Camden Headteachers and colleagues from Camden Council came together on 15–16 January for the annual Camden Learning Headteacher Conference, held this year in Eastbourne. With representation from primary, secondary and special schools, and 45 headteachers attending, the conference provided a valuable opportunity to step away from day‑to‑day pressures and focus on shared learning and reflection.
A shared space for reflection and learning
The conference opened with remarks from Dame Jane Roberts, Independent Chair of Camden Learning, who set out the importance of collaboration and collective responsibility within the Camden system. Her reflections reinforced the strength of schools working in close partnership with one another and with the Council. This theme of shared endeavour ran throughout the two days, supported by the presence of council colleagues including Richard Olszewski, Leader of Camden Council, Cllr Marcus Boyland, Cabinet Member for Children and Families, Tim Aldridge, Executive Director for Children and Learning, and Vikram Hansrani, Director of Education Commissioning and Inclusion.
Enrichment, oracy and inclusion
A key session on day one focused on Camden’s Enrichment Pledge, led by Charlotte Dougan from ImpactEd. Drawing on evaluation work across Camden schools, the session explored how enrichment can be embedded so that all pupils benefit. Evidence highlighted the impact of inclusive enrichment on pupil engagement, confidence and sense of belonging, particularly for pupils with SEND. Discussion focused on leadership buy‑in, sustained partnerships and the importance of treating enrichment as an integral part of the curriculum rather than an additional offer.
Joseph Coelho, poet and former Children’s Laureate, led a session on the role of language and oracy in schools. Through reflection and shared examples, he explored how spoken language supports learning, identity and confidence, prompting leaders to consider how oracy is deliberately built into everyday classroom practice. The session concluded with a creative moment that brought both humour and insight to the shared experience of headship.
Practical leadership workshops
The afternoon workshops allowed headteachers to engage more deeply with key leadership challenges. In one session, Alex Yates, who was previously the Headteacher at Royal Free Hospital Children’ School, explored school absence in the context of increasing medical and psychological diagnoses. Using national and Camden data and drawing on ideas from Suzanne O’Sullivan’s The Age of Diagnosis, the workshop examined the risks of over‑medicalising absence and the importance of school culture, relationships and expectations in supporting attendance. The concept of “synchrony” was introduced to describe the social and learning connection that is lost when pupils are absent, helping leaders think differently about presence, belonging and school routines.
A second workshop, led by Nansi Ellis, focused on how agile staffing and flexible working models might support recruitment, retention and staff wellbeing. Drawing on examples from Camden schools, the session explored a range of approaches including job shares, phased retirement, creative timetabling and wellbeing days. Discussion acknowledged the operational challenges leaders face, while highlighting principles such as trust, clarity and transparency as foundations for successful flexible working.
The third workshop focused on developing middle leaders and getting the best from this critical layer of leadership. Led by Nick Zienau of Intelligent Action, the session introduced a practical framework designed to support effective leadership through what he described as “intelligent action”. The workshop outlined seven leadership tools focused on building trust, clarity and accountability within professional relationships. Headteachers reflected on how clearly defined expectations, purposeful dialogue and consistent follow‑through can strengthen middle leadership capacity, improve decision‑making and reduce unnecessary friction within teams. The session encouraged leaders to consider how they create the conditions in which middle leaders feel trusted, supported and able to act with confidence.
Understanding the wider system
Day two began with Laura McInerney’s analysis of the national education landscape. Drawing on Teacher Tapp data and national trends, her session explored SEND demand, parental complaints, shifting pupil numbers and workforce challenges. The session provided useful context for local planning and encouraged leaders to think ahead about the implications for schools over the coming year.
Wellbeing as a leadership priority
The final session, led by Sinéad McBrearty and colleagues from Education Support, focused on resilience and wellbeing. The session examined how overworking has become normalised in education and the impact this has on leaders’ mental energy. Headteachers explored practical strategies for sustaining wellbeing, including the importance of prioritisation and different meaningfully restorative forms of rest. Wellbeing was framed not as an individual indulgence but as a necessary foundation for effective leadership.
The conference closed with reflections from Tim Aldridge, Executive Director of Children and Family’s from Camden Council and Stephen Hall, Chief Executive, Camden Learning underlining the value of headteachers taking time for professional learning and mutual support. The conference reinforced the value of Camden schools working closely together—sharing evidence, learning from one another, and supporting school leaders in an increasingly demanding context. Thank you to all those who attended and contributed to thoughtful discussions across the two days.
