From London and Manchester to Bradford, Paul Urry, Headteacher at St Stephen’s Church of England Bradford, has an unwavering commitment to enhancing the life chances of children across the United Kingdom.
With a career spanning over ten schools in four different local authorities, Paul’s journey is one of passion, resilience, and a deep-rooted desire to make a difference. “I’ve tended towards schools that have been in low socioeconomic areas,” Urry shares, reflecting on his personal mission to provide quality education to those who need it most. His own upbringing in Portsmouth, a city with its own challenges, has shaped his approach to teaching and leadership.
Starting his career in 1992, Urry was introduced to “quite radical thinking” in London, which he felt put the capital “ahead of the game” in education. However, leaving London exposed him to a “cultural gap” and greater levels of deprivation in Manchester. “I saw the impact that quality education could make on the real life chances of children,” he recalls, emphasising the transformative power of learning.
Urry now heads an educational institution which he believes to be “the most dynamic and exciting place to work and learn” he’s ever experienced. His story proves that with dedication and a heart for service, one can indeed change the world, one classroom at a time.
Building Bridges
Paul is a headteacher with a clear vision for the future, and is pioneering a holistic approach to education that transcends traditional boundaries. His leadership at a community faith school, which proudly serves a diverse population including a 60% Muslim cohort, is marked by an unwavering commitment to inclusivity and support for all students, particularly those facing the brunt of post-COVID challenges.
Urry’s strategy is rooted in the belief that “reading is the greatest possible leveller.”. Under his guidance, the school has transformed into a “calm and purposeful place to learn,” where the psychology of the classroom and the pedagogy of learning are tailored to create a safe and happy environment, brimming with laughter and devoid of behavioural difficulties.
In a bold move, Urry has abolished traditional school rules, instead fostering a culture where children are aware of boundaries and are rewarded for behaviour that facilitates learning. This relational approach ensures that each child is known as an individual, their happiness and triggers understood, making them feel valued and heard.
Paul acknowledges that most behavioural issues stem from adult actions, emphasising the importance of skilled staff who can pre-emptively address potential crises. This philosophy extends to providing essential services like a food bank and clothing bank, as well as heated rooms for parents, reflecting the school’s role as a cornerstone of the community.
Addressing the broader challenges faced by the education sector, the headteacher criticises the short-term focus of policy decisions, advocating for a generational perspective that considers the long-term well-being and development of children. He calls for policies that are informed by those on the front lines of education, rather than detached decision-makers.
What’s more, the school’s ethos is encapsulated by the inspirational figures it celebrates, such as the local Bradford MPs William Forster and Margaret McMillan, who left indelible marks on the world of education and welfare. Urry draws on their legacy to inspire his pupils, reinforcing the belief that a small group of committed individuals can indeed change the world.
In his quest to create an optimal learning environment, Urry has invested in high-quality resources and facilities, ensuring that every aspect of the school reflects the respect and care afforded to each student. This meticulous attention to detail is part of a broader mission to meet pupils and parents where they are, supporting them in every possible way to achieve their full potential.
A Legacy of Literacy and Educational Transformation
As the headteacher of a school that prides itself on nurturing growth and flourishing ambition, Paul Urry’s approach to education is anything but conventional. His legacy? His team and a revolution in reading for pleasure, encapsulated in the school’s unique program, “Leaf through a good book.”
“I surround myself with brilliant people as any good leader does, and they keep me young and they keep challenging me, which is what I love,” Urry shares with a twinkle in his eye. His passion for reading is infectious, and it’s this zeal that has led to the creation of a bespoke reading initiative that’s all about instilling a lifelong love of books in children. “We have designed, written, and self-published a book to encourage reading. It’s called ‘Leaf Through a Good Book’ because ‘leaf’ has a double meaning. It’s like the leaf of a page,” he explains.
The school’s emblem, a tree with 50 different leaves, each unique in colour and shape, symbolises the diversity and individuality that Paul and his team celebrate. This emblem has been adapted to represent their reading program, inspiring children to explore the world of literature. “We have identified 50 books we want the children to experience. They can have it read to them, they can do it in class, or they can listen to the audio version,” Urry elaborates.
But it’s not just about reading; it’s about engaging with the material. Each book comes with a QR code leading to activities, and a woodland creature that introduces the story. “It’s a gateway into learning,” Paul states. The program also encourages children to delve into various genres, from poetry to graphic novels, and even books without words, challenging them to think critically and creatively.
Urry’s efforts extend beyond the classroom. “We didn’t fully realise the impact on the parents. They are genuinely listening to it as a family,” he admits, highlighting the program’s reach. The impact of Paul’s work is tangible. Reading scores have soared, and children’s opportunities at high school have significantly improved. “Because reading has a positive impact on cognitive development, we’re seeing a real change in their outcomes,” he says with pride.
Despite the challenges, the headteacher remains undeterred, driven by a moral purpose to do the best for his students. His school is a place of innovation, refusing to conform and treating every child as an individual. With a part-time chaplain and collaborations with other schools, Urry’s school is a testament to the power of community and the importance of diverse experiences.
As Urry’s tenure as headteacher continues, his legacy is evident: a commitment to making a difference and the belief that every child deserves the best education possible. It’s a legacy that will undoubtedly continue to inspire and positively change the lives of many. “I’m driven by a moral purpose to help these children,” Paul concludes. And it is this purpose that will continue to guide him and his school towards a brighter future.
