S12. Lead for Lasting Excellence toolkit
Toolkit
Leading for lasting excellence means acting early to refresh and renew systems while they are still working, building momentum before decline sets in. This planner draws on Jim Collins’ “flywheel effect” to help leaders identify the reinforcing actions that sustain success over time. By spotting signs of drift, refreshing practices, and investing in others, leaders can protect long-term outcomes and keep their schools moving forward.
| Momentum Drivers |
| What are the key practices or routines that generate long-term success (e.g. curriculum review cycles, behaviour systems, CPD, leadership development)? |
| Strengtheners |
| What actions or habits accelerate these drivers and build momentum? |
| Hindrances |
| What risks, habits, or patterns might slow the flywheel down? |
| Actions |
| What steps will we take now to keep the flywheel turning and sustain excellence? |
| Reflection Prompts |
| Are we sustaining momentum, or stopping and starting? What practices are showing signs of drift and need refreshing? Are we acting from foresight, or simply reacting to pressure? Who are we developing now to ensure excellence continues beyond our current leadership? |
S12. Lead for Lasting Excellence: example toolkit
Role: Head of Department
| Momentum Drivers |
| Within our department, the key drivers of long-term success have been our curriculum review cycle, our focus on high-quality feedback, and our investment in developing new teachers. These routines have provided both consistency and improvement over time. Each year, we revisit our curriculum to ensure that sequencing builds deep understanding and that assessments remain purposeful. Regular feedback moderation meetings help maintain high standards of marking and student reflection. The mentoring of early career teachers has ensured that departmental expertise and culture are continually renewed. |
| Strengtheners |
| To accelerate these drivers, we have implemented short, focused “curriculum clinics” each term. These sessions allow teachers to bring one aspect of their curriculum for peer review and discussion, creating momentum and collective ownership of improvement. We’ve also introduced a weekly “bright spot” moment at department meetings, where staff share small wins in teaching or student progress. This habit not only reinforces excellence but also creates a culture of pride and shared accountability. |
| Hindrances |
| Our biggest risk to momentum is overreliance on a small number of key staff who drive most of the innovation and consistency. When they are absent or move on, the flywheel slows. Another hindrance is complacency that comes with good results; once outcomes stabilise, the urgency to refine systems can fade. We have also noticed that our marking policy, while effective, risks becoming formulaic if not revisited. Feedback loses meaning when it becomes routine rather than reflective. |
| Actions |
| To keep the flywheel turning, we are rotating leadership of curriculum clinics so that each teacher takes a turn leading a discussion, helping to spread ownership. We’re also reviewing our marking and feedback routines this term to ensure they remain impactful and efficient. To mitigate dependency risk, every key process now has a written protocol and shared exemplar folder. Finally, we are introducing shadow leadership roles for two teachers to ensure smooth succession and continued development of internal capacity. |
| Reflection Prompts |
| Are we sustaining momentum, or stopping and starting? What practices are showing signs of drift and need refreshing? Are we acting from foresight, or simply reacting to pressure? Who are we developing now to ensure excellence continues beyond our current leadership? |