The Leadership Lens
Antwis Collaborative, are delighted to announce the launch of a new blog series: The Leadership Lens: monthly reflections from Antwis Collaborative.
This series is for those who lead schools—whether as principals, headteachers, department heads, or aspiring leaders—and for anyone seeking thoughtful perspectives on the practice, purpose, and possibilities in educational leadership.
The Leadership Lens is more than a collection of blogs; it is a monthly invitation to pause, refocus, and lead with intention. From, real-world experiences and evidence-based insights, each edition seeks to spark reflection, provoke meaningful dialogue, and inspire action. Our ambition is to foster a space where school leaders can explore the complexities of their roles, share successes and setbacks, and connect with a network of thoughtful practitioners.
The Leadership Lens aims to offer a moment of stillness amid the storm—a regular space to consider not only how we lead, but why we lead.
Infallibility fallacy and self-correcting mechanisms in school leadership.
Discover why great school leadership embraces fallibility. This blog explores how self-correcting systems and feedback loops drive continuous improvement and stronger school communities.
September
Beyond the Try Line: what women’s rugby and the Red Roses teach us about teamwork and trust
Beyond the Try Line breaks down how the Red Roses’ approach to trust, accountability, and team cohesion provides actionable insights for high-performing teams.
Whether you’re leading a small team or an organization, these lessons on building authentic trust and collaboration are worth noting.
October
Leading data conversations with compassion and clarity
At Antwis Collaborative, we believe that data should tell a story — one that reflects both the heart and the hard work happening in every classroom.
In this blog, we explore how education leaders can transform data discussions into meaningful opportunities for reflection and improvement — without losing sight of the human stories behind the numbers.
November
Why attendance matters
GUEST BLOG from Mason Conlan
For too long, attendance has been a growing concern not just for school offices or senior leadership teams, but for the entire school community. We all know that regular attendance plays a crucial role in children’s learning, safeguarding and overall development. It’s no surprise that attendance — and particularly term-time holidays — remains a frequent topic of discussion for the Department for Education (DfE).
December
Creating mentally healthy schools in 29026
GUEST BLOG from Lily Blakeledge
Media and Content Editor
The Association of Mental Health in Education
We have a powerful solution within our grasp: embracing a whole-school approach to mental wellbeing. This isn't just another initiative; it's a fundamental shift towards creating an environment where everyone feels supported, understood, and equipped to navigate life's challenges. Let’s explore why this proactive approach is essential, what it truly entails, and how, together, we can make 2026 the year of wellbeing in our schools.
January
Ofsted's new framework: Why "secure fit" might not fit schools
Bad data can mislead school leaders. Under the new Ofsted “secure fit” approach, a single outlier in attendance, behaviour, or attainment can disproportionately shape judgements — even when the school is improving overall.
Having served as a Trustee and Chair of Governors, I’ve seen how a best fit approach — using professional judgement, context, and longitudinal trends — provides a fairer, more accurate view of school quality.
Our latest blog on 🔍 The Leadership Lens 🔎 explores this in depth and asks: how can inspections reflect the real story, not just isolated data points?
February
Every Child Achieving and Thriving:
What really changes – and what stays the same – for schools and trusts
The publication of Every Child Achieving and Thriving marks the most significant statement of direction for schools and SEND in England for several years. As with any major white paper, it has prompted both hope and anxiety across the sector.
From our work with schools and multi‑academy trusts, the key question leaders are asking is simple:
What does this actually change for us – and what doesn’t?
Let’s try to cut through the noise.
