When it comes to school improvement, one truth cuts through every model, framework, and strategic plan: people make the difference. And yet, one of the most challenging annual processes leaders face is deciding who is best placed where — and when — to ensure both staff and pupils thrive.

In a recent Leadership Matters webinar, Ambassador Simon Jackson, an experienced headteacher of 15 years, shared the simple but powerful process he uses every year to align staff strengths, school needs, and individual aspirations. His approach is calm, transparent, and deeply human — a perfect example of LM’s belief that leadership matters because it shapes culture, performance, and wellbeing.

This article distils Simon’s insights into clear guidance you can use straight away.

Why This Matters: The Foundations of Culture, Climate and Discretionary Effort

Simon begins with a reminder that underpins all Leadership Matters work:
Leadership creates culture. Culture creates climate. And climate drives discretionary effort.

When staff feel valued, trusted, supported and aligned with the school’s vision, they willingly go the extra mile. Simon’s staff allocation process is designed to achieve exactly that — by involving staff early, listening deeply, and making placement decisions with fairness and clarity.

Rather than last‑minute reshuffles or opaque decision-making, this process makes staff feel part of the journey. And when people feel seen and appreciated, they will often give more than their contractual minimum — because they care.

How the Process Works: A Simple, Thoughtful Framework

Simon’s approach centres on one core principle: talk to staff early and with honesty.

Each February, he sends staff a simple template that opens up a reflective, two‑way conversation. It includes:

1. A section for colleagues on fixed‑term contracts

They can express:

Whether they’d like to stay on

Career preferences

How the school could support them

Importantly, Simon is transparent that continuation cannot be guaranteed — a kindness that allows staff to plan their careers realistically and reduces anxiety.

2. A ranking of preferred year groups or roles

For permanent staff, everyone ranks all year groups (1 to 8 in a two‑form primary with nursery).

This reinforces a positive cultural message:

“We are teachers — not Year 5 teachers, not just Early Years teachers. We grow through varied experience.”

Secondary schools can adapt this easily — for example, ranking Key Stages, subject sets, or qualification levels taught.

3. Three reflective coaching-style questions

These unlock honest, developmental dialogue:

What have been your biggest challenges this year?

What could I or SLT have done differently to support you?

Are there any other aspects you’d like to discuss (subject leadership, working patterns, career aspirations, moving on)?

These questions elevate the conversation beyond logistics — supporting staff wellbeing, professional growth and mutual accountability.

Inside the Conversations: What Leaders Learn

These meetings aren’t a box-ticking exercise. They reveal insights senior leaders often miss, such as:

Hidden challenges in year groups they thought were running smoothly

Staff experiencing success but craving validation

Teachers considering career moves long before official deadlines

Opportunities to offer CPD, coaching, or pathways that retain great people

Simon shared a memorable moment when an exceptional teacher said:

“Simon, it’s great that you trust us — but it would be lovely to see you in our classrooms more.”

Even the most capable staff want to feel noticed. This process helps leaders calibrate their time and attention accordingly.

From Preferences to Placement: SLT Decision-Making

Once all forms are in, Simon collates staff preferences into a single grid. Crucially:

He does not share the personal reflections with SLT

He does share the preference rankings

SLT members each propose a first-draft scenario for staffing next year

They compare notes to identify patterns, logic and alignment

Two or three alternative scenarios are drafted before finalising

By late March or early April, well ahead of many schools, staff usually know where they are heading the following year.

This has a huge impact:

Teachers can observe their future pupils in a low‑pressure context

Relationships begin early, reducing anxiety for staff and pupils

Leaders gain months of clarity around recruitment needs

Staff feel secure, valued and trusted

It’s not just a process, it’s culture‑building.

What This Looks Like in Practice: Calm, Predictable, Human

This method is intentionally simple. It reduces uncertainty, avoids rushed decisions, and gives staff voice without handing over control. It also addresses:

Retention: staff stay longer when leadership is transparent

Professional growth: varied roles build mastery

Trust: people feel heard and included

Wellbeing: reduced last‑minute change lowers stress

Recruitment: early insight prevents May‑31st panic

It’s a system built on fairness and mutual respect, not on entitlement, assumptions, or guesswork.

What Leaders Can Do Tomorrow (The “What”)

To bring this approach into your own setting, here are five practical takeaways:

Start the conversation early
Don’t wait until summer. Early reflection builds clarity and reduces pressure.

Ask the three questions
They open honest dialogue and reveal what staff really need.

Make everyone rank all options
This encourages fairness and reinforces collective responsibility.

Share scenarios early
It helps staff prepare emotionally and professionally, especially introverts.

Protect humanity in the process
Listen with empathy, follow up on concerns, and remember that culture is built one conversation at a time.

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