Leadership Story: Nick Allen

Headteacher Saundersfoot Community Primary School

Who or what inspired you to be a leader in Wales?

When reflecting on who has inspired me throughout my educational and teaching career, I realise it’s not just one individual but a series of remarkable people who have shaped my journey.

Mr. William Rees, my primary school teacher, played a pivotal role. Later, he became a colleague when he took on the role of Headteacher. His approach was firm but fair, and he always managed to balance his authority with a touch of personal connection – like the time he entertained us by batting for three days during our lunchtime cricket match. His blend of professionalism and personality left a lasting impression on me.

During my secondary education, Mr. Huw Thomas, a true gentleman, further influenced my path. He appointed me as a sports team captain, which marked the beginning of my leadership journey. His support and encouragement were crucial in shaping my early leadership experiences.

In my first teaching position, the leadership team, including Mr. Mike Roberts and Mrs. Debbie Davies, recognised potential in me that I might not have seen in myself. Their belief in my abilities, coupled with their guidance and the opportunities they provided, was instrumental in building my confidence and leadership skills.

Together with my experiences as both a student and a practitioner, these individuals have inspired me to make a meaningful impact on young people and the education sector. It’s also important to acknowledge that reflection on the challenges and negative experiences in education has only strengthened my resolve to improve and contribute positively to the field.

What do you actively do to inspire and support the next generation of leaders?

Leadership today is markedly different from when I first embarked on my journey, so I make it a priority to continually evolve and refine my leadership skills. From my experience, the most effective leadership authentically centres on people. By fostering a culture where individuals feel genuinely valued and supported, leaders can inspire and motivate their teams.

I emphasise creating an ethos of “we can rather than we can’t,” which is vital in today’s world. This mindset not only uplifts and motivates adults but, more importantly, empowers and inspires the children we guide.

By focusing on these principles, I aim to cultivate an environment that encourages growth, resilience, and a positive outlook for the next generation of leaders.

As a leader, how do you model prioritising your own well-being as an example to staff?

Modelling the prioritisation of well-being as a leader involves a balance of self-awareness and proactive measures. Admittedly, there are times when I have been guilty of overworking, but I’ve become better at recognising these moments and addressing them.

For me, leading by example means being honest with oneself about one’s strengths and areas for improvement. In education, it’s common for those in leadership roles to hesitate in seeking help, but it’s essential to overcome this barrier.

To promote well-being among staff, I make it a priority to integrate well-being discussions into staff meetings and have appointed a staff well-being champion. This approach fosters an open dialogue about well-being strategies, including those suggested by counselling sessions or other support systems.

Additionally, it’s crucial to remember that not every conversation should revolve around work. Acknowledging and valuing life outside of our professional environment is important for overall well-being.

By implementing these practices, I aim to create a supportive environment that encourages staff to prioritise their well-being while also modelling this behaviour myself.

What book/professional learning opportunity/piece of research have you recently utilised to inform your leadership practice?

Recently, I’ve engaged with several valuable resources to inform my leadership practice. As part of the National Academy for Education Leadership, I participated in the TypeCoach Business Psychologist analysis. This programme offered deep insights into my strengths and challenges, helping me understand how these elements affect both myself and my colleagues. This experience complemented the concepts from Thomas Erikson’s book ‘Surrounded by Idiots’, which delves into the four types of human behaviour and their impact on interactions and teamwork.

Additionally, my journey in understanding human behaviour began with Professor Steve Peters’ work on the ‘Inner Chimp’. His exploration of neurology and its influence on behaviour has profoundly shaped my perspective on leadership and its effects in the educational field.

These resources collectively enhance my ability to lead effectively by providing a comprehensive understanding of individual and team dynamics.

What has been a career highlight for you during your time as a leader in Wales?

Reflecting on my career as a leader in Wales, several moments stand out as significant highlights. One of the most memorable was leading Hook Community Primary School through its centenary celebration. This milestone was a meaningful occasion for the school, the village, and the broader community, underscoring the profound value of village schools.

Another impactful experience was standing up for education and addressing malpractice. While it was challenging and not something I would have initially considered a highlight, it taught me invaluable lessons about myself and the nature of leadership.

Leading a primary school itself is a highlight, as it provides the daily opportunity to influence and shape young students’ lives — a responsibility I deeply cherish.

Finally, my role as an Associate with the National Academy for Educational Leadership has been incredibly rewarding. It has allowed me to collaborate with dedicated and like-minded professionals committed to making a positive difference in the education sector.

Each of these experiences has contributed to my growth and success as a leader, shaping my journey in meaningful ways.