In the heart of Kent, a county known for its selective education system, stands Sandwich Technology School, a secondary modern institution led by the formidable Headteacher Tracey Savage.
Born into a world where academic success was measured by the pass or fail of the 11 Plus, Savage’s early life was marked by the label of ‘failure’ when she did not secure a place at a grammar school. “I am dyslexic,” Savage reveals, “and I was always destined to be a poor comparison to my clever older brother who did go to the grammar school.”
Despite the low aspirations set for her, Savage quietly carved her own path, surprising everyone by pursuing further education and eventually earning a maths degree. Her teaching career began in Doncaster, where she quickly ascended to Assistant Head of Year. The call of home brought her back to Dover, where she continued to climb the educational ladder, culminating in her current role as Headteacher at Sandwich Technology School, a role she has held since January 2015.
Tracey’s personal struggles with dyslexia have shaped her educational philosophy, and she staunchly opposes the notion that dyslexia limits academic capabilities. “If Professor Dumbledore could run into the office right now and say, ‘Tracey, I could wave a magic wand and take your dyslexia away. Would you like me to?’ The answer would be no,” she asserts. The Headteacher credits her dyslexia for her ability to see the big picture and solve problems, skills that are invaluable in her leadership role.
Under Savage’s guidance, Sandwich Technology School has become a beacon of high expectations and academic ambition. “We quite regularly have students interviewing for Oxbridge,” she states with pride. What’s more, her commitment to collaboration and community is evident in her efforts to work closely with other schools in the district, including grammar schools. This cooperative approach ensures a unified educational experience for students across the region, regardless of the school they attend.
Navigating the Tides of Change
As a seasoned educator and headteacher, Tracey confronts the challenges of modern education with a blend of determination and insight. She notes that one recent example is that of COVID, and the changes the pandemic brought in the attitudes of students and parents.
The Sandwich Headteacher is also acutely aware of the difficulties faced by secondary modern schools compared to grammar schools, especially amidst a national recruitment crisis. “Five years ago, if I had a teacher who was long term absent, I would be able to find a supply teacher to cover them. But that’s no longer possible,” she laments.
Despite these hurdles, Savage’s resolve remains unshaken. “To be honest, these challenges make me all the more determined,” she declares. Her leadership is pivotal in maintaining the morale of both students and staff, ensuring that they do not crumble under the weight of these circumstances. “It’s my job to deal with the turbulence and the changes,” she states, committed to keeping everyone focused on what’s important and ensuring they have the capacity, freedom, and spirit to thrive.
When it comes to addressing these challenges, Tracey’s advice to policymakers is clear: “Listen to the professionals in the industry.” She urges recognition of the diverse range of education systems across the country and calls for a framework that acknowledges the unique challenges of secondary moderns.
The headteacher’s plea for understanding extends to the complexities added by the variety of school categories. Tracey believes that policymakers need to be more involved and informed about the current educational system to avoid basing decisions on outdated or irrelevant experiences.
Cultivating a Legacy: Tracey Savage’s Vision for Educational Leadership
As Tracey Savage reflects on her nearly decade-long tenure as Headteacher at Sandwich Technology School, her vision for educational leadership is clear. “I am a relatively intuitive person,” she states. Savage’s leadership style defies categorisation; she is an amalgam of reason, empathy, and decisiveness. When asked what her idea of an exemplary leader is, she says one who “leads with intuition, fairness, and a collaborative spirit, who sets high standards for students and staff alike, and who leaves a lasting, positive impact on the school community.”
Her legacy is not just in the policies she’s implemented or the hurdles she’s overcome, but in the ethos she has instilled within the school. Tracey’s commitment to high expectations and a broad educational experience for all students is unwavering. “They’re entitled to a full and broad curriculum and that’s what they get here,” she asserts, challenging any notion of limiting students’ potential based on their background.
Looking to the future, Savage’s approach to leadership is one of stewardship and collective effort. “I see myself as the caretaker of the schooI, and I want to leave it in a better state than it was when I arrived,” she explains. This mindset extends to her team-building philosophy, where she values unity and morale: “We’re facing tough situations, but we face it together and we’re generally pulling in the same direction.”
