Addressing the Education Crisis through Relational Trust

Creating a Culture Where Staff Thrive and Pupils Love to Learn

I write this blog from a position of learning. Learning from a range of personal experiences and learning from others. Learning from my own mis-steps and successes and learning from others.

I was heartened to read the LinkedIn post and Ofsted report from Dr Jeremy Hannay last week. Where he writes ‘I was told my way of thinking was wrong, stupid, and dangerous. I was told that you could either have a happy school or a successful one—not both. ‘ and how he has absolutely proved those people wrong. The Ofsted report of Three Bridges Primary School is the external validation that proves that with courage and determination that is possible. And that’s what we need, we need people to share their successes of leading with kindness, integrity and success within the system that we are working. I do recommend you read the Ofsted report, if you haven’t already done so (link below).

As for me, I am on a mission - to help leaders at all levels create schools where both staff and pupils thrive. Through my work, I have the privilege of supporting school leaders who are driving this change and I continue to learn from them every day.

I write not just as a coach but as someone who has been on this journey firsthand. With over 15 years in school leadership, including eight as an Executive Headteacher, I’ve experienced the complexities of leading with both vision and compassion. My background in anthropology taught me to seek understanding and my strong moral compass has always guided my approach. I haven’t always got it right - I’ve made mistakes, faced external pressures and lacked clarity at times. But what I have never lacked is a commitment to relational leadership and a relentless drive to improve. As a young head leading my school through it's first Ofsted, in what had been challenging circumstances, I am most proud that the successful Ofsted was build on the foundations of kindness paired with high standards.

Now, looking in from the outside for the second time in my career, one truth stands out more than ever: despite the challenges of the system there is much related to school culture that is within our control. Whether in a local authority school or a multi-academy trust, the tone is set from the top. And it all starts with trust.

Relational Trust: The Foundation of Thriving Schools

Trust is the invisible thread that holds a school community together. When relational trust is strong, staff feel empowered, collaboration flourishes and leaders can drive meaningful change. However, where trust is lacking, fear, disengagement, and resistance to change take hold.

The Education Endowment Foundation (EEF) highlights that teacher retention is significantly impacted by school culture, particularly when teachers feel valued, supported and trusted. Schools that foster relational trust see lower staff turnover and a stronger commitment to collective success. With an estimated 50% of teachers considering leaving the profession within the next five years (Teacher Wellbeing Report, 2023), prioritising trust is no longer an option, it really is a necessity.

A Spectrum of Trust

Having worked as an Executive Head for the LA and for a Trust as well as my work with numerous schools a leadership coach and EAL consultant, I have seen first-hand the stark contrast between schools with high and low relational trust and the resulting implications.

What does high relational trust look like?

✔️ Staff openly discussing their school’s challenges and context.

✔️ Teachers and leaders feeling confident to share ideas and drive improvements.

✔️ Senior leaders who are approachable and foster collaboration.

✔️ Improvements meet the specific needs of the setting.

✔️ A shared sense of responsibility where everyone is invested in success.

What does low relational trust look like?

❌ A rigid, top-down leadership approach.

❌ Little staff autonomy.

❌ A reluctance to speak up due to fear of judgment or repercussions.

❌ Staff feeling undervalued and disengaged.

❌ High staff turnover.

❌Positive change is slow.

When school leaders intentionally build trust, staff feel safe to innovate, problem-solve and contribute to a shared vision.

If this isn’t enough evidence for a strategic focus on trust, then the state of teacher recruitment and retention should surely provide the urgency needed.

The Reality of the Retention Crisis

The education system is fragmented; some schools belong to Trusts, others remain with local authorities and the private sector adds further complexity. We also operate in an ever-changing political, economic and technological landscape, with a government that continues to push for higher standards through fear-driven accountability measures.

The pressure of this system cascades down through every layer of staffing like a wrecking ball, leaving casualties in its wake. Good, skilled and passionate educators are leaving the profession at an alarming rate.

Recent statistics reveal that:

• Nearly 50% of teachers plan to leave in the next five years (National Education Union, 2023).

• Leadership attrition rates are also rising, with many citing excessive workload, stress, and lack of trust in accountability systems (Education Policy Institute, 2023).

  
  

If we are honest the last few months have given a clear message that systemic change is unlikely in the short term. While responding to the DfE consultation on the proposed change to inspections is important, we cannot rely on government intervention to rescue us.

Instead, we must take control within our own schools and Trusts. And the good news is that in the most part we can.

How Do We Build Trust in Schools?

Building trust requires deliberate effort and a deep understanding of your school’s current climate. The Trust Revolution in Schools by Jeanie Davies offers valuable insights into embedding trust in school culture and is one of my go-to books to help the schools with an overview.

Start by seeking to understand. Ask yourself and your team:

1. Understanding the Current Landscape

• How do staff feel about the level of trust in your school?

• Do teachers feel safe to voice concerns or new ideas?

• What is the perception of leadership – approachable or distant?

  
  

2. Fostering Psychological Safety

• Do staff meetings encourage open dialogue and honest feedback? If not, what is holding people back?

• Are mistakes seen as learning opportunities rather than failures?

• How are new initiatives introduced—through consultation or command?

  
  

3. Leading with Integrity and Authenticity

• Do leaders model vulnerability and openness?

• How is transparency encouraged in decision-making?

• Are difficult conversations handled with empathy and clarity?

  
  

4. Empowering Staff with Agency and Autonomy

• Do staff feel they have ownership over their professional development?

• Are there systems in place for teachers to lead change?

• How is collaboration encouraged across different teams?

There are different ways of collecting evidence around where you are as a school. It should be owned by the leadership team and the whole staff and in an environment where people are able to voice their true views. If you don’t allow the truth to come to the surface you’ll stall before you start. It may be uncomfortable but trust me, it will be worth it.

Addressing Concerns About Control and Standards

Some leaders may hesitate to prioritise relational trust, fearing a loss of control or inconsistency in standards. However, high-trust schools are not free-for-alls - they operate within clear parameters and principles.

Key Strategies for Balancing Trust with High Standards:

1️⃣ Parameters and Principles:

• Define clear boundaries within which staff operate.

• Identify non-negotiables while allowing flexibility where possible.

• Ensure alignment with the school’s vision and desired outcomes.

• Be forensic in your checking for progress, within these parameters.

  
  

2️⃣ Communication and Change Management:

• Use established models like Kotter’s Eight-Step Change Model or Knoster’s Model for Managing Complex Change to guide communication and implementation.

• Ensure clarity, transparency, and reflection throughout the process.

  
  

3️⃣ Leadership Development:

• Equip leaders with the skills to build relationships, manage change, and handle difficult conversations.

• Have a clear understanding how kindness and high standard can go hand in hand.

• Prioritise well-being and professional growth to sustain leadership effectiveness.

  
  

A Movement Towards Trust-Based Leadership

Encouragingly, more leaders are stepping outside their comfort zones to champion trust-based leadership. Schools that prioritise trust see tangible benefits - happier staff, stronger collaboration and improved student outcomes.

By investing in relational trust, we create schools where teachers and leaders stay, where staff take ownership of their roles and where pupils thrive in a positive learning environment. Not only do staff want to stay in these schools but word does get out when leaders genuinely prioritise staff wellbeing and professional growth. These schools and Trust will attract candidates who are committed to their vision.

The question isn’t whether we can afford to prioritise trust—the question is, can we afford not to?

I am interested in connecting with anyone who has success stories to share or is on their own journey of creating a strong trust-based culture within their school or MAT.  

Together we can drive forward positive change.

Links:

Ofsted report Three Bridges Trust- 50270826

EEF report- Review-of-leadership-approaches.pdf

Tamara Zaple Rolfs

tamara@my-delta.co.uk