This page brings together every major academic event that takes place across the school year and links each event to the leadership behaviours that support it. The year is organised into five time periods so leaders can see how curriculum, assessment, teaching and intervention activities build on one another. Each event has a short summary in this overview, and further down the page you will find the full explanation with the linked behaviours and the toolkit guidance that shows how to implement them in practice. This structure helps leaders plan ahead, anticipate pressure points, and align their work with the Everyone Succeeds leadership framework.

The academic year is structured into five phases, and the summary below outlines the purpose of each event within its time period.

Academic events overview

End of summer term

Curriculum review and planning for September

Introduction
This event reviews the curriculum’s effectiveness and prepares adjustments for the next academic year.

Why this event matters
A well designed curriculum ensures sequencing, ambition, and clarity for students and teachers. Reviewing it now prevents rushed decisions in September.

Leadership behaviours that support this event

S5. Establish collective goals
Why this behaviour supports this event
Curriculum improvements require shared priorities. Clear goals help teams avoid overload and focus on the most important changes.
Toolkit guidance: Establish Collective Goals
Agree one or two curriculum improvement goals.
Use the toolkit prompts to identify how each goal is communicated, staffed, and reviewed.
Align departmental plans to the whole school curriculum strategy.

S8. Find the lead measures
Why this behaviour supports this event
Lead measures ensure curriculum improvements are translated into actionable steps.
Toolkit guidance: Lead Measures
Identify precise lead measures such as weekly curriculum checking or shared planning routines.
Assign ownership to key staff.
Use weekly check ins to monitor progress.

T1. Know your team
Why this behaviour supports this event
Curriculum design depends on understanding team strengths and capacity.
Toolkit guidance: Know Your Team
Use the prompts to map roles for medium term planning, modelling, and resource writing.
Clarify responsibilities so everyone understands their contribution.
Identify training needs.

Data review of end of year assessments

Introduction
This event examines assessment outcomes to understand learning gaps, strengths, and patterns across classes and cohorts.

Why this event matters
Accurate analysis drives effective planning. Without it, curriculum decisions are based on assumptions rather than evidence.

Leadership behaviours that support this event

S3. Seek the brutal facts
Why this behaviour supports this event
Data analysis requires honesty and precision. Leaders must understand the true picture of performance.
Toolkit guidance: Seek the Brutal Facts
Use evidence prompts to identify strengths and gaps.
Record implications and actions using the toolkit table.
Define next steps with clear ownership.

S4. Uphold values
Why this behaviour supports this event
Assessment decisions must reflect fairness, integrity, and ambition for all students.
Toolkit guidance: Uphold Values
Check that judgements align with fairness and high expectations.
Use the alignment prompts to test interventions.
Plan communication that reflects value driven leadership.

S7. Communicate often
Why this behaviour supports this event
Clear communication ensures staff understand performance patterns and planned responses.
Toolkit guidance: Communicate Often
Identify core messages and deliver them through briefings, emails, and meetings.
Use feedback loops to refine understanding.
Make communication predictable and consistent.

Departmental exam analysis

Introduction
This event reviews exam performance to identify strengths and areas for improvement.

Why this event matters
Exam analysis shapes teaching, curriculum sequencing, and intervention strategies for the next academic year.

Leadership behaviours that support this event

S3. Seek the brutal facts
Why this behaviour supports this event
Exam analysis requires rigorous honesty to improve teaching and curriculum.
Toolkit guidance: Seek the Brutal Facts
Use the toolkit structure to gather evidence, identify gaps, and propose actions.
Map implications for curriculum and teaching.
Assign ownership for follow up.

T1. Know your team
Why this behaviour supports this event
Different teachers bring different strengths. Understanding these helps plan targeted support.
Toolkit guidance: Know Your Team
Use prompts to identify staff expertise.
Match mentoring and coaching to needs.
Clarify expectations for marking and analysis.

L4. Make it happen
Why this behaviour supports this event
Improvements depend on execution. Leaders must turn insight into action.
Toolkit guidance: Make It Happen
Break improvement tasks into steps.
Assign deadlines with clear accountability.
Use short, regular follow up loops.

Setting academic targets for the next year

Introduction
This event sets academic targets that guide teaching, planning, and intervention for the coming year.

Why this event matters
Clear targets help staff understand priorities and align their work to the school’s ambitions.

Leadership behaviours that support this event

S5. Establish collective goals
Why this behaviour supports this event
Targets must be understood and shared to drive collective action.
Toolkit guidance: Establish Collective Goals
Define one or two key attainment priorities.
Map how teachers and leaders contribute.
Communicate goals clearly and repeatedly.

S8. Find the lead measures
Why this behaviour supports this event
Lead measures ensure targets are translated into daily practice.
Toolkit guidance: Lead Measures
Select measurable actions such as weekly reading checks, exam question retrieval, or spaced practice routines.
Assign owners and review weekly.

C1. Hold high standards
Why this behaviour supports this event
Ambitious but realistic targets communicate belief in students and staff.
Toolkit guidance: Uphold Values
Check that targets align with fairness and ambition.
Use values alignment to guide communication with staff.
Share examples of success linked to high expectations.

School development planning for academic priorities

Introduction
This event shapes the strategic academic plan that guides teaching, curriculum, and assessment through the next year.

Why this event matters
A clear academic plan ensures focus and prevents initiative overload. It aligns departments with whole school strategy.

Leadership behaviours that support this event

S6. Focus on the main thing
Why this behaviour supports this event
Academic teams can be overwhelmed by competing priorities. Identifying the main thing ensures progress.
Toolkit guidance: Focus on the Main Thing
Distinguish ongoing work from this year’s core academic goal.
Set three key results to guide improvement.
Use them to filter out distractions.

S5. Establish collective goals
Why this behaviour supports this event
Success depends on shared academic priorities across departments.
Toolkit guidance: Establish Collective Goals
Define the targets at whole school and departmental level.
Map who is responsible for what.
Communicate goals clearly.

S8. Find the lead measures
Why this behaviour supports this event
Lead measures provide the key actions that make academic progress predictable.
Toolkit guidance: Lead Measures
Identify specific lead measures such as modelling frequency, questioning practice, or retrieval routines.
Assign owners and create weekly review cycles.

SEF writing for academic elements

Introduction
This event evaluates the academic provision using evidence so the school understands strengths and areas for improvement.

Why this event matters
A strong SEF ensures academic plans are grounded in truth rather than assumptions.

Leadership behaviours that support this event

S3. Seek the brutal facts
Why this behaviour supports this event
Effective academic evaluation depends on honesty and clarity.
Toolkit guidance: Seek the Brutal Facts
Use evidence prompts to evaluate teaching, curriculum, and assessment.
Record gaps and implications.
Create actions and assign ownership.

Y5. Organise for clarity
Why this behaviour supports this event
A SEF must be clear and structured so staff and inspectors can understand it easily.
Toolkit guidance: Organise for Clarity
Use the toolkit prompts to improve structure and remove duplication.
Prioritise the most significant academic issues.
Write concise, evaluative statements.

S4. Uphold values
Why this behaviour supports this event
Values guide professional judgement and ensure fairness in evaluation.
Toolkit guidance: Uphold Values
Check that evaluative statements reflect ambition, fairness, and integrity.
Align next steps with values driven decisions.
Share examples of values in action.

September to October half term

Teaching and learning launch for the new year

Introduction
This event establishes the teaching and learning focus for the year and sets clear expectations for classroom practice.

Why this event matters
A strong start aligns teachers around the same priorities, strengthens consistency, and ensures students experience high quality learning from day one.

Leadership behaviours that support this event

S1. Explain the why
Why this behaviour supports this event
Teachers commit more fully when they understand the purpose behind pedagogical priorities.
Toolkit guidance: Explain the Why
Use Why, How, What to communicate the year’s teaching priorities.
Adapt explanations for teachers, early career colleagues, and support staff.
Prepare clear responses to anticipated questions.

C4. Maintain consistency
Why this behaviour supports this event
A successful launch depends on teachers applying expectations consistently across subjects.
Toolkit guidance: Maintain Consistency
Model expectations in briefings.
Use “go back and check” walkthroughs to support alignment.
Revisit key expectations weekly.

L1. Lead by example
Why this behaviour supports this event
Teachers look to leaders to see expectations in action, not just in policy.
Toolkit guidance: Lead by Example
Demonstrate high quality questioning, feedback, and routines during visits.
Narrate professional choices clearly.
Be visible and supportive in lessons.

School culture establishment within teaching and learning

Introduction
This event integrates teaching expectations with wider school culture, ensuring classrooms reflect the values set at whole school level.

Why this event matters
Students experience school culture most directly in lessons. Teaching that reflects values strengthens belonging and improves behaviour.

Leadership behaviours that support this event

S2. Tell the story
Why this behaviour supports this event
Storytelling helps teachers see how their daily practice shapes school culture.
Toolkit guidance: Tell the Story
Share authentic stories of classrooms that model values.
Identify the single key message you want teachers to remember.
Use the Self, Us, Now structure.

C1. Hold high standards
Why this behaviour supports this event
High expectations in teaching reinforce the school’s culture of ambition and pride.
Toolkit guidance: Uphold Values
Check expectations for teaching align with fairness and ambition.
Use alignment prompts to frame classroom consistency as a values issue.
Celebrate examples publicly.

S7. Communicate often
Why this behaviour supports this event
Frequent communication keeps teaching aligned with culture as routines embed.
Toolkit guidance: Communicate Often
Use briefings, email summaries, and coaching feedback loops.
Repeat core messages to build memory.
Check understanding and adjust as needed.

Early data collection and baseline assessments

Introduction
This event gathers baseline information so teachers understand students’ starting points.

Why this event matters
Accurate baselines enable precise planning, early intervention, and realistic target setting.

Leadership behaviours that support this event

S3. Seek the brutal facts
Why this behaviour supports this event
Accurate baselines require leaders to see the real picture of student performance.
Toolkit guidance: Seek the Brutal Facts
Use the evidence prompts to evaluate results honestly.
Identify implications for teaching groups and curriculum pacing.
Define clear next steps.

S7. Communicate often
Why this behaviour supports this event
Teachers need timely updates to adjust teaching plans.
Toolkit guidance: Communicate Often
Share data summaries quickly and clearly.
Provide simple visuals or bullet points.
Create feedback loops so teachers can ask questions.

T1. Know your team
Why this behaviour supports this event
Understanding which staff need support with data interpretation strengthens teaching.
Toolkit guidance: Know Your Team
Identify who needs guidance with analysis.
Pair staff with data confident colleagues.
Clarify responsibilities for acting on findings.

First round of work scrutiny

Introduction
This event reviews the quality of student work to check standards, feedback, and curriculum coverage.

Why this event matters
Work scrutiny ensures teaching expectations are met and identifies strengths and areas needing support.

Leadership behaviours that support this event

S3. Seek the brutal facts
Why this behaviour supports this event
Scrutiny must reflect what is actually happening in books, not what is assumed.
Toolkit guidance: Seek the Brutal Facts
Use the toolkit to gather evidence, identify discrepancies, and outline actions.
Record findings using the gaps and implications table.
Plan targeted follow up.

C4. Maintain consistency
Why this behaviour supports this event
Consistency in marking and feedback ensures fairness and clarity for students.
Toolkit guidance: Maintain Consistency
Check whether feedback follows school policy.
Share examples of strong practice.
Provide supportive coaching where needed.

L4. Make it happen
Why this behaviour supports this event
Improvement only happens when leaders turn scrutiny findings into action.
Toolkit guidance: Make It Happen
Break actions into steps.
Assign timelines and responsibilities.
Monitor follow up through short loops.

Intervention planning for struggling students

Introduction
This event identifies students who need academic support and creates targeted intervention plans.

Why this event matters
Intervention works best when it begins early, preventing gaps from widening.

Leadership behaviours that support this event

S8. Find the lead measures
Why this behaviour supports this event
Intervention succeeds when leaders track the actions that drive progress.
Toolkit guidance: Lead Measures
Identify lead measures such as weekly attendance checks at intervention, homework completion, or retrieval scores.
Assign owners and monitor weekly.

T2. Ask first
Why this behaviour supports this event
Understanding barriers helps ensure interventions are suitable and effective.
Toolkit guidance: Ask First
Use structured questioning with students and families.
Document barriers and use them to shape intervention focus.
Share findings with teachers.

C1. Hold high standards
Why this behaviour supports this event
Intervention should be ambitious, not remedial. Students need to know the school believes in them.
Toolkit guidance: Uphold Values
Frame intervention through effort, resilience, and fairness.
Share examples of students who made strong progress.
Ensure communication reflects ambition.

First parent academic update

Introduction
This event provides families with early insight into students’ progress, behaviour, and effort.

Why this event matters
Parents become partners when they understand how their child is performing and what support might be needed.

Leadership behaviours that support this event

S1. Explain the why
Why this behaviour supports this event
Parents engage more deeply when they understand why early feedback matters.
Toolkit guidance: Explain the Why
Structure communication using Why, How, What.
Provide clear, purpose driven explanations.
Anticipate common questions from parents.

S7. Communicate often
Why this behaviour supports this event
Regular updates build trust and reduce uncertainty.
Toolkit guidance: Communicate Often
Use multiple channels such as email, text, and face to face meetings.
Plan follow up opportunities.
Check for clarity and adjust messages as needed.

T2. Ask first
Why this behaviour supports this event
Asking families for their perspective strengthens partnership and identifies issues early.
Toolkit guidance: Ask First
Use open questions in meetings.
Record patterns and share with relevant staff.
Ensure responses are listened to and followed up.

October half term to Christmas

Mock exam preparation

Introduction
This event prepares students for upcoming mock exams through clear guidance, revision structures, and teaching adjustments.

Why this event matters
Mocks provide crucial information about learning gaps and exam readiness. Effective preparation boosts confidence and reduces stress.

Leadership behaviours that support this event

S1. Explain the why
Why this behaviour supports this event
Students commit more fully to mocks when they understand their purpose, especially how they inform grades, revision, and support.
Toolkit guidance: Explain the Why
Craft messages for assemblies and tutor time using Why, How, What.
Prepare simple explanations for families about mock significance.
Adapt messages for year groups with different needs.

C3. Establish routines
Why this behaviour supports this event
Clear revision routines reduce avoidance and build effective study habits.
Toolkit guidance: Establish Routines
Define routines for revision planning, retrieval practice, and homework expectations.
Share visual models of these routines with students.
Revisit routines weekly to reinforce them.

S7. Communicate often
Why this behaviour supports this event
Students and families need frequent reminders about schedules, expectations, and preparation strategies.
Toolkit guidance: Communicate Often
Plan a communication sequence leading up to the mocks.
Use emails, letters, assemblies, and tutor briefings.
Check understanding and respond to concerns quickly.

Mid term curriculum pacing check

Introduction
This event reviews progress through curriculum plans to ensure pacing remains on track.

Why this event matters
Pacing affects readiness for assessments and impacts whether students receive full curriculum entitlement.

Leadership behaviours that support this event

S3. Seek the brutal facts
Why this behaviour supports this event
Teachers benefit from honest discussion about whether pacing matches the planned sequence.
Toolkit guidance: Seek the Brutal Facts
Use evidence prompts to compare intended and actual coverage.
Record any gaps and identify reasons.
Plan adjustments for the rest of the term using the toolkit table.

C4. Maintain consistency
Why this behaviour supports this event
Consistency in pacing ensures fairness across classes and avoids significant variation.
Toolkit guidance: Maintain Consistency
Share expectations for coverage.
Check pacing through observations and book looks.
Support staff needing help to speed up or slow down.

T1. Know your team
Why this behaviour supports this event
Different teachers progress at different rates. Knowing your team helps leaders give tailored support.
Toolkit guidance: Know Your Team
Identify who may need coaching or co planning.
Pair staff strategically to strengthen curriculum confidence.
Clarify which staff lead pacing adjustments.

Exam training and revision strategies for older year groups

Introduction
This event equips students with the techniques required for strong exam performance.

Why this event matters
Students often struggle with how to revise. Explicit teaching of exam strategies builds competence and reduces anxiety.

Leadership behaviours that support this event

C3. Establish routines
Why this behaviour supports this event
Revision routines help students structure their study time effectively.
Toolkit guidance: Establish Routines
Teach students how to plan revision.
Model strategies such as retrieval practice and spaced learning.
Revisit routines in tutor time.

S1. Explain the why
Why this behaviour supports this event
Students revise more consistently when they understand the benefits of specific strategies.
Toolkit guidance: Explain the Why
Frame each revision strategy through purpose and evidence.
Use Why, How, What in lessons and assemblies.
Prepare responses to common misconceptions about revision.

L1. Lead by example
Why this behaviour supports this event
Teachers modelling effective revision strategies in lessons gives students confidence and clarity.
Toolkit guidance: Lead by Example
Demonstrate how you revise content yourself.
Narrate your thinking when analysing exam questions.
Share personal examples of effective preparation.

Academic stretch and challenge review

Introduction
This event ensures that teaching provides appropriate challenge for high attaining students.

Why this event matters
Without strong stretch and challenge, high attainers can disengage or fail to reach their potential.

Leadership behaviours that support this event

S3. Seek the brutal facts
Why this behaviour supports this event
Leaders must understand where challenge is strong and where improvements are needed.
Toolkit guidance: Seek the Brutal Facts
Use observation evidence, student voice, and work scrutiny.
Identify specific areas for improvement.
Plan follow up actions by owner and timeline.

C1. Hold high standards
Why this behaviour supports this event
Challenge depends on ambitious expectations for all students.
Toolkit guidance: Uphold Values
Frame stretch and challenge through ambition and fairness.
Use alignment prompts to test expectations.
Celebrate examples of students rising to challenge.

L4. Make it happen
Why this behaviour supports this event
Improvements require decisive action, not simply discussion.
Toolkit guidance: Make It Happen
Turn findings into practical steps.
Assign responsibilities and set review points.
Monitor the impact through short loops.

End of term assessment and data review

Introduction
This event reviews assessment outcomes from the autumn term to understand progress and plan intervention.

Why this event matters
Early identification of gaps helps teachers adjust teaching and support before the next assessment cycle.

Leadership behaviours that support this event

S3. Seek the brutal facts
Why this behaviour supports this event
Data must be analysed honestly so next steps address real issues.
Toolkit guidance: Seek the Brutal Facts
Use evidence prompts to evaluate results.
Record gaps and implications.
Create clear, owned actions.

S7. Communicate often
Why this behaviour supports this event
Teachers need timely summaries so they can act quickly on findings.
Toolkit guidance: Communicate Often
Share clear data summaries.
Use simple, consistent messaging.
Check understanding with staff.

S8. Find the lead measures
Why this behaviour supports this event
Lead measures ensure that interventions from assessment are meaningful and focused.
Toolkit guidance: Lead Measures
Identify actionable lead measures such as revision routines, reteach plans, or question level analysis.
Assign owners and monitor weekly.

January to Easter

Mock exam analysis and reteach planning

Introduction
This event reviews mock exam outcomes to identify misconceptions, gaps, and strengths, and to plan reteaching and intervention.

Why this event matters
Mock exams provide deep insight into student understanding. Timely analysis and reteach planning prevent weaknesses from persisting into final assessments.

Leadership behaviours that support this event

S3. Seek the brutal facts
Why this behaviour supports this event
Accurate exam analysis requires honest review of what students do and do not understand.
Toolkit guidance: Seek the Brutal Facts
Use question level analysis and annotated scripts.
Record strengths, gaps, and implications using the toolkit structure.
Assign next steps clearly and concisely.

S8. Find the lead measures
Why this behaviour supports this event
Improvement relies on precise actions that predict progress, not broad targets.
Toolkit guidance: Lead Measures
Identify lead measures such as reteach lessons, targeted retrieval, or weekly exam practice.
Assign owners for each action.
Review progress weekly.

L4. Make it happen
Why this behaviour supports this event
Turning analysis into action ensures that insights lead to improved outcomes.
Toolkit guidance: Make It Happen
Break actions into steps.
Set deadlines and review points.
Use short loops to check impact and adjust.

Curriculum midpoint review

Introduction
This event evaluates the effectiveness of the curriculum at the half year point.

Why this event matters
Midyear review helps ensure sequencing is working, misconceptions are addressed, and pacing is appropriate for all students.

Leadership behaviours that support this event

S3. Seek the brutal facts
Why this behaviour supports this event
A curriculum review must reflect real classroom experience, not what the plan assumed.
Toolkit guidance: Seek the Brutal Facts
Compare intended and actual sequencing.
Record issues and implications.
Plan adjustments using the toolkit action table.

C4. Maintain consistency
Why this behaviour supports this event
Consistency in curriculum delivery ensures fairness across parallel classes.
Toolkit guidance: Maintain Consistency
Check alignment through book looks, lesson visits, and team discussion.
Highlight strong practice.
Support staff needing adjustments.

T1. Know your team
Why this behaviour supports this event
Curriculum work depends on staff expertise and confidence.
Toolkit guidance: Know Your Team
Identify who needs support with specific topics or pedagogical approaches.
Pair colleagues for co planning.
Clarify responsibilities for curriculum updates.

Second work scrutiny cycle

Introduction
This event checks whether feedback, presentation, and curriculum coverage have improved since the first review.

Why this event matters
Midyear scrutiny ensures teaching expectations have become embedded, not just launched.

Leadership behaviours that support this event

C4. Maintain consistency
Why this behaviour supports this event
A second scrutiny tests whether expectations are applied evenly over time.
Toolkit guidance: Maintain Consistency
Reinforce expectations in briefings.
Use “go back and check” walkthroughs.
Share examples of excellent work.

S3. Seek the brutal facts
Why this behaviour supports this event
Scrutiny must be honest to support improvement.
Toolkit guidance: Seek the Brutal Facts
Gather evidence across classes.
Identify what improved and what has drifted.
Plan follow up actions.

L1. Lead by example
Why this behaviour supports this event
Leaders modelling calm, thoughtful scrutiny builds trust and signals professionalism.
Toolkit guidance: Lead by Example
Share your thought process transparently.
Give balanced, specific feedback.
Show appreciation for strong practice.

Intervention programme evaluation and refinement

Introduction
This event evaluates the effectiveness of interventions begun in the autumn term and adjusts them for the remainder of the year.

Why this event matters
Interventions only work when they are monitored and adapted. Some strategies must be strengthened, revised, or replaced entirely.

Leadership behaviours that support this event

S8. Find the lead measures
Why this behaviour supports this event
Evaluating intervention requires tracking precise behaviours, not just grades.
Toolkit guidance: Lead Measures
Identify which lead measures are being met and which are not.
Remove or refine ineffective actions.
Add new lead measures that better predict progress.

T2. Ask first
Why this behaviour supports this event
Conversations with students and families reveal barriers that data alone cannot show.
Toolkit guidance: Ask First
Use structured questions to understand student experiences of intervention.
Document patterns.
Use insights to improve provision.

C1. Hold high standards
Why this behaviour supports this event
Intervention must be grounded in ambition, not remediation.
Toolkit guidance: Uphold Values
Ensure conversations with students focus on belief in their potential.
Align intervention expectations with fairness and ambition.
Share examples of progress that reflect high standards.

Pre Easter assessment and progress review

Introduction
This event evaluates learning before Easter to prepare for the final assessment push.

Why this event matters
A clear understanding of progress ensures that reteaching, revision, and curriculum adjustments in the summer term are well targeted.

Leadership behaviours that support this event

S3. Seek the brutal facts
Why this behaviour supports this event
Clear, honest understanding of progress prevents surprises later in the year.
Toolkit guidance: Seek the Brutal Facts
Use evidence prompts to analyse assessment data.
Record gaps and implications using the toolkit.
Assign targeted actions.

S7. Communicate often
Why this behaviour supports this event
Teachers need clarity to respond quickly.
Toolkit guidance: Communicate Often
Share precise, concise summaries.
Use multiple channels to reinforce key messages.
Check staff understanding.

S8. Find the lead measures
Why this behaviour supports this event
Lead measures shape the final phase of improvement before exams.
Toolkit guidance: Lead Measures
Choose the next set of lead measures such as focused retrieval, timed questions, or reteach slots.
Assign owners.
Review weekly.

After Easter

Final exam preparation and curriculum tightening

Introduction
This event ensures that curriculum coverage, revision, and assessment preparation are fully aligned as students enter the final exam period.

Why this event matters
The weeks after Easter are critical. Tightening curriculum delivery ensures students receive the most important content and practise the skills required for success.

Leadership behaviours that support this event

S6. Focus on the main thing
Why this behaviour supports this event
Final preparation requires prioritising the content and skills that will most influence outcomes.
Toolkit guidance: Focus on the Main Thing
Use the toolkit to identify which topics provide the greatest leverage.
Clarify what must be taught, revised, and practised now.
Strip away non essential activity.

S1. Explain the why
Why this behaviour supports this event
Students engage more deeply when they understand why the final phase of preparation is structured in a particular way.
Toolkit guidance: Explain the Why
Frame messages around confidence, readiness, and fairness.
Communicate using Why, How, What in assemblies and tutor time.
Prepare short, clear stories about past student success.

C3. Establish routines
Why this behaviour supports this event
Effective revision depends on predictable routines such as retrieval practice, timed questions, and daily reviews.
Toolkit guidance: Establish Routines
Define expectations for in class revision.
Share models of revision tasks for teachers.
Revisit routines frequently to maintain momentum.

Year 11 and Year 13 exam conduct and readiness checks

Introduction
This event ensures that students understand exam conduct expectations and are fully prepared for the practicalities of exam days.

Why this event matters
Clarity prevents anxiety and mistakes. Students perform better when they know exactly what to expect.

Leadership behaviours that support this event

C1. Hold high standards
Why this behaviour supports this event
High expectations for conduct and organisation help protect the integrity of exams.
Toolkit guidance: Uphold Values
Frame exam conduct through fairness and respect.
Share examples of positive conduct from previous years.
Use values alignment prompts to guide communication.

S7. Communicate often
Why this behaviour supports this event
Students must receive regular reminders so that expectations become automatic.
Toolkit guidance: Communicate Often
Plan repeated messages through assemblies, tutor time, signage, and printed guides.
Use simple, consistent language.
Check understanding by asking students to explain procedures back.

L1. Lead by example
Why this behaviour supports this event
Visible, calm leadership helps students feel reassured and confident.
Toolkit guidance: Lead by Example
Be present in exam spaces.
Model calmness and clarity in your tone.
Demonstrate supportive, confident interactions.

Exam period teaching adjustments for non exam groups

Introduction
This event adapts teaching for year groups not currently sitting exams so they experience continuity and purposeful learning.

Why this event matters
The exam season can disrupt routines. Structured teaching for other year groups prevents drift and maintains momentum.

Leadership behaviours that support this event

C4. Maintain consistency
Why this behaviour supports this event
Consistency in routines, expectations, and curriculum delivery ensures students continue learning effectively despite logistical disruption.
Toolkit guidance: Maintain Consistency
Reinforce expectations through briefings.
Check routines through walkthroughs.
Support staff managing exam related changes.

S6. Focus on the main thing
Why this behaviour supports this event
Disruption can tempt departments to lose focus. Identifying the main learning priority protects progress.
Toolkit guidance: Focus on the Main Thing
Define the key learning goal for each year group.
Use this to shape curriculum adjustments.
Remove unnecessary tasks or distractions.

S7. Communicate often
Why this behaviour supports this event
Frequent communication helps staff manage rooming changes, timetable shifts, and curriculum prioritisation.
Toolkit guidance: Communicate Often
Share schedules and updates promptly.
Use consistent messaging.
Invite feedback to clarify confusion.

Final teacher assessment and grade review

Introduction
This event reviews predicted grades, class performance, and teacher assessments near the end of the year.

Why this event matters
Accurate grade review ensures students receive appropriate support and identifies final opportunities for improvement.

Leadership behaviours that support this event

S3. Seek the brutal facts
Why this behaviour supports this event
Honest evaluation prevents overestimating or underestimating performance.
Toolkit guidance: Seek the Brutal Facts
Use evidence prompts to analyse grades.
Record gaps and implications.
Assign actions for reteaching or intervention.

S8. Find the lead measures
Why this behaviour supports this event
Lead measures direct final interventions that still have time to influence outcomes.
Toolkit guidance: Lead Measures
Identify which small actions will have immediate impact.
Assign owners.
Monitor follow up weekly.

T1. Know your team
Why this behaviour supports this event
Understanding staff strengths and challenges ensures targeted support during the final phase of teaching.
Toolkit guidance: Know Your Team
Identify who needs coaching.
Assign mentors strategically.
Clarify leadership support during pressured periods.

Academic review and transition planning for next year

Introduction
This event prepares departments for the next academic year by reviewing strengths and actions needed for improvement.

Why this event matters
Transition planning ensures continuity of curriculum, staffing, and teaching quality across year groups.

Leadership behaviours that support this event

S3. Seek the brutal facts
Why this behaviour supports this event
Clear eyed evaluation ensures plans for next year are rooted in evidence, not assumptions.
Toolkit guidance: Seek the Brutal Facts
Use evidence prompts to evaluate curriculum, teaching, and outcomes.
Record strengths, gaps, implications, and next steps.
Assign ownership using toolkit tables.

S5. Establish collective goals
Why this behaviour supports this event
Shared goals ensure departments enter the next year united around the same priorities.
Toolkit guidance: Establish Collective Goals
Set one or two academic goals for the department.
Communicate these clearly.
Align curriculum and CPD plans to them.

Y5. Organise for clarity
Why this behaviour supports this event
Clear, structured transition planning makes September smoother for staff and students.
Toolkit guidance: Organise for Clarity
Use the toolkit prompts to refine documents, remove duplication, and present information clearly.
Plan handovers and updates logically.
Ensure staff know where to find key information.