Thought Leadership

In This Section

Thought leadership is demonstrating that you are a trusted, go-to authority in a specific field, industry, or niche.

IT’S MORE THAN JUST EXPERTISE; it’s about delivering valuable insights, fresh ideas, and unique perspectives that inspire others and spark meaningful change. Thought leaders actively tackle challenges, propose solutions, and ignite discussions that challenge the status quo and drive progress.

Thought leadership within a school setting involves everyone. We pride ourselves in actively promoting thought leadership and providing opportunities for staff and students alike to develop their voices as leader and to grow their confidence in sharing their expertise.

Thought Leadership in Practice

Inclusion & Diversity

THE RAINBOW FLAG AWARD IS a national quality assurance framework for all schools and youth organisations, focusing on positive LGBT+ inclusion and visibility.

The Rainbow Flag Award was seed funded as a pilot with funding from the Government Equalities Office, between 2017 and 2019. The Rainbow Flag Award encourages a whole organisation approach to LGBT+ inclusion through a process of action and reflection.

We want all members of our community to understand the importance of equality and respect; to feel safe and respected and to feel they have a safe space to talk.

CHIMP Mind Management

2023 saw the introduction of Chimp Mind Management at the school. The programme, which is delivered to both students and staff, aims to give participants insights into the workings of their own brains, along with actionable techniques to better manage our “inner-chimps”.

Professor Steve Peters and his team developed The Chimp Model to help others understand their mind and achieve psychological well-being, seeking to get the best out of themselves and others as a result. The model has helped people working in all walks of life including public services, the corporate sector, education, health, and the world of sport.

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The ‘Mind Management Skills for Life Programme’ is aimed at improving our understanding of the brain and the neuroscience of how we think and behave. As well as providing us with strategies to get the very best out of our own brains, so that we can improve our own well-being and performance across a range of areas. Over the past two years this has been rolled out to several year groups across the Junior and Senior Schools. On a simple level, the idea is that all our brains consist of a “human” part and a “chimp” part. And, whilst our inner-chimps can often be useful, they can also sabotage our better intentions. The sessions focus on recognising chimp behaviour (which affects us all!) and ultimately seeking to harness and control it in a positive way. “This is an exciting opportunity to benefit from an approach adopted by some of the very best of our sporting heroes and we really hope that everyone who takes part in the sessions finds them both enjoyable and highly valuable,” said Dr Earps, Head of School.

The ‘Mind Management Skills for Life Programme’ is aimed at improving our understanding of the brain and the neuroscience of how we think and behave. As well as providing us with strategies to get the very best out of our own brains, so that we can improve our own well-being and performance across a range of areas. Over the past two years this has been rolled out to several year groups across the Junior and Senior Schools.

On a simple level, the idea is that all our brains consist of a “human” part and a “chimp” part. And, whilst our inner-chimps can often be useful, they can also sabotage our better intentions. The sessions focus on recognising chimp behaviour (which affects us all!) and ultimately seeking to harness and control it in a positive way.

“This is an exciting opportunity to benefit from an approach adopted by some of the very best of our sporting heroes and we really hope that everyone who takes part in the sessions finds them both enjoyable and highly valuable,” said Dr Earps, Head of School.

Triad Coaching

At The Grange School, we have conducted our own academic research study into how collaborative teacher triad coaching fosters professional development among teachers. It positioned this form of coaching as a crucial component of continuing professional development (CPD), emphasising its potential to transform professional growth through a collaborative, teacher-led approach. The study established a strong correlation between triad coaching and enhanced professional growth, aligning with existing literature on the effectiveness of collaborative methods in teacher development. We are pleased to report that the subsequent contextualised model developed during the study is now being rolled out by our own teaching staff across the school.