I have been incredibly fortunate during my time in education to have had the opportunity of furthering my career by working across a range of different education settings and providers. From the start of my first teaching post at Victoria Road Primary in 1993, I actively sought leadership possibilities. In my second year of teaching I became geography and PE co-ordinator then shortly after, English leader. In 1999, after six years of teaching I was asked by Plymouth local authority to support a school causing concern by undertaking the role of acting deputy headteacher. In successfully doing so for two terms, I secured my first permanent deputy headteacher post at Yealmpstone Farm Primary School. In January 2000, I became acting headteacher of Yealmpstone Farm then, the permanent headteacher. After six years of my first headship, I was successful in becoming the headteacher at Montpelier Primary School.

On arrival to headship at the age of 29, I had missed the opportunity to complete the National Professional Qualification for Headteachers due to being appointed in such a short timescale. I therefore endeavoured to keep myself abreast of current educational thinking and practice through additional training. This included becoming and Ofsted inspector, an accredited school improvement partner (SIP) and a local leader in education (LLE). In 2010, I completed a Master’s in Education at Exeter University and worked as a research associate for the National College for School Leadership.

In 2004 I was sponsored by the Department of Children Schools and Families to undertake research into the impact of ICT initiatives in local schools and compare these to schools in America. This resulted in significant improvements to ICT provision and quality in my own school, the roll out of Plymouth’s ICT infrastructure for schools and contributed significantly to the development of the government (BECTA’s) self-review framework for ICT.

In addition to my headteacher role, I also placed a strong belief in contributing to wider educational developments. I chaired the local academic council of 12 schools and the local school’s forum board. Such experiences meant working respectfully in a multi-professional environment, handling and contributing to sometimes-sensitive discussions, for example on the allocation of SEND funding. Effective working relationships needed to be established in what was a difficult economic climate with ever increasing demands being made on the public sector. In chairing school’s forum meetings, careful planning and preparation were key, while being mindful to any underlying political issues. In the fast-changing educational landscape, critical choices made at those meetings required sometimes difficult and painful messages to be given but enabled me to develop my skills in working across broader phases of education and with strategic partners.

In 2010/11 I applied and was successful in being seconded as an additional inspector with Ofsted. This experience supported and enhanced my view of the importance of professional integrity. The collegiality, quality and passion of the HMI colleagues I worked with left a profound and lasting positive impression on me. I returned to Montpelier Primary School following this experience in order to share my learning with headteacher colleagues and staff. In 2012 I was successful in my application to become one of Her Majesty’s Inspectors. 

In my role as an HMI I became experienced in a broad range of inspection management and delivery, from children’s centres, nurseries, primary and secondary schools, ITE and FES providers. I was often asked to lead high risk inspections. This has included returning to schools to complete inspections where mistakes had been made, or conducting inspections of large, multi-phase ITE or FES providers. Such experiences required inspection of the very highest quality and calibre in order to assure Ofsted and providers that judgements awarded were fully justified and supported by evidence. Such events also included leading the focused review of Plymouth CAST multi academy trust (MAT). This review process provided me with significant insight into the (in) effective leadership and management of a trust.

In April 2015 I became Ofsted’s national lead for MOD schools. This role involved managing the planning, quality and delivery of inspections of MOD schools in Germany, Cyprus, Brunei and even The Falklands Islands (a long trip for a two day inspection). I continued to undertake a range of other work as an HMI including; training colleagues on developments in PE, regular public speaking events and presentations and mentoring new inspectors.

In April 2018 I was successful in securing the post of Cross-Remit SHMI. The post is the only cross-remit HMI or SHMI within Ofsted and reflected my ability to work with a very wide range of partner organisations. It required a deep understanding of education in its broadest sense across the full range of remits and age groups. As a SHMI I was a member of Ofsted’s regional leadership team and deputised for the regional director in his absence. The role required significant responsibility and the oversight of often very high-profile and public cases.

As SHMI I played a prominent role in the quality assurance of inspections, evidence base reviews (EBR’s) and reports nationally. I carefully used the evidence gathered from such work to plan training and bring about improvements to inspector knowledge and skills. I was also requested to undertake the very highest and sensitive profile work on behalf of Ofsted nationally. This involved preparing the summary grounds for legal defence following the much-publicised Al-Hijra segregation case in Birmingham, the Steiner Academy Bristol judicial review and the case brought by Beechen Cliff School following the ‘mock slave trial’ and inadequate inspection judgement. I contributed to national handbook development work, such as drafting the new ITE framework for September 2020.

Despite a heavy workload and the expectation to meet workload demands, I do find time to relax with my family and friends by undertaking cycling, moorland and coastal walking. I gain great delight in coaching the Oaks U 13’s rugby team each Thursday and trying to referee them on a Sunday morning. I also assist to ensure effective safeguarding arrangements are in place at the club. 

Having had eight highly varied and diverse years as an S/HMI, I felt ready to bring my learning back to the front line of educational delivery. I particularly welcomed the opportunity and challenge of working for Westcountry Schools Trust at what is an exciting and collaborative time despite the current national restrictions.  

Richard Light, Director of Primary School Improvement