Stephen Crinall is Headteacher at Laleham Church of England VA Primary School in Surrey, leading a thriving, community-focused school grounded in a strong Christian ethos. He is committed to fostering a culture where pupils and staff flourish, balancing high academic expectations with wellbeing, inclusion, and personal development.
He has taught across all primary phases, with particular expertise in Key Stage 2. Previously, he was Assistant Headteacher at Bedfont Primary School in West London, where he led curriculum, assessment, and teacher development. There, he oversaw the accreditation of the ‘Bedfont Baccalaureate’ with the National Baccalaureate Trust.
Stephen has a strong track record in whole-school improvement, refining assessment systems and strengthening teaching through professional development. His interests include leadership development, reflective practice, and inclusive, knowledge-rich curricula. He contributes to the wider education community and is completing his NPQH. He is also a Fellow of the Chartered College of Teaching and the Royal Society of Arts.
In an exclusive conversation with K12 Digest, Stephen talks about his journey from classroom teaching to school leadership and the experiences that shaped his approach to building strong school communities. He reflects on how values-based education and academic excellence work together in practice, the importance of clarity and simplicity in managing modern school challenges, and the growing yet balanced role of AI in primary education. He also shares insights into fostering inclusion, strengthening partnerships with families, and creating meaningful initiatives like outdoor learning spaces that bring communities together.
Your journey into school leadership reflects a steady progression through teaching and leadership roles. What were the defining moments that shaped your path to becoming Head of School?
Looking back, my route into leadership hasn’t been driven by a single moment, but by a growing sense that I wanted to make a difference beyond my own classroom. From my first moments in the classroom, and when preparing for my PGCE, I loved teaching, but I also found myself drawn to the bigger picture. I found the work behind decisions about curriculum, assessment and culture and how shape the experience for every child fascinating and something I wanted to be a part of.
A key turning point came during my time as Assistant Head, when I had the opportunity to lead on whole-school developments. In particular, working with staff to refine our approach to assessment and teaching really brought home the impact that thoughtful, collaborative leadership can have. It wasn’t just about improving outcomes; it was about creating clarity, reducing unnecessary workload and helping colleagues feel confident in their practice.
Alongside that, engaging with research and professional learning through my partnership with colleagues at St Mary’s University played a big part in shaping my thinking. It encouraged me to reflect more deeply on what effective leadership looks like and how we build cultures where both staff and pupils can thrive.
Stepping into the role of Head of School and now into the Headteacher role at Laleham felt like a natural next step. I see my current work as an opportunity to bring those experiences together and help shape a school community in a meaningful and lasting way.
At Laleham CofE VA Primary School, how do you balance academic excellence with the values-based education that Church of England schools are known for?
For us, it’s not really about balancing the two as they go hand in hand. Our starting point is always our vision of being a Christ-centred community, learning, growing and celebrating together in the love of God. This vision, and our ethos, shapes both our academic and pastoral work and drives the school forward.
We want children to achieve highly, of course, but we also want them to feel safe, valued and understood. When that’s in place, children are much more able to engage, take risks in their learning and succeed.
In practice, that means our values aren’t something separate: they’re woven through everything. You’ll see them in our collective worship, in the way staff and pupils interact and across the curriculum itself. We place a strong emphasis on inclusion, ensuring that every child can access learning and feel a sense of belonging.
Ultimately, we want our pupils to leave not just with strong outcomes or opportunities to succeed in sports, music or arts, but as kind, thoughtful individuals who understand their place in the world and the impact they can have on others.
Primary education is evolving rapidly. What are the biggest challenges you currently see in the sector, and how is your school responding to them?
One of the biggest challenges at the moment is the sheer range of expectations placed on schools, alongside the need to keep things manageable for staff. There’s a real risk of trying to do too much, which can lead to complexity and pressure without necessarily improving outcomes.
At Laleham, we’ve tried to respond by focusing on clarity and simplicity. For example, we’ve refined our assessment systems so that they’re more meaningful and less burdensome, helping teachers to focus on what pupils actually need next rather than generating data for its own sake.
Inclusion is another key area. We’re continuing to develop our approach to adaptive teaching, making sure that lessons are accessible and appropriately challenging for all pupils, rather than relying too heavily on separate interventions.
We’ve also placed a strong emphasis on communication: being open, clear and responsive with families. Initiatives like “You said, we did” have helped to build trust and show that feedback genuinely leads to action, creating a meaningful partnership with our parents and families.
With AI and digital tools entering classrooms, how do you see technology shaping teaching and learning in primary schools over the next few years?
There’s definitely a lot of potential, particularly in terms of supporting teachers. If used safely and effectively, AI can help reduce workload. This could be through generating ideas for lessons, supporting planning or helping to analyse information more efficiently.
That said, in primary education especially, technology should never replace the fundamentals. Strong relationships, high-quality, inclusive teaching and a deep understanding of how children learn will always come first.
For pupils, digital tools can open up new ways of engaging with learning, but it’s important that this sits alongside opportunities for discussion, creativity and real-world experiences.
Looking ahead, I think the focus will need to be on using technology in a balanced and thoughtful way to ensure that it is supporting teaching rather than driving it, ensuring that both staff and pupils develop the skills to use it critically and responsibly.
Can you share a key initiative or achievement at your school that you are particularly proud of, and the impact it has had on students or staff?
One project I’m particularly proud of is the development of our outdoor learning space, The Worrell. It’s more than just a physical area as it represents a real shift in how we think about learning and how we use our environment.
What made it especially meaningful was the way it brought the whole community together. Staff, pupils and families all played a part in shaping it, and it’s named in memory of someone who was hugely important to the school, which gives it an added sense of significance.
The impact has been really positive. Pupils are often more engaged in outdoor sessions, particularly those who thrive in a more practical, hands-on environment. It’s also given staff the confidence to try different approaches and think creatively about how learning can happen. Perhaps most importantly, it’s strengthened that sense of belonging and shared identity within the school.
Leadership in education often extends beyond the classroom. How do you personally stay grounded and motivated outside of your professional responsibilities?
For me, it comes down to keeping a sense of balance. Family life is really important (I’m a husband and a father of two young children) and spending time at home helps me to switch off and keep things in perspective.
My faith also plays a big role. It gives me a framework for reflection and reminds me of the importance of leading with humility, care and a sense of purpose.
I also try to stay connected to the wider profession, whether that’s through reading, research or conversations with colleagues. That helps me to stay motivated and keep learning, modelling the beliefs that I hold about there always being room to improve to the wider staff team at Laleham.
Ultimately, I am a firm believer that taking time to step back is essential. It allows me to return to school with a clearer head and the energy to lead well… The phrase ‘you can’t pour from an empty cup’ is one that many readers will be familiar with but should never be undervalued!
What advice would you offer to young educators or students who aspire to build a meaningful career in education today?
I’d say focus first and foremost on becoming a great teacher. The classroom is where everything starts, and the impact you have there really matters. Be open to learning from others: watch colleagues, ask questions, engage with research and take time to reflect on your own practice. That habit of reflection will stay with you throughout your career and it took me a long time to fully appreciate how valuable it is!
Build strong relationships as well. Education is a team effort, and the ability to work well with others is just as important as subject knowledge or pedagogy. Having a network of colleagues to share ideas with and call upon is what gets me through the most challenging moments we face.
And finally, hold on to why you came into education in the first place. It absolutely can be a demanding job, but it’s also incredibly rewarding. If you stay connected to that sense of purpose, it will carry you through the challenges.