My Leadership Journey and the SSAT Leadership Legacy Project

Nuala Ryan participated in the 2024-25 cohort of the Leadership Legacy Project as a Teacher of social sciences at Helsby High School. Nuala is now a middle leader with responsibility for Pastoral and Progress for Year 9.

The SSAT Leadership Legacy Project was an incredibly significant milestone in my professional development, both personally and as a middle leader within a school setting. It provided me with a unique and highly practical opportunity to engage in meaningful school improvement work, allowing me to move beyond theoretical understanding and into the implementation of real, sustained change. Through this process, I was able to develop and refine a range of leadership skills that have since become integral to my role.

One of the most valuable aspects of the project was the experience of implementing change within a live school environment. This involved not only identifying an area for development but also carefully planning, executing and evaluating strategies to bring about improvement. Working alongside a range of colleagues, I had to communicate effectively, build relationships and ensure that all stakeholders were aligned with the project’s aims. Organising and managing incentives to drive engagement further strengthened my ability to motivate both staff and students, ensuring that the initiative was purposeful and impactful rather than simply theoretical.

A particularly enriching element of the SSAT programme was the opportunity to visit other schools and engage with a wide network of senior leaders. These visits allowed me to observe different approaches to leadership, behaviour management and whole-school systems, broadening my perspective beyond my own setting. Through professional dialogue with experienced leaders, I was able to gain valuable insights into effective procedures, strategic planning and the challenges of school leadership. This exposure not only enhanced my knowledge but also increased my confidence in contributing to wider leadership discussions within my own school.

The development of my Think Piece was another crucial component of the project. My work centred around academic resilience, which has since become a real area of passion for me. Being able to draw upon evidence, research and my own school-based findings enabled me to produce a piece of work that was both informed and practical. This process strengthened my ability to critically evaluate practice and ensured that any recommendations I made were rooted in evidence rather than assumption. Importantly, the outcomes of my Think Piece have had a tangible impact, both at a whole-school level and within my own classroom practice, and I continue to support and contribute to the inclusion initiative in school as a direct result of this work.

The skills and experiences gained through the SSAT Leadership Legacy Project directly contributed to my progression into a Head of Year and middle leadership role. During my interview, I was able to reflect confidently on the leadership, communication and strategic thinking skills I had developed, demonstrating my readiness for the role. The project provided clear examples of my ability to lead change, collaborate with colleagues and evaluate impact—skills that are essential for effective pastoral leadership.

Overall, the impact of the SSAT Leadership Legacy Project has been both immediate and long-lasting. It has strengthened my confidence as a leader, improved my ability to implement and sustain change, and enhanced my understanding of effective school practice. Most importantly, it has equipped me with a set of transferable skills and a reflective mindset that will continue to shape my leadership journey. I am confident that the lessons learned and the experiences gained through this programme will remain with me throughout my career, informing my approach to leadership and my commitment to continuous improvement.

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