S1. Explain the why – toolkit
Toolkit
This tool is for use at the whole-school level, but it can also be applied to specific initiatives, policies, or projects, for example, a behaviour policy, curriculum development, or a wellbeing programme. Use it to help you explain decisions with clarity and consistency.
| Why (Purpose) |
| The belief or purpose driving the initiative. Why does this matter? What’s the bigger picture? |
| How (Approach) |
| The guiding principles, strategies, or values that shape what you’ll do. How will you go about this? |
| What (Action/Outcome) |
| The specific actions, practices, or outputs. What exactly will people see happening? |
| Audience |
| Who is my audience (staff, parents, students, governors)? Have I framed it with them in mind? |
| Success |
| If we succeed, what difference will people see or feel? |
| Potential questions |
| What questions might others ask, and how will I respond? |
| Reflection Prompts |
| Have I made the purpose behind this initiative clear enough that every member of staff could confidently explain it in one sentence? Does the “why” connect to our school’s values and long-term vision, or is it framed around short-term goals? Have I adapted the explanation appropriately for different audiences, including staff, students, parents, and governors? Do my actions and communication methods consistently reinforce the same message? How will I know that people not only understand what we are doing, but why it matters? Am I modelling this behaviour myself by explaining the rationale behind my own decisions clearly and consistently? |
Example toolkit
Role: Headteacher
| Why (Purpose) |
| We exist to transform the life chances of children in our town by ensuring that everyone succeeds.Success means every child, whatever their starting point, leaves us with the knowledge, character, confidence and choices to thrive. |
| How (Approach) |
| We behave with Hard Work, Integrity and Pride.Hard Work: Effort is expected, taught and celebrated, from punctuality and attendance to perseverance in learning.Integrity: We do the right thing, even when no one is watching. Honesty, fairness and respect underpin all our interactions.Pride: We take pride in ourselves, our work and our community. We maintain high standards, professional conduct and a culture of “leave it better than you found it.” |
| What (Action/Outcome) |
| We provide excellent education, well-being support and rich extracurricular opportunities for every child.What people will see:Teaching and Curriculum: A coherent, knowledge-rich curriculum, highly effective teaching routines, precise assessment and responsive intervention.Behaviour and Culture: Calm, safe corridors and classrooms, consistent routines and visible celebrations of effort and achievement.Well-being and Inclusion: Proactive pastoral support, early identification of need and swift access to in-house and external services.Enrichment: A broad range of clubs, arts, sports, leadership and service opportunities with strong participation from all groups.Family and Community: Regular and purposeful communication, practical support to remove barriers such as uniform, breakfasts and homework spaces. |
| Audience |
| Tailor the message while keeping the same core meaning:Staff: “Our purpose is life-changing success for every child. We deliver it through Hard Work, Integrity and Pride, in our planning, teaching and daily routines.”Students: “We are here so you can succeed in school and life. Work hard, have integrity and take pride. You will be challenged, supported and celebrated.”Parents and Carers: “We exist to expand your child’s choices. You will see strong teaching, clear routines, well-being support and wide enrichment, all built on Hard Work, Integrity and Pride.”Governors and Trustees: “Our strategy secures equitable success at scale through high-quality teaching, strong culture, targeted support and rich enrichment, all delivered through our values.” |
| Success |
| If we succeed, people will see and feel the following:Students: Improved attendance, stronger learning habits, better attainment and progress across all groups, increased participation and leadership, and positive destinations.Staff: Consistent routines, high-quality instructional practice, purposeful professional development, improved retention and well-being.Parents: Increased trust in the school, clear communication, strong uptake of enrichment and positive feedback in surveys.Environment: A calm and respectful atmosphere, pride in uniform and spaces, and visible celebration of work and character. Example indicators:Attendance above the national average, persistent absence decreasing each termBehaviour data showing reductions in removals and exclusions, and increases in positive recognitionsTeaching routines are implemented consistently in over 90% of learning walksCore subject attainment and progress are rising, with a reduced disadvantaged gapAt least 75% of students are involved in one or more enrichment activitiesImproved staff retention and well-being survey resultsIncreased parental engagement and satisfaction responses |
| Potential questions |
| “Why such emphasis on routines?”Routines maximise learning time, reduce anxiety through predictability and make expectations fair and consistent for all students, particularly the most vulnerable. “How do our values show up in lessons?”Hard Work means productive struggle and deliberate practice. Integrity means honest feedback and academic honesty. Pride means excellent presentation and completing work to a high standard. “What about children with additional needs?”Equity is central. We combine universal high expectations with targeted adjustments and specialist support so every child can access the same ambitious curriculum and enrichment. “Is the behaviour policy too strict?”It is transparent, fair and teachable. Boundaries protect learning and well-being. We pair high expectations with relational practice, early intervention and restorative follow-up. “How will families be involved?”Through termly curriculum briefings, open classrooms, regular feedback cycles, practical workshops and swift access to support when needed. “How will you know it’s working?”We will monitor attendance, behaviour, learning walks, assessments, enrichment participation and stakeholder feedback each half term, and share outcomes with staff and governors. |
| Reflection Prompts |
| Have I made the purpose behind this initiative clear enough that every member of staff could confidently explain it in one sentence? Does the “why” connect to our school’s values and long-term vision, or is it framed around short-term goals? Have I adapted the explanation appropriately for different audiences, including staff, students, parents, and governors? Do my actions and communication methods consistently reinforce the same message? How will I know that people not only understand what we are doing, but why it matters? Am I modelling this behaviour myself by explaining the rationale behind my own decisions clearly and consistently? |