Everyone Succeeds can be introduced in several ways, depending on the needs of your school and the experience of your leadership team. It is possible to begin with a whole school focus on a small number of key behaviours or an individualised approach based on diagnostic reports. We believe it is best to combine both, creating a rhythm of learning and leadership practice that strengthens culture and supports every leader.

This page sets out the three approaches, the recommended model, a clear year one timeline and the principles that make the Leadership Cycle work. It is designed to help you implement Everyone Succeeds smoothly and make leadership development part of the everyday conversation.

Three approaches to implementation

Approach 1. Whole school behaviour focus

This approach introduces the Everyone Succeeds Framework to all leaders and to staff who are developing their leadership. The school selects a small number of behaviours that align with its immediate priorities and all leaders work on these together. Everyone follows the Learn, Lead and Review cycle, supported by the book, workbook, toolkits and Coach and Practice sheets.

This approach creates a shared language, builds consistency and strengthens collective culture. It is a strong model for the first year of adoption when the priority is alignment.

A whole school behaviour focus works best when aligned to the natural rhythm of the school year. The academic and pastoral event calendars provide a clear annual structure that identifies when key moments such as transition, behaviour resets, attendance cycles, curriculum planning and assessment reviews take place. By linking selected behaviours to these events, leaders can practise the same habits at the same time, creating a powerful sense of alignment and improving consistency across the school.

Approach 2. Personalised development through diagnostics

Leaders complete the self diagnostic, the 360 diagnostic and the combined report. Each leader identifies the three to five behaviours that will have the greatest impact on their role. Leaders then work through the Learn, Lead and Review cycle together, using the 90 day planner as a shared structure for turning their priorities into action.

This approach supports ownership and ensures every leader has a personalised development pathway that reflects their strengths and areas for growth.

Approach 3. The hybrid model

The hybrid approach blends collective focus with personalised development. Leaders begin the year by working on a small number of whole school behaviours chosen by the headteacher. These become shared priorities for culture and consistency. Later in the autumn term, leaders complete the diagnostics and add personalised behaviours to their development plan.

This approach provides structure, shared purpose and the flexibility to match support to individual needs. It is the recommended model for most schools.

The hybrid model is strengthened further when leaders connect their chosen behaviours to the academic and pastoral event calendars. These calendars identify the most significant leadership moments in each term, such as the September behaviour reset, safeguarding reviews, work scrutinies, mock exam cycles and pastoral check-ins. When leaders practise shared behaviours during these moments, collective improvement accelerates because everyone applies the same habits to the same work at the same time.

The recommended model of delivery

The hybrid model builds confidence, creates shared expectations and brings personalised development in at the right time. It is the strongest and most sustainable way to embed the Everyone Succeeds cycle from the start. It enables leaders to give energy to whole school priorities while also developing their own areas for growth.

Year one timeline

Step 1. Introduce Everyone Succeeds to all leaders (June)

Explain the Leadership Cycle. Share the book and workbook. Introduce the first small set of behaviours that align with September priorities. Give leaders time to read, discuss and take part in practice activities using the toolkits and Coach and Practice sheets.

Step 2. Leaders deepen understanding and rehearse key behaviours (June to July)

Leaders study two or three behaviours in depth. They use the workbook to explore what these behaviours look like in action and take part in practice sessions. This builds confidence ahead of the September return.

Linking behaviours to school priorities

Different behaviours are especially helpful at different points in the school year.

• At the start of the year, behaviours that set expectations, routines and consistency are most powerful
• During school development planning, strategic behaviours provide clarity and direction
• During busy or pressurised points in the year, behaviours that support communication, prioritisation and decision making help maintain focus
• During periods of change, behaviours that create shared understanding and momentum support teams

Schools often find it helpful to use a seasonal behaviour menu to guide choices.

Step 3. Apply the chosen behaviours in daily leadership (September to October)

Leaders begin the Lead phase. They embed the behaviours in team meetings, line management, modelling and feedback. Senior leaders revisit the behaviours during briefings and coaching meetings.

Step 4. Complete the diagnostics (November)

All leaders complete the self diagnostic, the 360 diagnostic and the combined report. Leaders now have a clear understanding of their strengths and their most important development priorities.

Step 5. Begin personalised development paths (December to April)

Leaders choose up to three behaviours from their combined diagnostic and work through a full 90 day cycle. This runs again in the spring term, giving leaders two cycles of personalised development each year.

Step 6. Repeat the cycle and refine (May onwards)

Teams begin a new year with confidence in the cycle, a shared language and a clear understanding of the behaviours that will strengthen leadership across the school.

Summary

• June: Introduce the cycle. Learn the first whole school behaviours.
• September: Begin the Lead phase. Apply the behaviours in real practice.
• November: Run the diagnostics. Receive combined reports.
• December: Begin the next Learn phase. Combine whole school and personal behaviours.
• January: Begin the next Lead phase. Apply both streams of behaviours.

Principles that make implementation succeed

Start with why

Explain that the purpose is to create the time, structure and accountability that help leaders move from reflection to action. The cycle is designed to turn development into daily habits that improve leadership practice for the long term.

Keep it developmental, not evaluative

The diagnostics and planner are designed for growth, not appraisal. The process works when leaders feel safe to be honest and open about their strengths and gaps.

Protect time

Leadership development requires space. Build time into line management, coaching sessions or leadership meetings for reflection and review.

Model openness

Senior leaders share their own development behaviours, their progress and their reflection. This sets the tone and builds trust.

Use a common language

Refer to the 54 behaviours regularly in coaching, feedback, meetings and celebration. The more often they are used, the faster they become embedded in daily practice.

The aim is to make leadership development part of the everyday conversation.