Running a school isn’t what it used to be. Falling pupil numbers are forcing difficult conversations about staffing, budgets and the future. At the same time, identified SEND is rising. Fewer children does not mean fewer needs.
My career has taken me through schools and charities, including organisations that have adapted successfully and others that have struggled or ultimately fallen. I have seen how hard it can be to act when people feel cornered, exhausted or deeply invested in keeping things as they are.
The danger is that waiting for greater certainty can leave fewer choices.
For schools, responding might mean exploring partnerships, sharing expertise or rethinking how space is used. An unused classroom could become an inclusion base or additionally resourced provision, developed with the local authority and supported by agreed funding, specialist staffing and a clear understanding of local need.
These decisions carry an emotional weight. People need honest information, meaningful involvement and space to think. They also need leaders and governors willing to ask difficult questions and follow through.
My experience across education, charity leadership and business development shapes how I approach this: with compassion for the people involved, attention to resources and a willingness to challenge assumptions.
Sometimes the most useful starting point is a conversation about what we can see coming, what we are finding difficult to face, and what choices remain open.
Through Shape Inclusion, I offer coaching and practical support for leaders thinking through change and what comes next.