Hannah Carter is an experienced headteacher, qualified executive coach and published author with a strong commitment to authentic, values-led leadership.
In this interview, Hannah discusses trust, attendance, recruitment, wellbeing and why children must remain at the heart of education.
Question 1
What inspired you to become a teacher?
I think it would be hard to pin down a person or a moment. I had a mixed experience of education myself, and a few key adults played important parts in shaping my future, but, on the whole, it wasn’t a system that really suited me. I have always loved learning but struggled to see the connection between that and the formal schooling I received. I wanted to be a teacher because it seemed like a role where I could have a social impact and also indulge my love of literature.
Question 2
Why did you move into leadership?
I think it is a movement that happens naturally when you are within the system and culture of the school. You want to have maximum impact, and that seemed the way to do it. It wasn’t some kind of planned trajectory or ambition to hold status; it was more about: what could I do that felt meaningful?
Question 3
What makes an effective headteacher?
Gosh, that’s a tough one. The right person, leading the right school in the right way, I guess. It’s the person and the combination and journey—what makes an effective headteacher for one school might not translate to another.
Question 4
What has headship taught you about people?
That INSET days are awful because, without children in the building, people go crazy. No, not really; we just had a great INSET with Mary Myatt. Headship has taught me that people—children and adults—all want the same thing: to be heard, seen and valued. It can be simple or complicated, but that’s the job.
Question 5
How can leaders transform school culture?
One small step in the right direction at a time. By doing the most that they can to always ask, ‘Is this best for the children?’ and to communicate that with clarity.
Question 6
What drives lasting school improvement?
Culture, trust and love.
Question 7
How can schools improve attendance?
By making children truly believe that the school wants them to be there.
Question 8
What is the best approach to behaviour?
One that, at its heart, recognises that childhood is precious and children deserve to always feel safe.
Question 9
How can schools support disadvantaged pupils?
By being really good schools.
Question 10
Why is honest leadership important?
If you want people to come with you and believe in you, it has to be authentic. We spend a significant amount of time together in schools, trying really hard to get it right. If staff don’t believe that those who lead are honest, then we can’t generate the trust needed to build a solid culture or team.
Children, teenagers in particular, can spot dishonesty a mile off and hate it. Rightly so.
Question 11
What inspired The Honest Headteacher?
My journey and experience in school leadership.
Question 12
What do new headteachers need to know?
That you don’t have to always get it right—you just always have to do the right thing. Those are different, and one is achievable if you have integrity; the other is forgivable if people believe in you.
Question 13
How can coaching develop school leaders?
Reflection and a safe space are always valuable.
Question 14
How should leaders protect their wellbeing?
Find their core purpose and celebrate it, then make sure they protect their safe spaces away from school. Or just ask Rowena Hicks—she is much more articulate about this topic.
Question 15
What should schools change about recruitment?
That is a big one—be creative, hire talent and promise, focus on subject knowledge, academic or pastoral, and connection to culture and vision. Again, Greg Bookman would be better at this one than me. He always describes my style as ‘vibe-based recruitment’, which I think is quite accurate.
Question 16
What gives you hope about education?
Children.
Question 17
What advice would you give aspiring leaders?
The skills needed to inspire and challenge children to be everything they can be and lead lives that they aspire to are the same skills needed to lead adults. If you can get 14-year-olds to love Mathematics, then you can do anything!
Leave a Reply