of the questions they ask, Paul is very adept at encouraging students to believe in the value of their intellectual ideas, thereby freeing them up to see their educational journey as an adventure to be embraced with no limits to where the ‘destination’ might be - Growth Mindset personified!” Antony Hudson
“We are a successful State school with a long academic tradition, part of which is securing Oxbridge for as many of our pupils as possible who are academically able and personally suited. Identification of the first group is more straightforward than development of the second: for that we need extra help from someone who has experience and clout. Paul possesses both qualities in abundance and he has become an integral part of our offer.” Paul Stubbings
“I was honoured to serve on the Pastoral Board of St Anthony's School for Boys when Paul Keyte was Headmaster there, and to witness over many years his commitment not just to the school community by to every individual, especially the most vulnerable. He delighted not only in every one of his pupils, but in every member of his staff. Chatting to Paul recently it was clear that creating happy, inspiring, effective and fruitful learning environments remains his passion, central to the way he thinks and lives. I hope he will be working in, with and for schools for many years to come.” Maggie Fergusson