L2. Be Positive toolkit
Toolkit
Positivity has the most significant impact when it is intentional and consistent. Effective leaders don’t just wait for moments of praise to present themselves; they actively look for them, going out of their way to notice effort, highlight progress, and connect recognition to the school’s values. By making positivity a daily habit, leaders set the emotional tone for their schools, ensuring staff and students feel seen and valued. This tracker helps leaders record when they give deliberate praise, what it was for, and to whom, while also building a routine that ensures positivity is a daily practice rather than an occasional act.
| Date |
| When the deliberate praise or recognition took place. |
| Person / Team |
| Who was recognised: student, staff member, or group? |
| Reason / Behaviour Noticed |
| Be specific about what they did and why it mattered. |
| Mode of Praise |
| How the recognition was given: public (assembly, staff briefing) or private (conversation, note, call). |
| Impact / Response |
| Record the reaction or ripple effect observed, even if small. |
| Daily Habit Tracker |
| ☐ Did I give at least one piece of specific, deliberate praise today?☐ Did I balance praise across staff and students?☐ Did I connect recognition to a school value?☐ Did I go out of my way to notice something that might otherwise have been overlooked? |
| Reflection Prompts |
| Am I making positivity a daily habit or leaving it to chance? Do I tend to notice the same people or groups rather than spreading recognition more widely? How deliberate am I in linking positivity back to school values so it strengthens culture? How can I make positivity both authentic and consistent without it becoming routine or tokenistic? |
L2. Be Positive: example toolkit
Role: Head of Year
| Date |
| Wednesday, 24 September |
| Person / Team |
| Year 10 tutor team |
| Reason / Behaviour Noticed |
| I recognised the team for their consistent focus on punctuality and calm starts to tutor time. Over the past fortnight, every tutor has ensured their group is in line by the second bell and ready for learning, which has noticeably improved the tone for the rest of the day. |
| Mode of Praise |
| I thanked them in person during our morning briefing and followed up with a short email to the group, copying in the Deputy Headteacher to highlight their collective impact. |
| Impact / Response |
| The tutors appreciated the recognition and shared that it meant a lot for their efforts to be noticed in what is often an unglamorous part of the day. One tutor later told me they’d shared the feedback with their form, reinforcing the message of collective pride. The next morning, the Year 10 corridor felt calmer still, and the tutor team were visibly upbeat. |
| Daily Habit Tracker |
| ☑ Did I give at least one piece of specific, deliberate praise today?☑ Did I balance praise across staff and students?☑ Did I connect recognition to a school value?☑ Did I go out of my way to notice something that might otherwise have been overlooked? |
| Reflection Prompts |
| I’ve realised how much energy a small moment of gratitude can bring to a team. I want to build this into my daily rhythm rather than rely on chance opportunities. Tomorrow I will make a point of noticing a quieter student who consistently models our value of integrity by supporting peers without seeking attention. My goal is to ensure positivity feels genuine, varied, and grounded in our shared values. |