I have been Principal of Torquay Academy since January 2014. Over that time, I have had the privilege of working alongside exceptional leaders, teachers and support staff to transform the school into one the local community is proud of, while significantly improving outcomes for the children we serve.

That, however, is not how my headship began.

Within eight months of taking on my first headship, the school had narrowly avoided being placed into special measures following an Ofsted inspection. GCSE outcomes fell to 28% in English and Maths, several year groups were less than half full, and confidence across the school was fragile.

There were moments when I questioned both my decision to take the role and my own ability to lead meaningful change. I retained a strong belief that improvement was possible, but it was not always clear what effective leadership looked like in practice, day to day.

That uncertainty shifted during a visit from Sir David Carter, then Regional Schools Commissioner for the South West. Rather than reinforcing doubt, he instilled belief. Following the visit, he sent a handwritten note, which I still keep on my desk today. It serves as a reminder of the power leaders have to shape how others see themselves at the moments it matters most.

My interest in leadership began earlier in my career. I completed a Postgraduate Diploma in School Leadership before taking on my first leadership role, and later an MBA in 2023. Alongside this, I have visited schools across the UK and the USA, learning from leaders working in a wide range of contexts.

A significant influence on my thinking was Doug Lemov. His work on codifying great teaching prompted a question that stayed with me:

If effective teaching behaviours can be identified, named and practised, why not leadership?

The Everyone Succeeds framework is the result of that question. It draws on years of observation, practice and reflection to identify the behaviours that highly effective school leaders consistently demonstrate.

It is designed for leaders who know that leadership is demanding, often isolating and sometimes overwhelming, but who believe that improvement is possible when behaviour is made deliberate, visible and practised with intent.