Duncan Roberts reflects on his years at Joyce Frankland Academy, Newport

A legacy of belonging

Duncan Roberts’ journey at Joyce Frankland Academy, Newport (JFAN), from Head of English to Principal, has been defined by his passion for creating an inclusive environment. 

As Duncan prepares for his next chapter, he reflects on a period of growth and steadfast commitment to encouraging a sense of belonging for every pupil.  

Duncan’s reflection explores his school’s journey, the challenges, and the inspiring results they are achieving in creating a place where everyone feels they belong. 

How did your career path lead you to becoming a principal? 

“My 12 years at JFAN mark a significant phase in my career, a journey that began as Head of English and saw me work my way up to Assistant Principal, Vice Principal and finally Principal at JFAN in 2018. Looking back on my role as an Advanced Skills Teacher in English early in my career, I thoroughly enjoyed the challenges and rewards which really did lay the foundation for my path to leadership. 

When I took on the position of Principal, we were a single academy trust. We saw the benefits of joining a collaborative network of schools and carefully considered several trusts, not only thinking about what we could bring, but what this could offer us. 

I remember how Anglian Learning stood out because its values resonated with our own. The leaders we met appreciated our school’s rich history, and the Trust’s educational philosophy, including its commitment to inclusion, empowerment of staff, and focus on high aspirations aligned perfectly with our vision of creating an environment where every child feels they belong.” 

How does JFAN encourage a sense of belonging to its pupils? 

“Over the past year, ‘belonging’ became a cornerstone of the school’s philosophy. This was not a top-down directive, but rather a collaborative process that began with discussions amongst staff members, where we explored what belonging means to us and how we can embed it within our community. 

This focus on belonging has been extended to our pupils through thoughtful assemblies, which link belonging to success and explore how it manifests both inside and outside the classroom. These have been delivered by various leaders and, in different ways, stress the theme of ‘belonging’ through their emphasis on performing in the annual school show, taking part in sports teams, and representing the school. 

The concept has shaped classroom discussions, too. Through ongoing open conversations about what it means to not belong, we have been able to identify barriers to learning and address the consequences of feeling isolated. Our discussions have inspired pupils to strive for excellence and not settle for less. 

Communication is key, so as a principal, I knew the importance of regularly incorporating the theme of belonging into my weekly messages to staff and parents, and did so through concepts like ‘belonging without judgement.’ 

It is an ongoing process, and I know JFAN will continue to look at new ways it can embed a sense of belonging for all pupils.” 

How does Anglian Learning support this? 

“Anglian Learning has been instrumental in our focus and introduced the concept of ‘Belonging by Design’ last year at a Trust conference for leaders, where external speakers articulated its importance and power. This inspired me to make belonging a key focus for our school from September onward. 

Inclusion is intertwined in everything we do as part of Anglian Learning. It is not only a value; it is a quality assurance marker that guides its schools’ policies and processes. This commitment to inclusion naturally translates into a focus on belonging, ensuring that children of all abilities, ages, and backgrounds feel welcome and valued within our schools and communities. 

We know that inclusion is complex, but Anglian Learning has been great at supporting the school by facilitating open discussions and helping examine our decisions so that they align with our inclusive values.  

JFAN is now actively working with Anglian Learning to produce a formal ‘Belonging Statement’, which will clearly articulate our commitment to inclusivity and guide our actions moving forward. This blend of policy, support, and collaboration is key to creating an inclusive environment.” 

How has Anglian Learning empowered you as a Principal? 

“Throughout my time as Principal, Anglian Learning has empowered me with the supportive conditions needed to make decisions in the best interests of the young people we serve. The Trust’s specialist expertise in areas like HR and finance gives educators access to resources and knowledge we might not otherwise have, without being at the expense of our own agency. They recognise that school leaders are experts in their communities.  

The central team has offered me guidance and support whilst trusting my judgement, which has given me the confidence and self-belief I need to lead.  

There is a real sense of community that thrives across the Trust, driven by shared values like belonging, to create a feeling of unity. Even when mistakes inevitably happen, the focus is on reflection and learning together, working through them to ensure we all learn and improve. 

Beyond that, the Trust facilitates numerous networks that meet regularly. These range from subject-specific groups to leadership forums and more. The camaraderie and support these connections offer are vital in driving a sense of shared purpose. Maintaining this sense of community will be an important focus as the Trust continues to grow, but it is a clear priority.” 

What has been your favourite part of being the principal of JFAN? 

“Looking back, choosing just one rewarding aspect of being a principal at JFAN is difficult, as there are so many moments that stood out. 

As an educator, it is easy to get caught up in challenges, but it is the small wins that really make this job special. 

Results Day has always been a highlight, witnessing our pupils’ hard work pay off and knowing we have created and fostered an environment where those children can succeed and achieve their dreams. 

It is a simple ‘thank you’ from a young person at the end of class. Seeing a sports team bring home a cup or watching pupils who once struggled to attend school shine bright on a stage in a school show. Ultimately, it is about celebrating all the wins, big and small, and reminding ourselves of the positive impact we have on pupils’ lives. 

These moments are what it is all about and opening doors to a brighter future for every child.” 

We wish Duncan well on his next chapter and thank him for his dedicated service to Joyce Frankland Academy, Newport.