Starting point 5
A new headteacher
A new headteacher needs to build trust before setting a direction. This starting point puts credibility first.
The situation
A new headteacher has joined. Outcomes are mixed, staff morale is cautious, and recent history may include instability or stalled improvement.
Staff are watching closely. Some are hopeful, others sceptical, and stories about “what happened last time” still carry weight. The question is not what to change, but when, and how to earn the right to change it.
The shared behaviours
The whole leadership team works on these three, one each half term.
- L1 Lead by Example. The headteacher and senior leaders model the standards and tone they expect.
- L8 Don't Drop the Ball. Follow-through is consistent and visible, so trust builds week by week.
- S1 Explain the Why. Once a direction emerges, leaders explain it clearly.
A routine to launch with
None in the first half term: listen first. Walk the routines that already exist, from the morning welcome to the end of the day, and note where practice varies. In the second half term, choose one routine to tighten with How we do it, ideally one that staff have already said is a problem. The First 100 Days gives the headteacher a plan for this stage.
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 reads the school overview as part of listening, not judging. |
| Half term 1 | L1 Lead by Example. Be visible, listen, and keep every small promise. |
| Half term 2 | L8 Don’t Drop the Ball. Fix one thing staff have asked for, and launch the first routine. Colleague feedback opens. |
| Half term 3 | S1 Explain the Why. Share the direction for the school and the reasons for it. Leaders start 90-day plans. |
| Half terms 4 and 5 | Line management checks the plans. Add a second routine if the first is secure. |
| Half term 6 | Review the year with the team, and set next year’s shared behaviours together. |
What success looks like after a year
- Staff trust the leadership team more
- Follow-through is consistent and visible
- Staff understand the school’s direction and the reasons for it
- The school is ready for bigger changes
The trap to avoid
Changing too much before you understand the school. Early changes made without listening often confirm the sceptics’ story. Earn trust first.
A judgement call
Where inconsistency is already a serious problem, C4 Maintain Consistency may need to come earlier.
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.