When people ask how long I have worked in schools, I always joke that it basically started when I was four years old and I never left, and while it gets a laugh, it is also true. Schools have always been “my place.”
From the age of sixteen, after realising that college was not for me, I returned to work in the office of my old secondary school, barely six months after leaving it as a student. Under the patient guidance of my first manager, Sandra, and our Headteacher, Alison, I began learning the ropes from two people who spotted potential in me long before I knew it was there. Sandra nurtured my love of organisation and problem‑solving, and Alison taught me how to understand people. These two strong women were foundational influences in my early career, believing in me and giving me confidence I had not yet found for myself - something I am still deeply grateful for today.
At 16 - young and with no real experience of the working world - I didn’t know any different. I simply threw my natural work ethic at everything and hoped for the best.
One moment that stands out vividly is being asked whether we could print the school calendar in‑house. The cost of external printing had risen massively, so naturally I said yes without giving any real thought to whether it was actually possible. That’s how I found myself wrestling with the staffroom photocopier - the only colour copier in the entire school. It was slow, unpredictable, and no one really understood its capabilities. We also had a high‑volume Risograph duplicator in the reprographics room, but that only printed in black and white, and the quality was terrible. I can still remember the noise and smell it made - you could hear it halfway down the corridor!
As an aside, I also remember the industrial laminator, and the training session required before using it, with Mr Lavender, the design technology teacher. There was a faded sticker on the machine that warned:
“Gents - tuck your ties in. Always use a pouch carrier (who remembers those?). And if it jams or you lose a pouch - call Mr Lavender.”
Even the wonderful Mr Lavender - who was also a sheep farmer alongside his teaching career, fascinatingly - didn’t know how to work the new colour photocopier. So, it became my job to figure everything out:
• duplexing
• saddle‑stitching
• auto‑colour settings (because the bursar didn’t want unnecessary toner used on the non‑colour pages, obviously)
• and how to use the feed tray so the pre‑printed A3 cover would be pulled in at exactly the right moment to wrap around the inner pages.
You can imagine my delight when the first fully finished calendar finally emerged. I proudly presented it to the Head for her sign‑off, feeling as though I’d conquered a mountain, and although I genuinely believed I was just printing calendars, the Head seemed convinced I was running some sort of covert operation, judging by the level of detail, concentration, and the way I guarded that photocopier like it was a department of MI5.
I didn’t know it yet, but there were two things this experience taught me:
• Just say yes. Even if you don’t know how yet. You can learn the detail along the way, and there is a reason people say, “fake it ‘til you make it.” Opportunities do not always knock twice - and let’s be honest, some of our best learning comes wrapped in mistakes.
• I was built for admin. This was the moment I discovered my life‑long love of administration - a slightly unexpected romance that began with toner dust, fiddly settings, and neatly stapled card.
In all seriousness, I was so fortunate to have a leadership team who didn’t just support me, they challenged me, stretched me, and pushed me to grow. With their backing, I ended up completing two Level 3 apprenticeships in Business Administration and Management, and those were the building blocks for everything that came next, again I just did not know it at the time.
Those first few years felt like doing a degree in “How Schools Really Work.” I got involved in just about everything: writing weekly bulletins, helping produce school productions, arranging open evenings, pulling together good‑news stories, shouting about all the brilliant things happening around school, mastering SIMS.net, designing themed lunch menus (my absolute highlight was Doctor Who Week - “Doctor Who Stew”, “Dalek Garlic Bread” and “K9 Hot Dogs”), learning to become an exams officer, collecting and managing data, producing the children’s reports, running reprographics, doing displays, first aid…the lot.
And then there were the summers. I spent several of them working as part of the caretaking team, stripping out classrooms, shifting furniture, cleaning, setting up learning spaces. Nothing teaches you the value of site teams like trying to move 15 desks and 30 chairs down a corridor that suddenly feels two inches wide. Hard work, yes. But it grounded me. It taught me the value of every role in a school. It gave me a level of authenticity and credibility that you only get from being properly hands‑on. I don’t just understand the operational heartbeat of a school - I have lived it.
Looking back now, I can see that those experiences were not just jobs; they were the foundation of what I now see as my vocation: creating environments where brilliant teaching and brilliant children can thrive.
Fast forward to 2026 and I am proud to have progressed to Head of Operations for a thriving Multi‑Academy Trust. My early experiences - all those different hats I wore - have become my superpowers at scale. Someone recently called me a “polymath,” and I genuinely checked Google twice to make sure they hadn’t insulted me! It turns out it just means ‘generalist,’ and being a generalist in the school business world is a badge of honour. It also makes me feel deeply connected to everyone in the school ecosystem - from classrooms to kitchens, caretaking to central teams. We have to know a bit of everything. And we do it because schools, and the children we serve, deserve nothing less.
Why I joined ISBL
I joined ISBL because I am unapologetically passionate about people and networks. I am a connector by nature. I love hearing other people’s stories, sharing my own, swapping ideas, learning from one another, and being part of something bigger than myself. ISBL gave me that sense of belonging straight away: a community of people who “get it,” who care, who want to do better for children, and who are proud of the work they do behind the scenes.
I will never forget attending my first face‑to‑face ISBL event in Birmingham. I was nervous - that “walking into a room where everyone already seems to know each other” kind of nervous - but by the end of the day something had shifted. Walking to the train station with Stephen Morales afterwards, he asked about my experiences, my journey, my aspirations. He took a genuine interest in me, and it meant far more than he probably realised.
And then came my first ISBL National Conference, where I received the warmest welcome from Debbie Beazer. She made me feel instantly seen and valued at a time when I still felt like “the new one” trying to find my feet. I have seen Debbie several times since, and every single time her welcome has been just as warm. Those small moments of kindness made a big difference - they helped me feel like I truly belonged.
ISBL conferences - whether the National Conference, Operational Excellence events or regional meetups - have been little pockets of inspiration throughout my career. Every time I go, I leave with new thinking, new energy, and usually more contacts than I intended to collect. I go for the CPD, stay for the conversations, and accidentally come home with an extra 14 LinkedIn invitations and a tote bag I’m still not sure I was meant to take.
ISBL’s Professional Standards also gave me something hugely important: clarity. They helped me map out my strengths, understand my gaps, and build a development plan that actually made sense for the leader I wanted to become. They gave me a language for what I do and a structure for where I wanted to grow. It was the first time I had seen my work mapped out in a way that made me think: “Yes… this is who I am as a leader.”
My own skills audit against the ISBL Professional Standards was a bit of a turning point. That process made me realise that although I had years of experience and early-career qualifications, I needed a higher‑level qualification to truly match the seniority of my role. That is what pushed me towards the Level 7 Senior Leader Apprenticeship, which I completed with Distinction in March 2026 and granted me Chartered Manager status, and eligibility to apply for Fellowship of the Chartered Management Institute and Fellowship of the Institute of School Business Leadership.
How membership and/or qualifications have supported my development
I first joined ISBL as an Associate Member, even though, technically, Associate membership required a Level 4 qualification, and I only held Level 3 at the time. Full membership needed a Level 5, and there I was with my two Level 3s and a bucket load of enthusiasm. But my application was accepted, and I will always be grateful for that early vote of confidence. It felt like someone in the profession was saying, “You belong here - come and grow with us.”
What followed was something I genuinely did not expect: exposure to the most incredible network of people. Through ISBL, I have learned from school business professionals across the country - from single‑school settings to huge multi‑academy trusts - and being surrounded by such a generous, open, values‑driven community has shaped me more than I can properly express.
That sense of belonging naturally connected with my desire to develop. Discovering that Full membership required a Level 5 qualification lit a fire in me. It made me fall back in love with learning - not in a checkbox or “because I should” kind of way, but properly, passionately, curiously. That is what pushed me to go further still, and it is the reason I am starting my MBA in Strategic Leadership in September 2026.
There are two key influences that have shaped my recent learning journey:
• My professional learning mentor at Captiva Learning and the National College of Education, Karen Gibson-Trainer - a magnificent professional who taught me so much and gave exactly the right encouragement at exactly the right moments.
• A seminal moment in my Leading People module, when I began researching emotional intelligence and emotional quotient - and realised how deeply they resonated with me as a people‑centred leader.
Those two influences didn’t just deepen my learning - they reshaped the way I see and think about myself as a leader. And while the qualifications matter, it has never been about the certificates. It’s been about the thinking, the stretching, the reflecting, the growing. Those are the things that have changed me. Those are the things that have made me a better, more grounded leader. It’s funny - you chase qualifications thinking they will define you, and then realise they simply help you understand the leader you have already become.
Finishing my Level 7 qualification meant that, because of my experience, I didn’t just meet the requirements for Full membership…I actually leapt right past to Fellowship eligibility due to my experience. I like to joke that I somehow managed to go from “technically not qualified enough” to “technically overqualified” in one giant jump. It’s a plot twist, but a very welcome one.
In truth, though, it matters to me. Not because of the level printed on a certificate, but because it represents a journey of persistence, hard work, curiosity, and genuine love for this profession. It is proof, to me more than anyone, that growth isn’t linear, potential isn’t predetermined, and that sometimes the most meaningful progress happens when someone simply chooses to believe in you. I carry a deep sense of gratitude to Sandra and Alison for taking that chance on me, and I try to repay that kindness by doing the same for others. One of the greatest lessons I’ve learned is that helping people realise their potential is not just a responsibility - it’s a privilege. And it’s become one of the most rewarding parts of what I do.
Writing my application for ISBL Fellowship was genuinely enjoyable. It gave me the chance to pause and look back at how far I had come, something we do not often stop long enough to do. A real highlight was seeing my line manager and CFOO Khalil Mohammed describe me as someone who is “approachable, trustworthy and clear in his communication.” They are qualities I value deeply - both in myself and in the people I admire - and seeing them reflected back so clearly was incredibly affirming. Thank you Khalil.
At the time of writing, my Fellowship application has just been submitted, and I am eagerly awaiting the outcome. I’m trying to play it cool, but realistically I’m checking my emails with the same hopeful energy as those children who burst out laughing at my Doctor Who lunch menus, fully expecting the result to be just as joyfully received…even if, let’s be honest, I was probably the only one who actually found the menus funny in the first place!
So, what does Fellowship mean? Why does it matter so much to me? For me, becoming a Fellow is not just about achieving a status. It is about being recognised by your professional community as someone who contributes, who shows up, who leads with heart, and who raises the bar for others. It is about being part of a group of people who champion the profession, protect its standards, and celebrate the craft of school business leadership.
A Fellow, to me, is someone who has walked the walk. Someone who has invested in their growth not out of ego, but out of commitment. Someone who believes in giving back to the profession that shaped them. It is about being counted, not just as a member, but as a custodian of the profession.
At 33, to be in a position to apply for Fellowship of ISBL feels huge. It feels like a moment of validation, not just of my achievements, but of the graft, the learning, the stretch, and the belief others have had in me along the way. It is something I am hugely proud of.
The impact this has had on my role, confidence or progression
ISBL has not just improved me professionally - it has shaped me personally. I am also a governor at a local secondary school, and everything I have learned through ISBL has allowed me to give so much more to that role.
School business leadership can be lonely. Sometimes it is just you, a spreadsheet with 57 tabs, and a cup of coffee you made three hours ago. But attending the ISBL National Conference for the first time shifted something in me. Being surrounded by people who understood the same challenges, pressures, and quiet victories I was navigating every day, filled my cup in a way I didn’t realise I needed. Sharing stories, swapping struggles, laughing about the universal “only in a school” moments - it gave me a new lease of life and a renewed enthusiasm for my work. I left feeling lighter, energised, and reminded that I was not carrying any of this alone.
Then finishing my Level 7 qualification gave me a huge confidence boost, and preparing for an MBA has pushed my aspirations even further. But in the midst of that progress, I received an ADHD diagnosis - something that sent me down a path of self‑discovery I hadn’t seen coming. Working in education, you learn a lot about neurodiversity, but it is quite different when the mirror turns towards you. I had always been someone who could help others understand themselves, yet suddenly I found myself in uncharted territory. How do you process a late diagnosis when you thought you already knew who you were?
I realised that the things I once apologised for were actually the very traits that propelled me forward. It turns out my brain wasn’t ‘distractible,’ it was busy inventing ideas faster than I could write them down. Hyperfocus. Creativity. Curiosity. Emotional insight. Big picture thinking. These are not weaknesses. They are strengths that have shaped me as a leader.
My ISBL network helped me feel safe enough to talk about it openly and recognise that some of the traits of ADHD aren’t just manageable, they are actually part of what makes me good at what I do.
I share my experience in the hope that others might recognise their own strengths and potential too. If my story helps even one person feel more seen, more understood, or more confident in their own path, then it has been worth sharing.
ISBL has been such a source of support for me, and I am always keen to pay that forward. If I can offer insight, encouragement, or just a listening ear to any member, please reach out to me on LinkedIn - www.linkedin.com/in/nathancolman - I’m always happy to help.
Why I would recommend ISBL to others
I recommend ISBL with my whole heart. It is a community filled with brilliant people doing extraordinary work. A place where you can learn, belong, connect, grow, and feel understood.
For me, ISBL has been more than a network; it has been a constant source of energy and encouragement. It is where I have found people who speak the same professional language, who understand the unique pressures and joys of this role, and who remind me that the work we do - often quietly, often behind the scenes - truly matters. ISBL has given me space to reflect, to stretch, and to find my voice as a leader. It has given me mentors, friends, and thought‑partners. It has given me confidence when I doubted myself and perspective when I needed grounding.
Most importantly, ISBL has shown me that none of us are in this alone. We share the same challenges, the same hopes, the same commitment to children and to the professionals who shape their lives. Being part of this community has given me not just knowledge, but a sense of purpose - a clarity about who I am, what I bring, and the kind of leader I want to continue becoming.
As I look ahead, with my Fellowship application submitted, my MBA on the horizon, and more learning still to come, I can say with certainty that I wouldn’t be the leader I am today without ISBL. It has helped me grow, helped me belong, and helped me believe in my own potential.
We are absolutely a stronger profession because ISBL exists - and I am grateful to be part of it.