Annually The Society of Heads publishes the Observations booklet which is a series of articles from our member schools celebrating a chosen theme. This year the theme matches our Annual Conference theme "Human Flourishing". In the run up to our conference we will publish two of the articles per week.
Creating a Culture of Belonging at Derby Grammar School
We are hardwired for connection. We are social creatures with a deep desire to connect with others – not just as peers or colleagues but deeply and intimately. We long to feel valued and supported and to belong.
What does it feel like to walk into a place where you belong?
For children—especially Generation Alpha, the most connected yet paradoxically most isolated generation in history—that feeling is transformative. Belonging is the quiet force that settles anxious minds, unlocks curiosity, and gives young people the confidence to step forward. It is the difference between simply attending a school and truly being part of a community. At Derby Grammar School, this idea became the foundation of our cultural work.
When I joined Derby Grammar School in April 2025, it was clear that the school had enormous strengths, committed staff and remarkable pupils, but the sense of unified identity was inconsistent. To move the school forward, we knew we had to begin not with strategy documents or inspection frameworks, but with culture—the invisible architecture of daily life.
Our approach drew heavily on the work of Dr Kate Hays, whose research into thriving environments emphasises psychological safety, shared expectations and clarity of purpose. Alongside this, Owen Eastwood’s Belonging provided a powerful conceptual anchor. Eastwood’s articulation of whakapapa—the idea that each of us stands in a long line of people who have shaped who we are—challenged us to think deeply about identity and continuity. His argument that high-performing groups succeed when members feel connected to a shared past, a collective purpose and a responsibility to those who come after them, resonated strongly. It is what we do when the sun is shining on us that forms our legacy. This shifted our thinking: belonging is not merely emotional; it is cultural, narrative and fundamentally moral.
From these foundations, we examined every aspect of school life through the lens of belonging.
We began with the establishment of our values: Kindness, Courage, Ambition and Respect. These are not printed statements but living expectations, referenced in assemblies, behaviour conversations, staff recruitment, rewards and leadership programmes. They give the school a shared language and a set of behaviours that everyone understands.
Story and symbolism followed. Messages around campus, from school events to Sixth Form spaces, were redesigned to reflect a coherent visual identity. Daily life was reshaped so every child, from the youngest in the nursery to the oldest in Sixth Form, could see themselves as part of a wider, unfolding narrative; we are part of the shared story.
We invested in staff culture too: collaborative CPD, conversations and consistent expectations across all phases, ensuring that children experience the same language, warmth and clarity wherever they are on our site. Student voice became a driver of change, visible in initiatives such as robotics competitions, F24 racing and the expansion of drama, music and sport provision.
As this work matured, something important happened: a clearer sense of purpose emerged. Conversations around purpose and vision became more confident. Pupils spoke more readily about what the school stands for. Staff described a renewed sense of shared direction. Our strategic decisions—whether creating new opportunities, reshaping curriculum experiences or investing in spaces—are now anchored in a cultural compass that aligns with the needs of today’s pupils and ourselves: connection, clarity, identity and belonging.
In this current climate, belonging is a strategic advantage. Culture shapes aspiration, behaviours and outcomes. Our journey at Derby Grammar School is ongoing, but the message is clear: when you start with identity, tell your story boldly and nurture belonging deliberately and consistently, people thrive—and schools flourish.