This is my third article thank you for reading thus far. I am keeping up with my commitment of one article per half-term. The first thing I must do is give an almighty thanks to David Hopkins, whose article Unleashing Greatness – A Strategy for School Improvement has been a catalyst for this piece. A superb read, which you should all read, I highly recommend it.
So, can we as educators, as a human resource, really raise standards in UK secondary schools? I direct this question specifically to the many inner-London schools where we battle recruitment challenges, socio-economic constraints, and a lack of social and cultural capital within our local communities. These are the schools where students come from backgrounds that are underrepresented in leadership yet overrepresented in struggle. Schools where the odds are seemingly stacked against students before they even step into the building.
And my answer? Yes, we can.
Well, this is exactly why we are here. Our role as educators is to break barriers, to challenge narratives, to give sight to the blind (metaphorically that is!). The research, the expertise, the knowledge it already exists just spend a day on LinkedIn! We know more than enough to transform schools. The real question is, do we have the moral purpose and strategic intent to execute it relentlessly?
At the core of my belief and, frankly, my non-negotiable stance is what Ron Edmonds once said:
“We can, whenever and wherever we choose, successfully teach all children whose schooling is of interest to us.”
That truth is undeniable. We hold the expertise, the control, the mindset, and the responsibility – Nobody can take that away from us.
Purpose and Relentless Execution
Raising standards is not an abstract dream sure it is not easy; but it is a conscious decision a decision to be intentional. To be precise. To be consistent. Every student, every teacher, every school environment has the potential to elevate if the vision is anchored in a deep and uncompromising sense of purpose.
For me, this is not just theory. It is how I lead every single day.
Take the morning line-up process a seemingly routine practice. But when executed with precision, they are transformational. I ensure that line-ups are not just about standing in a straight line. They are about setting the tone for the day with intentional speech calm, clear, authoritative, and linked directly to our moral purpose and school values. Students do not simply hear about excellence; they feel it in the way the morning begins. A well-structured line-up has the power to motivate students, align their focus, and ensure that they step into lessons ready to be productive with a focus on ‘learning’.
And it does not stop there.
Immediately after line-ups, strategic learning walks in Period 1/2 become the next mechanism of culture-building towards ‘excellence’. The focus is clear:
- What are the in-class interactions like? Are students engaged, responding to teachers, articulating their thinking?
- How is work being produced? Are students demonstrating pride in their learning?
- Are they making connections? Do they understand the significance of what they are learning and how it builds over time?
Then, critically, shoutouts, reinforcement and praise follow. Excellence must be recognised. Students need to know that their hard work does not go unnoticed. Praise is not a generic statement it is intentional, specific, and tied to effort, growth, and high standards.
In my humble opinion, an excellent school is not built on one-off moments. It is built on consistent, strategic planning and execution.
That is why I am relentless in questioning during periods of reflection:
- Does the strategic plan develop learners? Are we instilling the habits, behaviours, and mindsets that push students towards higher expectations?
- Does the plan develop me? Am I refining my leadership, using my position effectively to impact leadership, teaching and learning?
What was clear from David Hopkin’s article is that this is not about gimmicks. It is about developing school systems that drives continual developmental improvement.
Yes, schools need operational frameworks systems that ensure structure, order, and efficiency. But developmental structures are what elevate a school beyond just functioning. They determine whether we are moving towards excellence or simply maintaining.
And make no mistake raising standards does not mean making things easier for students. It means demanding more while giving them the tools to meet those demands. Rigour is not a punishment; it is an opportunity.
My plea to fellow educators is simple: do not lose sight of our moral purpose.
- No matter how challenging the constraints…
- No matter how many barriers we must overcome…
- No matter how difficult the journey…
We already know what needs to be done and we already know more than we need to do this.
Go to the drawing board. Strategically outline your vision. Map out the precise steps that will make your purpose felt in every interaction, every lesson, every system. Make it rooted in the development of students and yourself. And once that vision is cast, relentlessly pursue it.
Because the truth is we really can raise the standard.
