It’s tempting in education to seek a solution to instantly unlock great results - a new curriculum or teaching method, perhaps.
However, to run a school brilliantly comes down to small, simple actions that leaders take to set the right tone, reward positive contributions and create a culture of responsibility.
As a former and CEO of a , I’ve seen this in action: when I took over the trust in 2017, 18 schools were below the government’s floor standards, and 12 had never been judged as “good” or better by Ofsted. By 2023, all schools were judged “good” or “outstanding”.
One core reason I believe we had these outcomes was because we told heads to be ever-present and out of their office.
By taking every opportunity to catch people being good - and not letting small things such as make-up, jewellery and uniform issues distract from meaningful interactions - we ensured every interaction was a learning conversation, whether academically or developmentally.
Research by the backs this. It found pupils in schools led by highly effective headteachers are up to three months ahead in academic progress, and replacing an ineffective headteacher can boost GCSE attainment in multiple subjects.
It’s this mix of frontline insights and wider research that underpins the work I now lead at , helping schools around the globe drive improvements across their operations.
1. Being seen
One of the key things we instil in schools is the importance of the headteacher being a visible presence.
Often, we see situations where a headteacher has, in an understandable way, got into the habit of being in the office most of the day, perhaps working on spreadsheets, policies or handling complaints.
But the reality is you have to get out and walk the school - hear what people are saying, solve problems, hear difficulties and engage in things like behaviour management with pupils and generally ensure you are seen around the school. In leadership, you are what you model.
2. Celebrating pupils
Linked to this, if heads are more visible, they are more able to recognise and reward good behaviour and celebrate creative contributions to the school community - another key component of leadership.
A 2025 study from researchers at found that behaviour-specific praise in middle school classrooms increases pupil engagement, while research by the University of Louisville from 2024 found praise boosts on-task behaviour in pupils at both and level.
Rewards systems that follow the mantra of “points make prizes” rarely work. They tend to result in a small number of children engaging, failing to reach those who need praise the most, while simultaneously acting as an administrative burden for teachers.
The most successful praise cultures are those that lavish attention on those who make the right choices. Everyone enjoys getting caught being good.
We need to show pupils that there are positive reasons to do well and be good representatives of their school - reasons that go beyond simply avoiding detention.
3. Clarity for staff
For staff, leaders must provide an environment that is consistent and clear - something that is not always the case.
Research from 2024 found that staff who rate school leadership poorly in November are significantly more likely to leave their job by the following summer; Education Policy Institute research also shows that both in schools led by less effective headteachers.
As such, leaders must ensure consistency and clarity in what staff are being asked to do, so they believe in what leaders are requesting - and know good work will be recognised and supported.
4. Consistency, determination and vision
Linked to this is the importance of defending the culture you are trying to create. It can be tempting to make compromises and blur boundaries, but it only creates more problems.
For instance, a school might dilute a “zero mobile phones” policy by making exceptions and allowing phone use in corridors. But this is a slippery slope. Once phone use is allowed in corridors, it will inevitably spill into classrooms as well, undermining concentration, community and behaviour.
The most effective staff bodies are those that know leaders will support their decision making, empowering them to hold the line - often to change cultures where expectations have been too low for too long.
Challenges common to all schools
Ultimately, school success is about culture.
Yes, some schools may have more resources than others, but no amount of funding, technology or number of staff will drive improvements if leadership and the culture do not align.
Without leadership from the top that is proactive, consistent and above all visible, schools cannot flourish. That’s a lesson true anywhere in the world.
Robert Tarn CBE is CEO of GEMS School Management
