L3. Get the Steps In toolkit
Toolkit
Getting the steps in is about purposeful, predictable presence across the whole week. Effective leaders plan their visibility with intention, identifying where to be seen, why it matters, and how their presence will strengthen culture, relationships, and insight. This planner helps leaders set a weekly rhythm of visibility, ensuring presence is not left to chance.
| Planned Area / Time |
| Identify the key places you will prioritise for visibility this week (e.g. corridors at lesson changeover, dining hall at lunch, classrooms during the first ten minutes, school gate at dismissal). |
| Why This Area Matters |
| Note the reason for being visible in this space. For example, reinforcing punctuality, checking the start-of-lesson routines, supporting behaviour expectations, or connecting with parents at the gate. |
| Intended Focus / Questions |
| Prepare two or three questions or focal points that you will use to engage staff and students. This ensures your presence is purposeful rather than passive. |
| Quick Fixes to Watch For |
| List the kinds of small issues you might spot that can be fixed straight away, such as equipment shortages, signage, or minor behaviour routines. |
| Follow-Up Actions |
| Plan how you will capture and close the loop on bigger issues you observe, ensuring staff and students know their feedback and concerns lead to action. |
| Reflection Prompts |
| Did my presence this week reflect the areas of school life that matter most? Was I intentional in how I engaged with staff and students? Which areas or times did I neglect, and how can I rebalance next week? Did I act on the quick fixes I observed and close the loop on follow-ups? |
L3. Get the Steps In : example toolkit
Role: Deputy Headteacher
| Planned Area / Time |
| Monday, Wednesday, and Friday mornings in the main corridor during lesson changeover; Tuesday and Thursday lunchtimes in the dining hall; and daily visibility at the student entrance between 8:15 and 8:30 a.m. |
| Why This Area Matters |
| The corridor at changeover has been a pinch point for noise and late arrivals, and lunchtime provides an informal space to connect with students and observe friendships forming. Morning presence reinforces punctuality and calm starts to the day. These areas also give me regular, unscheduled contact with staff, helping to build relationships and gather quick insights. |
| Intended Focus / Questions |
| I plan to ask students how they are finding their new routines and whether there’s anything that could make transitions smoother. With staff, I’ll ask how behaviour routines are bedding in and whether any particular areas need support. My aim is to listen first, act second. |
| Quick Fixes to Watch For |
| Loose display boards, classroom doors sticking, missing corridor signage, and minor issues like students without planners or equipment. I’ll also watch for groups forming near stairwells where movement slows down, as these can be redirected quickly. |
| Follow-Up Actions |
| I’ll email site staff with any quick premises issues by the end of the same day and note student behaviour trends to discuss at the pastoral briefing on Friday. I’ll also follow up with two staff who raised corridor concerns last week to confirm the changes have made a difference. |
| Reflection Prompts |
| My presence this week felt more structured and purposeful. Being in the same places regularly has built trust, for example, students now stop to talk rather than rush past. I noticed that my afternoon presence has been weaker, so next week I’ll add an end-of-day walk through the Year 10 area. I acted on most quick fixes immediately but still need a better system to record longer-term issues. Consistency and visibility are clearly building momentum. |