Jen Alford, headteacher at Malvern Wells CofE Primary School, speaks candidly about the realities of overcoming imposter syndrome, building strong teams and maintaining work-life balance in the demanding role of headteacher.
What was your journey to headship like?
I started teaching in Coventry and became a standard leader within 2 years. I never aimed to be a headteacher, my goal has always been to be the best classroom teacher I can be.
When I first joined the school I’m now headteacher at, I began part-time, covering maternity leave. I transitioned smoothly to full-time after having my son, then became early years lead, then assistant head. When the headteacher retired, I was asked to step in as acting head, despite not having ambitions for the role. I said “yes” because I was driven by the desire to help our school reach its full potential. It’s a small rural school in Malvern Wells, Worcestershire, with 100 pupils.
Imposter syndrome is real, especially when leading a team responsible for children’s education. My journey has led me here, and I strive to be strategic and visionary, always pushing for improvement. Building strong relationships with staff is crucial to me, and I think that’s why the governors trusted me with this role.
When I started, the school had a budget deficit and faced many challenges. The reality of headship involves endless tasks, far beyond teaching and learning. Managing buildings, finances and health and safety has been a steep learning curve. I’ve learned not to try to do everything myself. Instead, I’ve built a strong team, including a business manager to handle areas where I’m less experienced. This allows me to focus on teaching and learning, which is what I’m passionate about.
How did you overcome those feelings of imposter syndrome, being new to the role?
It has definitely been a journey. When I started as head, I felt like I had to save the school and prove myself. But over the past 18 months I’ve grown a lot, both personally and professionally.
It made me realise I don’t have to do everything myself. My job is to empower and equip others to lead.
One of the first things I did was reevaluate the school’s vision and values with the team. This helped create a culture of trust and openness. I also started coaching with an executive headteacher, which has been invaluable. It made me realise I don’t have to do everything myself. My job is to empower and equip others to lead.
Being open about not knowing all the answers has also been key. I used to think I had to have all the answers immediately, but now I’m comfortable saying, “I need time to think about that.”
Finally, I’ve learned to stay true to my values. It’s easy to feel insecure around more experienced headteachers, but understanding my core values –harmony, kindness and equity –has helped me lead authentically. This authenticity is what our school community needs.
You mentioned the help of a coach, would you recommend other new heads find someone to support them professionally?
I strongly recommend new heads get a coach, not just a mentor. Coaching focuses on self-reflection, and helps you set and achieve your goals. When I started, the local authority assigned me a mentor but it wasn’t quite what I needed. So, I took the initiative and found an executive leadership coach through Facebook forums.
Investing in myself was the first step to investing in the school. I meet with my coach monthly to discuss whatever’s on my mind, from improving attendance to managing tough conversations. The key to success in coaching is being open to self-improvement.
For me, having this external support has been crucial. It allows me to ask difficult questions and seek guidance without burdening my staff. This has been fundamental in maintaining my emotional steadiness and effectiveness as a headteacher. Plus, I’ve started training as a coach myself, to pass on these benefits to my staff.
What would you say are some of the highlights from your first 18 months as a headteacher?
The highlights are definitely the children —they’re amazing and make every day special. Leading 100 kids and knowing my decisions impact their lives is an incredible privilege.
We’ve built a cohesive, trusting team where everyone is committed to the children’s best interests. Moving the school from ‘requires improvement’ to ‘good’ in 9 months was a significant achievement, and it was a collaborative effort.
Another highlight has been team development. We’ve built a cohesive, trusting team where everyone is committed to the children’s best interests. Moving the school from ‘requires improvement’ to ‘good’ in 9 months was a significant achievement, and it was a collaborative effort.
Working with parents and carers has also been rewarding. Building strong relationships with them, who know their children best, is crucial and fulfilling.
Is there anything you wish you’d known before you started the role?
It’s crucial to understand who you are and what you value. Knowing your core values helps you bring integrity and consistency to your role.
I wish I’d known more about the practical aspects, like who handles the keys, the fire alarm or the weeds. These little details are essential, and having a team member who knows them is invaluable.
Also, quickly identify your own gaps and build a team with complementary skills. You can’t do everything yourself.
Finally, get familiar with local systems and portals early on. Find a fellow headteacher nearby, who can be a go-to person for questions. Networking and support are key to navigating the early stages of headship.
How do you overcome those moments of self-doubt, when you encounter challenges you haven’t faced before?
I’ve struggled with this and I’m still learning. When that challenging email lands or I have a difficult conversation ahead, I take 5 minutes to walk away, breathe, and clear my head. I’m naturally reactive, and I’ve learned that reacting immediately isn’t helpful. It’s better to respond thoughtfully.
With staff, when they come to me with problems, I’ve realised that my job isn’t to fix everything. Active listening is crucial. Instead of jumping in to rescue the situation, I ask, “How would you like me to help?”
With staff, when they come to me with problems, I’ve realised that my job isn’t to fix everything. Active listening is crucial. Instead of jumping in to rescue the situation, I ask, “How would you like me to help?”. Often, they just want to be heard and are more than capable of solving the issue themselves.
So, my best advice is to take a break when needed, listen actively without immediately offering solutions and focus on empowering others to handle challenges. This approach helps manage self-doubt and improves overall problem-solving.
What advice do you have for trying to achieve work-life balance, when you’re working in such a demanding role?
Teaching and headship are vocations, not just jobs. It’s not a 9-5, and it can be demanding, but balance is possible. Remember – you can’t pour from an empty cup. Remove work emails from your phone and be present with your family when you’re home. Work from home occasionally to recuperate, and take breaks from emails. I check mine 3 times a day instead of constantly, which helps me stay focused and respond better when curveballs come in.
I have 2 children, so I understand the struggle of balancing work and family. The job is important, but not more important than our wellbeing. Set boundaries: I go to the gym 3 times a week and leave school by 6pm to be with my kids. If the job doesn’t fit within these boundaries, it has to adapt, not my family life.
Communicate clearly with your loved ones about your limits and stick to them. Of course there will be exceptions, like parents’ evenings. But, overall, always prioritise your wellbeing. No one else will manage it for you, and only by caring for ourselves can we be effective leaders.
Self-care is not indulgent, it’s necessary. It’s like training to be the best athlete you can be. Good leaders are good parents, partners, friends and children. All these roles enrich our leadership.
Finally, how would you describe your first year in headship in 3 words?
Whirlwind, laughter, growth.
