A Headteacher's Perspective on Navigating School Budget Constraints

In this blog, you will learn:

• The career journey of a Headteacher.
• How to navigate budget constraints while ensuring quality education.
• How to ensure a smooth transition for students moving from primary to secondary education.
• Initiatives schools can implement to support students’ mental health.
• Where the latest Headteacher jobs are and how to apply for them.

Whether you’ve just started out as a Headteacher or you’re an experienced leader looking for ways to learn and grow, we're here to help! We spoke with Headteacher, Jenna Shawe, to gain insights into her journey and discover how she has led her school to success. 

Jenna shares her thoughts on the evolving role of a Headteacher and discusses what recent changes in education have been most impactful. 

From navigating budget constraints while ensuring quality education, to implementing initiatives to support students' mental health, you’ll discover everything you need to know to lead with confidence, drive change and excel as a Headteacher.

Can you tell us about your career journey as a Headteacher? What initially drew you to this role?

I have always been passionate about education. As a young person, I loved organising, explaining, leading and presenting. I excelled in group projects and when I enjoyed a subject or hobby, I put my all into it. 

Mathematics felt natural to me and as I progressed, I could see how different areas linked together seamlessly. This led me to decide that a career in mathematics teaching was the right path for me.

I attended Sheffield Hallam University at 18, where I completed a three-year Mathematics Education course with a Qualified Teacher Status (QTS). I graduated with a first-class degree and received two prestigious awards, one for the most promising Teacher and one for the most dedicated student in the faculty.

At 21, I began teaching and was already managing my own classes. I was only five years older than some of the students, but it felt like a world apart. I quickly became an assistant leader in mathematics during my first year, where I developed skills in departmental improvement and staff management.

I was fortunate to be part of a Study Plus pilot in Lancashire, which gave me experience in delivering training to peers and exploring new areas in education. After my first few years, I felt ready for leadership. 

I knew it was important to prove myself as a strong practitioner first, and I worked with leaders who trusted me to try innovative approaches, such as rotation teaching, single-sex classes, early examination entry and improving reward models.

I then took a two-year post as Head of Mathematics at a national challenge school, where I inherited an underperforming department and a number of school improvement issues. 

In this role, I learnt how to establish trust with a team, manage performance and lead successful change. It was rewarding to see improvements in student success and staff confidence.

Following that, I became a Lead Practitioner of Mathematics at a ‘requires improvement’ school. This was a new chapter, as the school had a new Headteacher and we were on a journey of improvement. During this time, I attended senior leadership meetings which gave me the chance to influence areas beyond mathematics. 

I eventually moved into a whole-school improvement and teaching and learning role, gaining experience in curriculum design, performance management, safeguarding and SEND. 

The positive feedback I received from Ofsted during this time confirmed my credibility as a practitioner, reinforcing that I wasn’t just capable of ‘talking the talk’ but could also ‘walk the walk’.

After having two children, I became more embedded in the overall running of the school. When I transitioned to Deputy Headteacher, I took on strategic responsibility for the school’s day-to-day operations, finances and leadership. 

This was an important learning experience, especially when it came to staff wellbeing, leading with transparency, and being both strategic and forward-thinking. By this point, I had become a confident presenter and leader, skilled in change management.

I completed my National Professional Qualification for Headship (NPQH) in 2019 and moved into headship in the same school in 2022. 

What drew me to the role of Headteacher was the fast-paced nature of the job and the opportunity to have a significant positive impact on students’ lives.

What does a typical day look like for you as a Headteacher?

My day typically starts earlier in the week. The weather is an important factor to consider because it impacts things like site management. On poor weather days, we do an early full-site check with my site manager.

Most mornings begin with an 8am meeting with my senior team to discuss the day’s priorities. This is a short but crucial meeting before I head outside to greet students and parents. I enjoy being at the front of the school to see families and to welcome the children as they arrive.

There are often assemblies or form visits as I like to see the students first thing. While I’m doing this, I also check in with staff, ensuring they feel supported and that any staff who might need help or encouragement receive it.

Using a calendar is key because the rest of my day is made up of numerous planned activities such as meetings, visits, quality assurance or strategic activities. However, there is always an element of the unknown, whether that’s dealing with behavior, safeguarding concerns or just ensuring the wellbeing of students and staff throughout the day.

After the school gates close, my work continues with meetings including line management, family meetings, governor meetings or catching up on things I didn't manage to address during the day. 

Every day brings new challenges and opportunities, making it an exciting and dynamic role.

Looking back on your journey as a Headteacher, if you had the chance to start over, is there anything you would approach differently?

If I could start over, I would be more mindful of how much I give of myself to the job. Early in my career, I found it easy to neglect my own wellbeing, missing meals, family events and always feeling like there wasn’t enough time in the day. Over time, I’ve learned the importance of setting boundaries. 

It’s also OK not to have an answer immediately; sometimes it’s better to take a moment to reflect rather than rushing to change your mind, which can waste time for staff and lead to confusion.

Have you faced any difficulties recruiting staff for SEND-specific roles, and how do you work to overcome these?

Recruiting Teaching Assistants, especially for SEND roles, has been particularly challenging. To overcome this, we’ve focused on building strong relationships with the local community, making our school a place where people want to be and stay.

For more senior SEND staff, the increasing demand for SEND support means we need to ensure that curriculum time is adjusted and that staff receive appropriate training to meet the needs of students.

Another important aspect is ensuring that the entire team understands that SEND is not just a ‘bolt-on’ area. It's something we all need to be committed to, which helps when recruiting new staff as they see that SEND is a priority for everyone at the school.

How did COVID-19 reshape any aspects of your school’s operations or teaching practices, and what changes have become permanent as a result?

During the pandemic, we implemented an online learning platform which has continued to be used for homework and electronic lessons. The chat functions on this platform have proven to be popular especially amongst quieter students, allowing them to ask questions they may not feel comfortable asking in a classroom.

The most significant change that remains is the strong culture of kindness and care we built during that time. It’s something we’ve maintained and it has become a core part of our school culture.

How do you ensure a smooth transition for students moving from primary to secondary education?

We work closely with primary schools from an early stage. Our school has become a hub for primary school visits where students as young as seven attend days at our school and meet with our specialist Teachers. 

This familiarity with the school environment helps students feel comfortable and ready for the transition. We also provide enhanced transition opportunities, including extra visits and meetings with key staff as well as booklets and summer work to help students bond before joining. 

We run a local authority wide transition day where students meet their form tutor and receive their first school tie and reading book. We do this so students feel like they belong to the school, even before they officially start.

Additionally, we hold a summer school to help students bond with their peers and offer evening sessions for families to come in and learn about the transition process. It’s important that both students and parents feel supported in the change.

What recent changes or trends in the education system do you think have been most impactful and why?

One of the most impactful changes has been the government’s introduction of a free platform for school staff recruitment. Despite this, many Teachers still turn to larger recruitment companies. 

To manage this, we’ve focused on using platforms and networks to advertise positions and attract talent more effectively.

In addition, I believe there has been a shift in power towards recruits, meaning it’s now more important than ever for schools to position themselves as attractive employers.

What initiatives has your school implemented to support students’ mental health?

A few years ago, we introduced a school dog which has been incredibly well received. Students love the days when the dog is in school and it helps to promote a sense of calm and wellbeing.

True student wellbeing comes from a comprehensive approach. We’ve integrated personal development into the curriculum and clear consistent expectations across the school to give students a sense of safety and community. 

We also ensure that students have access to basic essentials such as clean uniforms, food, stationery and internet access.

In addition, we work with experts who provide additional support to individuals or groups. We have mental health trained leaders and emotional literacy trained Teaching Assistants who provide daily support to students.

How do you navigate budget constraints while ensuring quality education?

To manage budget constraints we take advantage of free resources available online and within the education community. Collaboration between schools has become more common and we often support one another.

Additionally, we focus on long-term planning to ensure we are using funds effectively. Regularly reviewing service-level agreements (SLA) and curriculum models is crucial. Local benchmarking activities help us understand where we can make savings.

Staff wages are the largest part of the budget, so investing in staff wellbeing is essential. When staff feel supported and valued, they deliver the highest quality education in the classroom, which ultimately benefits our students.

Headteacher jobs

If you’re searching for your next Headteacher position, why not take a look at the latest Headteacher jobs, or simply upload your CV to be notified when a relevant position becomes available. 

Struggling to recruit a Headteacher?

As a specialist Headteacher recruitment agency, we support mainstream and SEND schools, Multi Academy Trusts, Alternative Provisions and Pupil Referral Units (PRU) with their recruitment needs. 

If you’re struggling to fill a Headteacher vacancy, why not get in touch with one of our team to see how we can help?

• North of the UK - Jamie Heath 
• South of the UK - Dane Matthews 

Share your experience 

Every individual brings a unique set of experiences, thoughts, and insights to the table. We believe in giving a voice to a community of professionals to inspire positive change and champion reform in the education sector.  

If you work in the education sector and would like to share your own personal and professional experiences, we’d love to hear from you. Perhaps you have a different perspective, could offer a fresh angle, or want to challenge assumptions. 

Simply reach out to our Head of Content, Nicole Sherwood, to discuss a collaboration which makes your voice count. 

Meet Jamie Heath

Who is Spencer Clarke Group?

Established in 2017, we’re an award winning and progressive recruitment agency based in the heart of the North West. Our reputation is built on trust, expertise and an unwavering commitment to exceed expectations. 

In 2024, we were named Recruitment Agency of the Year at the prestigious Recruiter Awards, an accolade we are extremely proud of. 

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