This blog is a reflection of the coaching conversation between Steve Playford, ASCL leadership consultant, and Sarah Holman, Headteacher at Eggar’s School, during her first year of headship. The blog reflects on the key questions Steve asked Sarah during the coaching sessions and Sarah’s recollection of the impact it had on her learning as a head. 

The conversation may resonate with those in their first year of headship, aspiring headteachers, or those reflecting on their leadership journey. ‘Surviving and thriving’ the first year of headship takes a lot of energy with headteachers put into many situations for the first time. Having a coach can help you think through the challenges and deal with the personal emotion of stepping up.

This blog aims to connect readers through shared experiences, reflections and lessons learned.

The coaching conversation
Congratulations, Sarah, on successfully completing your first year as a headteacher.

Steve: Sarah, when you were a deputy, having just been appointed, you sought coaching independent of your colleagues. So, you reached out to ASCL for support, and several coaching sessions later, here you are – completing your first year! This has been a year of firsts, where you not only built competencies in headship but also moved past any imposter syndrome.

My guiding advice for any new headteacher is simple: "Be a Head." It’s essential to adopt the mindset of a headteacher well before the role begins, realising that the transition from deputy to head requires learning, thought, and effort. 

In coaching, I posed many questions to help you progress in your thinking and problem-solving. Here are the key questions I believe were pivotal to your development.

1. What are your top three goals for your school in the first year?
Sarah: As a new head, it can be overwhelming to know where to start, so focusing on the top three goals proved invaluable. I spent time reflecting on this question, ultimately linking my goals to our school’s three core values: 

• Belong (Goal 1: highest engagement)
• Aspire (Goal 2: highest expectations) 
• Achieve (Goal 3: highest outcomes)

These guided all my actions and became central to our School Improvement Plan. Feedback from staff, trustees, and Ofsted confirmed that this clarity has been effective. Once I established my top three goals, I felt empowered and ready to lead with a concrete plan.

2. How are the ‘first’ experiences shaping your role as a headteacher?
Sarah: I knew Year 1 would be filled with ‘firsts,’ from initial greetings to staff and students, to my first INSET day and first duty on the school gate. There was pressure to make these moments count, knowing I wouldn’t get the chance to redo them. Through coaching, I learned to approach each ‘first’ by preparing, acting, and then learning from the experience. For example, the coaching helped me plan my first day, down to where I’d be during lunch. This attention to detail helped me visualise the type of head I wanted to be. It’s not only about what you say but also how you say it and how you act, setting the tone for the school community.

3. Are you managing the balance between focusing on students and handling daily in-tray tasks?
Sarah: Coaching has been essential in creating headspace amid the noise of emails, to-do lists, and meetings. Early in each call, you would bring me back to my ‘vision and values’, Steve, helping me refocus on what matters most – teaching and learning. Reflecting on my priorities, like Year 11, allowed me to manage other pressing areas without losing sight of the core mission. Although there were times when I felt too busy for coaching, I quickly learned that these sessions were vital for maintaining a healthy perspective.

4. Are you asking critical questions about areas needing improvement without appearing authoritarian?
Sarah: Early on, I discussed with you my desire to make changes, recognising the importance of drawing on my previous experience in people and change management. Reflecting on my past leadership successes reminded me that while I need to “Be the Head,” I’m still myself, bringing my own skills and style. Effective leadership isn’t about adopting a new persona but applying existing strengths on a broader scale. My staff need to know what to expect from me: strong, prepared, and empathetic leadership. Taking the time to plan and script my messages has been a crucial aspect of gaining trust.

5. Is the line-management structure and meeting schedule driving improvement effectively?
Sarah: This question prompted swift action, as I realised the existing structure didn’t provide the insights I needed. Building accountability and clarity about roles has been key. Effective distributed leadership takes time, but robust systems and processes have kept me informed, helping to build a strong culture of shared responsibility and improvement.

6. How are you ensuring your own wellbeing during the school day and in the long term?
Sarah: Wellbeing is a recurring theme in coaching, and I was grateful, Steve, for your gentle reminders to prioritise self-care. Your advice – from planning holidays to setting aside time for family – reinforced that looking after myself is vital to long-term success in headship. I’ve come to see these moments of reflection as essential, not optional, for sustaining both my passion and resilience in this role.

 

Steve Playford is an experienced ASCL consultant, Fellow of the Institute of Leadership, Resilience at Work trainer and accredited coach. Steve leads the ASCL New Headteacher Development Programme, runs workshops at ASCL conferences, has coached many aspiring and new headteachers and has ten years’ experience as a headteacher.

Steve also runs the ASCL Tailor-made coaching programme and toolkit Being a Head: Prepare, survive and thrive in early headship, designed for leaders who want to develop the skills – find out more here. 

Are you new to headship? Our Conference for New Headteachers 2025 is set in the context of the first 100 days of headship and beyond, and will help you establish a firm platform for balancing the creation and delivery of your vision for your school with the everyday challenges and demands of your new role. Find out more here.