S3. Seek the Brutal Facts toolkit
Toolkit
Confronting the brutal facts is about looking reality in the eye without losing faith in your ability to improve. Use this sheet to surface uncomfortable truths, reflect on their implications, and commit to actions that will make a difference. The aim is not to be pessimistic, but to build clarity and shared resolve. When completing this tool, consider areas such as outcomes and progress, attendance, behaviour, staff wellbeing, curriculum and teaching quality, or finance and resources.
| Area |
| What part of the school are you examining? |
| Data / Evidence Source |
| Where is the data from: exam results, surveys, reports? |
| Gap |
| What did we hope for, and how does this differ from reality? |
| Implication |
| Why does this matter? What could happen if unaddressed? |
| Action / Owner / Timeline |
| What specific action will we take, who will lead it, and when will it be reviewed? |
| Reflection Prompts |
| Am I facing reality honestly, even when it hurts? What data might I be avoiding or downplaying? Which brutal facts, if addressed, would have the most significant impact? How can I balance confronting reality with maintaining optimism? |
S3. Seek the Brutal Facts: example toolkit
Role: Assistant Headteacher
| Area |
| Behaviour and conduct across the school, with a focus on consistency between departments and social spaces such as corridors and lunch areas. |
| Data / Evidence Source |
| Behaviour logs, staff surveys, student voice interviews, and lesson observation notes. |
| Gap |
| We had hoped to see a 20% reduction in recorded behaviour incidents this term, alongside higher staff confidence in managing behaviour consistently. In reality, incidents have plateaued, and feedback shows that some staff feel unclear about follow-up procedures or lack confidence in enforcing standards consistently. |
| Implication |
| If this inconsistency continues, we risk creating a divided culture where expectations vary from classroom to classroom. This undermines our values of fairness and high standards, and erodes trust between staff and students. Without a unified approach, we will spend more time reacting to behaviour rather than teaching and learning. |
| Action / Owner / Timeline |
| Revisit behaviour routines and reinforce the “one best way” through short, focused refresher training in staff meetings (Owner: Assistant Headteacher for Behaviour, Timeline: two weeks). Launch weekly spot-checks and celebrate examples of consistent practice in the bulletin (Owner: Heads of Department, Timeline: ongoing). Follow up with a staff survey in six weeks to check confidence and clarity levels. |
| Reflection Prompts |
| Am I facing reality honestly, even when it hurts? What data might I be avoiding or downplaying? Which brutal facts, if addressed, would have the greatest impact? How can I balance confronting reality with maintaining optimism? |