S6. Focus on the Main Thing toolkit
Toolkit
Focusing on the main thing requires leaders to distinguish between ongoing core objectives that run year-to-year and the single priority goal that demands immediate attention. By identifying a clear priority, breaking it down into supporting objectives, and defining measurable key results, leaders can align the whole school behind a common purpose. This planner helps clarify the main thing, create coherence across teams, and track progress with discipline.
| Core Objectives (Annual, Ongoing) |
| What are the standing objectives that remain important year after year (e.g. behaviour, attendance, outcomes, safeguarding)? |
| Priority Goal (This Year’s “Main Thing”) |
| What is the one most important goal for this year? The one that will make the biggest difference if achieved? |
| Priority Objectives (Supporting the Priority Goal) |
| Which two or three objectives sit underneath this priority goal, clarifying the strands of work that will drive it forward? |
| Key Results |
| For each objective, define 3 to 5 measurable key results. These should be specific, time-bound, and evidence-based. If the key results are achieved, the objective will be achieved. |
| Reflection Prompts |
| Is our priority goal genuinely the main thing or just another item on a long list? Have we distinguished clearly between ongoing objectives and this year’s focus? Do all staff know what the priority goal is and why it matters? Are our key results specific enough to drive accountability and track progress? What am I saying no to in order to maintain focus on the main thing? |
S6. Focus on the Main Thing: example toolkit
Role: Principal
| Core Objectives (Annual, Ongoing) |
| Behaviour, attendance, and teaching quality remain our standing objectives each year. These are the foundations of our culture and must continue to be monitored and developed through established systems and routines. |
| Priority Goal (This Year’s “Main Thing”) |
| Re-establish a consistent culture of calm excellence following a period of rapid school growth and significant staff turnover. This will involve rebuilding shared expectations, strengthening consistency across classrooms, and ensuring that new staff are fully inducted into our routines and standards. |
| Priority Objectives (Supporting the Priority Goal) |
| Ensure all lessons begin purposefully within 60 seconds of entry, creating a calm, focused learning atmosphere.Strengthen instructional consistency by ensuring that every teacher receives weekly developmental feedback through lesson visits or coaching.Reduce corridor noise and movement incidents by increasing leadership visibility and reinforcing the “calm transitions” routine across the school day. |
| Key Results |
| Priority objective 1 – Purposeful Lesson Starts95% of lessons observed will begin with students settled and ready to learn within 60 seconds of the start bell.100% of departments will implement a standardised “first five minutes” routine by the end of Term 1.Student voice survey (Term 2) will show a 15% increase in the statement “Lessons start quickly and calmly.”Priority objective 2 – Weekly Feedback and DevelopmentEvery teacher will receive at least one piece of developmental feedback each week (tracked through coaching logs).90% of teachers will report that feedback is “helpful” or “very helpful” in the Term 2 staff survey.Every department will share one best-practice example from lesson visits at each half-termly meeting.Priority objective 3 – Calm Corridors and TransitionsCorridor incident data will reduce from 45 per week (baseline) to below 30 by the end of Term 2, and below 20 by Easter.100% of staff will complete at least two corridor duties per week as per rota, confirmed by weekly monitoring.Student punctuality between lessons will reach 98% by the end of Term 3. |
| Implementation Plan |
| The focus will be launched on INSET Day with the message: “This year’s Main Thing is Calm Excellence.” Each department will map how their routines and expectations contribute to this goal. Progress towards the key results will be reviewed at weekly SLT meetings and shared at every half-termly all-staff briefing. A visual dashboard will track real-time progress against each key result, helping staff see collective improvement. |
| Ownership and Accountability |
| Each member of SLT will own one of the three objectives, supported by Heads of Department. The Head of Behaviour and Head of Teaching & Learning will co-lead the review of data and feedback. The Headteacher will ensure that progress remains visible, momentum sustained, and celebrations aligned to key milestones. |
| Milestones and Review Points |
| Term 1: Launch “Calm Excellence” routines, establish baseline measures, and implement weekly learning walks.Term 2: Monitor data trends, share success stories, and adapt strategies to address any areas of drift.Term 3: Embed consistency across all teams and prepare for sustainability review, ensuring that Calm Excellence is part of the school’s permanent culture. |
| Intended Impact |
| By the end of the academic year, the school should feel calmer, more consistent, and more purposeful. Students will transition quickly, teachers will feel more supported, and visitors will comment on the professional tone and focus evident throughout the day. |