Starting point 1
Behaviour and consistency
When expectations are applied unevenly, every other improvement is harder. This starting point puts consistency first.
The situation
Behaviour and expectations are uneven across the school. Some corridors and classrooms are calm and predictable; others are not. Learning time is lost, staff confidence varies, and pupils get mixed messages about what is acceptable.
This is not a crisis. It is erosion. Left alone, inconsistency adds to workload, wears down trust and limits improvement everywhere else.
The shared behaviours
The whole leadership team works on these three, one each half term.
- C4 Maintain Consistency. Without consistent follow-through, no other improvement work will stick.
- L1 Lead by Example. Staff take their lead from what leaders model, reinforce and tolerate.
- C3 Establish Routines. Clear routines reduce variation and take the guesswork out of behaviour.
A routine to launch with
Launch with the threshold or behaviour steps. Both are seen by every pupil, every lesson, so any inconsistency shows up quickly and so does improvement. Write the decisions down together, then check them every week with the QA sheet.
How the year runs
Count from whenever you start. Each leader also follows the usual plan: the self-review first, colleague feedback in the second half term, and a 90-day plan from the third.
| Before you begin | Leaders take the self-review. The headteacher looks at the school overview for C4 and C3 in particular. |
| Half term 1 | C4 Maintain Consistency. Launch the routine and agree what every adult does, word for word. |
| Half term 2 | L1 Lead by Example. Leaders are visible at the routine every day. Colleague feedback opens. |
| Half term 3 | C3 Establish Routines. Add a second routine only if the first is secure. Leaders start 90-day plans. |
| Half terms 4 and 5 | Line management checks the plans. The QA sheet shows where the routine is slipping. |
| Half term 6 | Review: is consistency still the main barrier? If not, choose shared behaviours that build ownership next year. |
What success looks like after a year
- Expectations are applied in the same way across the school
- Routines are clear and predictable
- Staff are more confident to follow through
- Behaviour is calmer, and less learning time is lost
The trap to avoid
Moving on before routines are secure. The most common failure is adding new priorities while the first routine is still uneven. Keep checking it until it runs without leaders having to push it.
A judgement call
Where inconsistency comes mainly from weak follow-up rather than unclear expectations, L8 Don't Drop the Ball may be the better third behaviour.
When something specific comes up
The plan sets the direction for the year. Within it, leaders will face difficult conversations, team problems and moments of uncertainty. Use the Leadership Challenge Finder to find the behaviours that help most, or talk it through with the ES Coach.