Transforming a Secondary Academy

How experienced interim leadership rebuilt culture and raised outcomes

An experienced Interim leader rapidly moved the school forward through six sequential areas of focus.

1. Re-established the ethos + moral purpose

   
   

• Anchored the school’s mission in a clear, concise moral and ethical framework built with the staff

• Introduced daily assemblies and reflection sessions to reinforce core values and the Christian ethos of the Academy

• Displayed values visibly across classrooms and celebrated service, achievement, and character in events.

  
  

  'The interim principal's leadership has been transformative. They have restored staff confidence, implemented robust systems, and improved outcomes for students. The impact has been immediate and measurable.'

  Chair of Governors

  
  

2. Leadership restructure & accountability

• Implemented a strengthened Senior Leadership Team with defined portfolios

• Developed a middle leader development programme

• Instituted regular quality assurance cycles: ensuring accountability, consistency and embedding opportunities for in-the-moment developmental team coaching

• Launched a new House System linking Positive Relationships, Character Development, pastoral care, and achievement.

• Houses were aligned with specific values that underpinned the Positive Relationships Policy and guided by the new P.E.A.C.E (Punctuality, Equipment, Appearance, Community, Environment) whole academy focus

• A Character Rewards Package that recognising kindness, confidence, leadership, resilience, self-regulation, and organisation was designed and implemented.  Awards spanned time to complete passion projects (interests and cultural capital building), engage in partnership community work, and House Awards.

  
  

3. Curriculum, enrichment & holistic development

   
   

• Embedded enrichment to complement academic and pastoral improvement.

• Dedicated Reading Time (DRT) to develop literacy and cultural capital.

• Introduced weekly ‘My Enrichment (ME) Time,’ comprising 4 pathways - Ambitious Me, Physical Me, Creative Me, Social Me - where students selected activities delivered by staff (and some students) with a particular interest or specialism.

  
  

4. Attendance & community engagement

   
   

• Working closely with Academy leaders, we ensured that daily attendance monitoring, family panels, and community engagement activities were regular reviewed to utilise learning and continue to improve practice

• Attendance rose from 86.4% → 89.1%, persistent absence fell from 34% → 27%.

5. Teaching & learning excellence

   
   

• Introduced Data-Driven Instruction (DDIs), Fast Four retrieval practice, and strategic seating plans.

• Staff trained in adaptive teaching, ensuring lessons were responsive and inclusive.

6. Coaching model

• Conducted focused lesson visits with immediate, strengths-based feedback

• Provided targeted coaching on adaptive teaching, questioning, and differentiation

• Complemented DDIs and retrieval practice to secure sustained improvement in teaching quality.

Impact and next steps

Alongside the improvement in English and Maths GCSE (+4.3%) and an improvement of +7% in persistent absence, qualitative measures also demonstrated significant positive impact:

• Staff confidence in leadership increased by 47%

• Parental engagement increased by 59%

• Student sense of safety and belonging increased by 68%

• Visitors, including SIAMs, commented on the calm, purposeful, and aspirational culture observed across the school.

A thorough handover was completed to a permanent post holder, with transition support provided for six months. This enabled leadership capacity to be embedded; the Character and values curriculum to be expanded; strengthening of the House system; and sustained improvement through mentoring, enrichment, and adaptive teaching practice.