#21 We need to talk about… how senior leaders can guide gained time

Hello again, and thanks for joining me. This time, I’m exploring how senior leaders can guide the use of gained time — without micromanaging, and with purpose.

Photo by Peter Herrmann on Unsplash

Whether it’s Year 11 study leave, exams winding down, or a drop in cover demands, gained time offers a rare window in the school calendar. How we guide its use — and the tone we set — can either build trust or breed frustration.

Here are a few reflections on how to support purposeful use, without slipping into micromanagement.

What gained time is not

Gained time is not a dumping ground.

It’s not a catch-all for leftover admin or cover. It’s not just “spare time” to be filled. When we treat it like that, we risk undermining staff motivation — and we miss the opportunity to create space for meaningful professional work.

Creating a culture of purposeful use

The most impactful gained time happens when staff feel trusted and supported — not managed. That starts with how we frame it.

You might say:

“We’ve got some gained time coming up. What would feel most valuable for your team to focus on — and how can we support that?”

This approach invites ownership. It signals trust. And it aligns with the kind of school culture most of us want to build — one where time is used deliberately, not reactively.

High-leverage uses of gained time

Here are a few activities you may want to spotlight — not as a checklist, but as starting points for purposeful use:

• Curriculum review and subject planning: Gained time offers a chance to look closely at what’s being taught, how it connects, and where it needs refining. Shared questions can help teams focus: Are we reinforcing prior learning? Where does coherence break down? Are there gaps in challenge or representation? What does this prepare pupils for next?

• Coaching conversations or peer observations: Some departments may want to use the time for reflective dialogue or to shadow a colleague. This can build trust, share good practice, and sharpen thinking.

• Refining departmental improvement plans: With a bit of breathing space, teams can revisit priorities, sharpen actions, and link plans more clearly to curriculum or pastoral goals.

• Pastoral review: There’s value in stepping back to consider attendance trends, behaviour data, or safeguarding follow-up. What’s going unnoticed during the term? What patterns are emerging?

• Staff wellbeing: And sometimes — importantly — gained time should be about not doing more. Creating space to think, breathe, or simply recover can be just as valuable. Especially at this point in the year.

Balancing structure and autonomy

You don’t need to prescribe the use of every hour — but some light structure can help. For example:

• Invite middle leaders to draft a brief outline of how their team members hope to use the time

• Offer gentle prompts or suggested areas of focus

• Be present — check in, offer support, ask questions — but avoid the urge to oversee

This isn’t about letting go of accountability. It’s about shifting from compliance to professional commitment.

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When used well, gained time can spark momentum — not just mop up the year. The key is to guide it with purpose, not pressure.

So as the corridors grow quieter and the demands shift, consider what your teams most need: space to think, time to refine, and the trust to make good use of it.

Thanks for stopping by. Until next time, when guest blogger Geraint Brown will explore how senior leaders can support subject teams during the exam season.