It is the start of a new school year and everywhere there is talk of beginnings. New staff, new pupils, new syllabuses, new facilities: the discussion in the staffroom and at home over dinner is of potential and good intentions.

Refreshed by several weeks of holiday, energetic teachers are coming back with lessons prepared and new ideas for dynamic delivery.

Pupils are perhaps bolstered by good examination results or starting on new courses; they may even be embarking on a fresh chapter in their education at a new school. There is excitement to be reunited with friends again and enthusiasm to get off to a good start.

However, simultaneously there is the talk around school of restarts. Pupils are reminded of the traditions and expectations of the school, that they are part of an institution bigger than themselves and they should uphold the values tried and tested over time.

Pupils are invited to get into the swing of things as the School settles down to its normal routines.

So how to strike the balance between the old and the new as the school year gets under way?

Innovation is healthy, yet the longevity of schools instils confidence and calm in those who are part of them. Lack of change leads to staleness and boredom but too much change breeds uncertainty and a lack of stability.

The best schools have well-established and smooth administrative and pastoral systems. Stability within the community is important as it enables teachers to teach and pupils to learn with a sense of security around them.

Administrative competence is not for its own sake but takes place under the surface to allow the human interaction so critical in the educational process to take place without impediment.

The vital role played by support staff in schools underpins what is possible in the classroom. An efficient school also has effective pastoral systems: regular interaction between pastoral staff and pupils cements relationships in case of difficulty as well as allowing the regular monitoring of academic and social progress.

Within this supportive and nurturing environment, it is possible for teachers and pupils to take risks both in and out of the classroom.

Teachers can be ambitious in stretching the pupils to see their subject with fresh eyes and to open avenues for exploration both at school and beyond. Pupils can therefore throw themselves into their studies but can also sample the school's extra-curricular programme or pursue interests on their own to try new experiences and broaden horizons.

So the revolutionaries and reactionaries are both right in September. It is a time to welcome change but also to respect the comfort brought about by a school's routines.