Listening Through the Storm

Introduction: listening through the storm

In 2023, the Ted Wragg Trust faced increasing public scrutiny. A small but vocal group of parents launched the “Reset Ted Wragg” campaign around one regional cluster of schools, criticising what they perceived as inflexible behaviour systems, poor communication and a lack of trust between schools and families. What could have been dismissed as isolated grievances quickly evolved into a broader movement, fuelled by social media, national headlines and growing local concern.

But the roots of the crisis ran deeper than any single event.

The COVID-19 pandemic had redefined the relationship between schools and families. Across England, parents had been more deeply involved in their children’s education than ever before, monitoring, supporting and shouldering burdens at home. Returning to “business as usual” left many feeling disconnected or disempowered, especially when faced with school policies that sometimes felt impersonal or unclear.

Staff were also under immense pressure. Burnout was high. Change was constant. And the rise of public criticism online, often targeting individuals, created a climate of uncertainty and fear.“There was fear on both sides,” explains Tamsin Frances, Executive Director of People, Infrastructure and Innovations at the Trust.

The Trust realised that its low-profile approach had created an information vacuum. By remaining in the background, supporting its schools quietly, it had allowed misunderstandings to grow.

This realisation led to a shift: from silent support to visible leadership. Trust leaders leaned in, coordinating listening sessions across impacted schools, increasing the opportunities to meet with parents alongside key school staff and communicate clearly about who they were and the role of the Trust in supporting schools. They recognised that the Trust could only be an enabler if its presence and purpose were both clear and trusted.

And with that visibility came a responsibility. The Trust not only had to repair relationships, but also to advocate for the sector itself.

A measured and principled response

The Trust responded not with defensiveness but with reflection. At the height of the campaign, leaders asked themselves tough questions. While external voices questioned school practices, Trust leaders turned their lens inward.

A structured listening campaign followed. Over three weeks, 17 parent listening sessions were held across the six secondary schools most affected by the campaign. In addition to these group sessions, Trust and school staff reached out through 1:1 meetings and phone calls, engaging parents who expressed interest, representing a modest but meaningful slice of the parent body.

Each session was carefully facilitated, focused on building rapport and surfacing actionable insights in areas such as behaviour policies, toilet access, and communication norms. Written summaries were shared back with attendees, along with follow-up feedback forms to refine future sessions.

This intentional, evidence-led process not only diffused immediate tension but also set the stage for deeper institutional learning. It marked the start of a shift: from uncertainty and opacity to relational trust and shared accountability.

Key themes and immediate action

The listening sessions revealed both criticisms and support. It gave voice to those who were unsatisfied, but also opened a space for parents to speak up in appreciation of the school’s policies and approaches without the fear of breaking from the crowd. The themes that emerged from the listening sessions and 1:1 conversations painted a picture of the relational and operational gaps that needed to be addressed.

Crucially, many issues stemmed from a disconnect between policy intentions and lived experiences. For example, while behaviour systems were often designed to ensure safety and calm, some parents and students interpreted them as punitive. Similarly, what some parents saw as a positive structure, others perceived as exclusionary.

In response, the Trust made both immediate and long-term changes, making sure to remain evidence-informed in their approach. Using the feedback they received, communicating and highlighting the areas that needed attention and ensuring there was a wide evidence base before taking actions.

Embedding a strong school-family relationship

The Trust also recognised that listening needed to be more than a one-off exercise. These events had underscored a wider erosion of trust and understanding, especially in communities where the school-to-family relationship had become strained. To address this at a deeper level, the Trust activated and expanded its Strengthening Communities programme.

This dual focus on urgent needs and cultural foundations helped redefine listening as an ongoing, visible, and compassionate practice. And in doing so, the Trust began not only to repair relationships but to strengthen the very fabric of its school communities.

Reframing the internal narrative

As much as the “Reset Ted Wragg” campaign raised external concerns, it also sent ripples of anxiety through school staff across the Trust. For teachers, receptionists, and support teams, the experience of being criticised, sometimes unfairly, on social media or in public forums left many feeling vulnerable. The Trust recognised early on that it could not ask schools to engage in authentic listening unless they also felt psychologically safe.

To support this, the Trust made staff wellbeing a core priority. Supervision and emotional support were offered to the most affected team members, creating space to process what was happening. Leaders took care to communicate that this process was not about blame, but about collective growth.

The message was clear: “We’re doing this with you.” Executives joined listening sessions, stood with school leaders, and modelled humility. At the same time, they acknowledged the legitimate fear many staff had: that parental voice might be used as a weapon, not a tool for collaboration.

In response, the Trust developed a Managing Unreasonable Behaviour policy, establishing clear, enforceable boundaries for interactions with families. Staff were trained to distinguish between constructive feedback and behaviour that crossed the line, such as repeated aggressive emails, CC’ing external bodies like Ofsted inappropriately, or public threats. The policy gave leaders confidence to act early, document patterns, and protect both themselves and their teams from escalation.

By balancing empathy with boundaries, the Trust helped staff re-engage with the listening process confidently and safely. It helped rebuild internal trust and ensured that wellbeing wasn’t sidelined in the pursuit of external repair. Over time, schools began to feel re-empowered: not only to hear parental concerns, but to own the narrative and lead the change from within.

A living example of listening

Today, Ted Wragg Trust is a fundamentally different organisation from the one that first encountered the “Reset Ted Wragg” campaign. Leaders no longer operate from a place of damage control, but from a foundation of clarity, compassion, and conviction.

This transformation is rooted not in branding but in action: listening, responding, and building shared values across schools, with staff, students, and families. Complaint volumes have dropped. Survey participation has risen. And in many schools, a renewed sense of mutual respect and openness is now the norm.

It is a work in progress where listening is being continuously embedded into the operational and strategic DNA of the Trust, including core strategies for leadership development, staff wellbeing, and EDI. It shapes how success is measured and how progress is communicated, with proof points, not spin.

At the heart of this transformation is a redefinition of what success means. Through the Ted Wragg Advantage framework, the Trust now measures itself not just by grades or finances, but by the health and happiness of its ecosystem.

Source: Ambitious Goals by Ted Wragg Trust

These KPIs appear in each school’s health report and guide five-year projections for cultural growth. They provide not only a snapshot of current organisational wellbeing but also early indicators for areas requiring further attention.

This approach is part of what the Trust calls “cathedral thinking”, a long-range, visionary mindset rooted in enduring values.

While the original campaign site still exists, its influence has faded. In its place stands a resilient, relational Trust committed to continuous improvement.

The Ted Wragg Trust is no longer simply hearing. It is listening deeply, systemically, and confidently. And that has made all the difference.

A model for listening organisations

Ted Wragg Trust’s transformation offers a blueprint for any organisation facing cultural misalignment or reputational challenge:

• Acknowledge discomfort – begin by assuming there’s more to learn.
• Listen deeply – create safe, structured spaces for all voices.
• Embed learning – ensure you make evidence-informed decisions and then use KPIs to guide cultural and performance improvement.
• Act visibly – show that feedback leads to change and close feedback loops.
• Invest in relationships – treat every touchpoint as an opportunity to build trust.
  

Book suggestions from the Ted Wragg team:

• You’re Not Listening by Kate Murphy
• Unreasonable Hospitality by Will Guidara
• Permission to Feel by Marc Brackett
• The Advantage by Patrick Lencioni