October 2025
I’m often asked about being approachable. It seems to be something that many leaders struggle with, either through perception or through actual barriers that are in place in many schools. Approachability is one of the most powerful (and underestimated) tools a headteacher or senior leader can use to build trust, strengthen relationships, and motivate staff. When staff feel they can come to you — not just when things are going well but especially when they’re not — your leadership becomes a source of stability and inspiration rather than fear or distance.
In this blog post I’ve put together a guide for senior leaders on being approachable and using that approachability to encourage and motivate staff:
1. Make Yourself Visible and Present
What it means: Be part of the daily life of the school, not just stuck in your office.
- Visit classrooms informally, not just for monitoring or observation.
- Be out on the playground before school, at lunchtime, and at the end of the day.
- Visit the staffroom, maybe have your lunch in there occasionally.
Why it matters: Staff (and pupils) see that you care about what’s happening in every part of the school. It builds familiarity and reduces hierarchy.
Example: A headteacher who does a “morning walk” through classrooms every day for five minutes offering greetings and genuine curiosity signals openness and accessibility.
2. Listen Actively and Without Judgement
What it means: When someone raises a concern, resist the urge to fix it immediately. Instead, focus on understanding.
- Use phrases like: “Tell me more about that,” or “How is that affecting you?”
- Don’t interrupt or rush to defend decisions. Listen properly.
- Summarise what you’ve heard before responding.
Why it matters: People who feel heard are more likely to stay motivated and to engage constructively even when they disagree with a decision.
Tip: Keep a small notebook (or digital equivalent) for staff feedback, jotting down patterns or themes to follow up on later.
3. Show Empathy and Humanity
What it means: Share your own challenges and acknowledge the pressures others face.
- Admit when you don’t have all the answers, but commit to finding them out.
- Recognise effort publicly, not just results.
- Celebrate birthdays, small wins, and milestones. Recognise the small stuff.
Why it matters: Staff are more likely to give their best when they feel they are seen as people, not just professionals.
Suggestion: Keep a “staff gratitude board” in a central location where team members can post anonymous thank-you notes. Create a culture of mutual appreciation.
4. Create Structures for Approachability
What it means: Approachability doesn’t just happen; it needs intentional systems. Don’t rely on thinking that you are approachable, put systems in place to ensure that it happens.
- Schedule “drop-in” times where staff know they can talk without an appointment.
- Use open-door hours and stick to them.
- Hold brief, informal catch-ups with staff throughout the term (not just appraisal meetings).
Why it matters: Predictable, low-pressure opportunities to talk help to build confidence when staff may have been reluctant in coming forward.
Tip: After meetings or CPD sessions hang around for a while, don’t rush off. Those “doorway conversations” often reveal the most valuable insights.
5. Model the Behaviour You Want to See
What it means: If you want staff to be open and supportive, demonstrate those same qualities. As the ‘lead professional’ you are responsible for modelling the behaviours you expect from all staff.
- Be calm and kind, even under pressure.
- Handle mistakes with grace and honesty, your reaction will set the tone for the whole school.
- Keep confidences as much as possible; reliability builds long-term trust.
Why it matters: When staff see that approachability leads to fairness and empathy, not gossip or blame, they’ll mirror that behaviour in their own practice.
6. Encourage, Don’t Just Evaluate
What it means: Use your leadership role to coach and develop, not just to appraise.
- Frame feedback as growth-oriented: “What could help you try that next step?”
- Offer praise immediately, specifically and authentically: “I really liked how you engaged that group, it made a big difference.”
- Recognise potential: show you believe in staff before they believe in themselves.
Why it matters: Approachability becomes a motivator when staff see you as an ally in their development, not a critic of their performance.
7. Reflect and Seek Feedback on Your Leadership Style
What it means: Approachability also means being open to feedback about your own impact.
- Ask yourself (and others), “What’s one thing I could do that would make me easier to talk to?”
- Encourage staff surveys or 360° feedback from your SLT.
- Reflect regularly on how your words and actions might be perceived. Give due consideration to your actions and responses, especially under pressure.
Why it matters: This is maybe the most difficult one to implement, but it models humility and continual growth. These are powerful motivators for any team.
The Underlying Principle
Approachability is not about being everyone’s friend; it’s about creating psychological safety, a culture where staff feel secure enough to be honest, creative, and give their best. As with any culture, it’s a two-way process, something that needs to be explicit and nurtured within school.
When that safety exists, motivation follows naturally:
- People take initiative because they know they’ll be supported.
- Teams collaborate because trust replaces competition.
- Innovation flourishes because failure isn’t feared.
September 2025
Being a Champion for Every Child
Today I’m remembering the words of Dr Rita Pierson, a remarkable educator and speaker, who said:
“Every child deserves a champion – an adult who will never give up on them, who understands the power of connection and insists that they become the best that they can possibly be.”
For me, those words capture the very essence of education. At its core, teaching is not only about imparting knowledge but also about building relationships and nurturing potential. Every child, regardless of their circumstances, needs and deserves to know that someone will believe in them, challenge them, and support them on their journey.
Of course, for the teacher this is not always straightforward. Some children arrive in our classrooms carrying invisible burdens—worries from home, difficulties with friendships, or frustrations with learning. These are often the children who may appear most challenging, testing boundaries and pushing against expectations. And yet, they are precisely the ones who most need a champion.
So, how can teachers embody this role?
- By showing perseverance. Even when progress feels slow or resistance is strong, our consistency demonstrates to children that they are worth the effort. Keep going, keep smiling and keep showing up. Every day.
- By building genuine connections. Simple acts—greeting a child warmly, noticing their efforts, remembering their interests—create the trust that makes learning possible. The word ‘genuine’ is absolutely key here. If it’s not genuine, they will know.
- By maintaining high expectations. Believing in a child does not mean lowering standards. It means refusing to let them settle for less than they are capable of. Our belief in them becomes a bridge between where they are now and where they can be. For some children, you may be the only person who truly believes in them.
- By modelling resilience. Children learn as much from how we respond to challenges as from what we teach. Calm persistence shows them that setbacks are not failures, but opportunities to grow. It’s ok to try again.
When teachers take on the role of champion, they give children more than an education—they give them hope, belief, and the courage to aspire. Rita Pierson’s reminder is clear: our impact as educators extends far beyond the classroom. Every teacher has the opportunity to make this kind of difference. When a child knows they have a champion in their corner, they are more likely to find the strength to overcome obstacles and to believe in themselves.
10 Questions Every New Headteacher Should Ask in Their First Term
The first term is always full of questions. From the mundane to the ridiculous, you’ll see it all. Prioritising can be tricky, so what do you do first? I’ve put together 10 key questions that new headteachers should consider during their first term.
1. What do staff, pupils, and parents see as the biggest strengths of our school?
- Stakeholder views are hugely important. This helps establish what is valued and should be preserved. There will be many positives and many strengths, and themes will emerge. Value these opinions and be aware of them as you move forwards.
2. What areas do people feel need the most improvement, and why?
- This surfaces challenges without rushing to judgments. Again, themes will emerge but be careful not to rush forward with immediate change. There are always reasons!
3. How well are our pupils progressing academically, socially, and emotionally compared with expectations?
- Attempt to gain a balanced view, mixing attainment with wellbeing. Place pupils at the centre from the start and ensure that all aspects are considered.
4. What systems are already in place for safeguarding and pastoral care, and how confident are staff in using them?
- This prioritises safety and compliance from day one. Gauge how comfortable and confident staff are in the use of existing systems and identify any gaps which need to be addressed immediately. This could identify an immediate CPD need.
5. How effective is communication within the school and with parents/carers?
- Reveals gaps in information flow and trust. This is not the amount of communication (there might be loads) but the effectiveness of communication. Does it work and does it achieve the intended outcomes?
6. What does staff workload look like, and where are the biggest pressures?
- Builds credibility as a leader who understands staff wellbeing. Addressing the pressure points effectively can significantly improve workload for many staff.
7. How inclusive is our curriculum and practice for pupils with SEND and diverse backgrounds?
- Signals commitment to equity and inclusion. Provides an in depth understanding of the effectiveness of the curriculum for all pupils.
8. How is behaviour managed across the school, and is it consistent?
- Clarifies culture and expectations. Consistency is key with this one. What do rewards look like? What do sanctions/consequences look like? How ‘pupil friendly’ is the system and is it easy to understand? Do all staff buy in to what is being done?
9. How is the school’s budget currently allocated, and what are the biggest financial risks or opportunities?
- Ensures early awareness of resource realities. Don’t assume that historic allocation is still necessary or relevant. Budget is often a case of ‘this is what we have always done’ and a reactive (or stale) budget could be hugely inefficient. If you can get an independent view, do it. Budgets are always tight, but there are always savings to me made if necessary.
10. What partnerships (local authority, community groups, feeder schools, secondary schools) are strongest, and where could we build more?
- Identifies external support and collaboration opportunities. How can you cement these relationships – what can you offer and what do you need?
If you’re an aspiring school leader or new headteacher, I’d love to hear your thoughts — what questions have you found most useful? Connect with me on LinkedIn
What I’ve Learned as a Headteacher: 5 Lessons for Aspiring School Leaders
Stepping into the role of headteacher is one of the most rewarding and challenging journeys in education. Leading a school means balancing responsibility for pupils, staff, parents, and the wider community — often all at the same time.
Looking back on my own experience as a headteacher, I can see that no leadership handbook can fully prepare you for the reality of the role. But there are lessons that proved invaluable — and I hope they’ll help others stepping into school leadership roles today.
1. Culture Eats Strategy for Breakfast
Policies and improvement plans matter, but the culture of your school will make or break them. A positive, respectful, and supportive atmosphere ensures that staff feel valued and pupils feel safe to learn. Invest time in relationships, listen actively, and model the values you want to see every day.
2. Wellbeing Is a Leadership Priority
It’s tempting to see staff wellbeing as a “nice to have,” but it’s actually central to school improvement. Teachers who feel supported are more effective, resilient, and creative in the classroom. Small actions — checking in, recognising effort, giving space for professional growth — go a long way.
3. Communication Builds Trust
As a leader, you are constantly communicating — with staff, parents, governors, and children. Being transparent about decisions (and admitting when you don’t have all the answers) creates trust. Silence or mixed messages quickly create uncertainty. Over-communicate rather than under-communicate.
4. Every Child’s Story Matters
It’s easy to get caught up in data, inspections, and performance measures. But at the heart of school leadership are individual children with unique needs, strengths, and challenges. Remembering to keep each child’s story at the centre of decisions grounds leadership in what really matters.
5. You Can’t Do It Alone
Delegation isn’t a weakness; it’s a necessity. A strong leadership team, empowered teachers, and supportive governors all make the difference. Surround yourself with people you can trust, and don’t be afraid to admit you need help. Leadership is shared, not carried alone.
Final Thoughts
Being a headteacher is demanding, but it’s also a privilege. You have the chance to shape not just a school, but a community and a generation of learners. If you’re stepping into leadership, remember: focus on culture, care for people, communicate clearly, put children first, and lean on your team.
Those are the lessons I carry with me — and the ones I’d share with anyone beginning their own leadership journey.
If you’re an aspiring school leader or new headteacher, I’d love to hear your thoughts — what lessons have you learned so far? Connect with me on LinkedIn
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Gareth Nichols 