One term in the rock tumbler
We asked our current crop of participants to reflect on their first 100 days on the SW100.
As we prop the door open to welcome applications to join the programme’s fifth and final cohort, we asked our current SW100 participants to reflect on their experiences during our first term together.
The ensuing conversation brought to mind the image of the humble rock tumbler. We’ll get back to that in a minute, but first, here are five themes that emerged from that discussion…
From ‘family’ to ‘team’
One recurring theme among leaders was a shift in their understanding of leadership. Several spoke of moving from wanting to cultivate a ‘family feeling’ to a ‘team mentality’ more akin to a professional sports environment—where deliberate practice, collective effort, and shared purpose drive continual improvement.
This shift is significant because it reframes the role of leaders as strategists and collaborators, focusing on incremental advancements in systems and fostering outcomes-oriented cultures. Practically, this might manifest in leaders prioritising team dynamics, setting clearer targets and benchmarks, and sweating the small stuff when implementing any kind of change.
A recent visit to London Academy exemplified this. Witnessing the zen-like hush descend as 1,500 students transition between lessons in total silence highlighted the power of collective buy-in and relentless pursuit of a clear vision. The experience spurred deep reflection on the art of what’s really possible (“I couldn’t believe my eyes”), what outstanding implementation looks like (“The detail in those plans was staggering”), and how to cultivate clarity and consistency in their future schools (“I don’t know if I want silent corridors or not, but I want every thing we do to be done that well!”).
Know thyself. Be brave. Feel the fear and do it anyway.
SW100ers highlighted the transformative power of meeting headteachers who shared their journeys with humility, humour and honesty.
Far from being ‘superheroes’, these leaders were transparent about their challenges, candid about their strengths and weaknesses, inspiring our leaders to lean into what makes them, them.
In the highest-performing schools, this authenticity exudes through its external communications and recruitment processes too: ensuring that the messages they put out into the world reflect their reality—rather than projecting a dream—securing cohesion and clarity of purpose.
‘I’m not perfect… but I am enough,’ is a sentiment that’s growing in resonance among the group too. The attributes of authenticity, humility and courage have revealed themselves as an unstoppable combination amongst the most successful school leaders we’ve met—attributes we can all embrace, embody and expand everyday.
It matters because we need all three to make and take bold decisions. If senior leadership is about ‘having tough conversations’, headship is about ‘making tough decisions’. One participant recounted the decision school leaders at The Totteridge Academy took to prioritise ‘joy’ as a core value. Despite initial resistance from some who viewed it as, perhaps, a bit fluffy or secondary to academic rigour; by steadfastly advocating for this value as an honest representation of what really mattered to staff and students there, leaders have been able to create a more engaged and positive school environment—demonstrating that ‘joy’ and ‘rigour’ are not mutually exclusive, and that doing hard things can be fun!
Building cultures of belonging
The theme of belonging emerged repeatedly in our discussion—both in terms of the psychological safety they’ve established as a cohort and the warm, trusting relationships evident in the highest-performing schools.
For example, schools that implemented routine listening campaigns reported stronger staff morale, increased student engagement, and a deeper sense of trust among parents. By acknowledging concerns openly (rather than meeting them with an immediate riposte!) and incorporating feedback (wherever possible), these schools created a culture where people felt valued and heard. Schools that excelled in this area paid attention to details (“the little things that make a big difference”), such as the welcoming atmosphere of reception areas or the inclusivity of student voice in shaping curriculum.
Visits to schools that embraced their communities as assets inspired participants to reconsider their own mindsets and contexts. From conducting ‘listening campaigns’ to parent engagement initiatives, these examples illustrated how schools can break down barriers and create environments where everyone feels they belong.
A journey of 1,000 miles starts with a single step
A unifying insight from the first 100 days is the importance of focusing on both long-term goals and the daily experiences of students. Participants noted that the schools making the greatest progress were those that prioritised the lived experiences of children today while maintaining a strategic vision for the future. This dual focus—on ‘joyful urgency’ and sustained effort—appears a hallmark of impactful leadership.
A duty to share
Finally, participants emphasised the responsibility they feel to disseminate the lessons they’ve learned. ‘It’s not enough for us to transform through this process; we need to transform the schools we work with.’ This sense of collective duty underscores the ripple effect of the SW100 programme, which seeks not only to shape individual leaders but also to inspire systemic change.
What of the rock tumbler, then?
By exposing participants to rigorous challenges and fostering rich experiences and debates, the programme is already enabling school leaders to distil what really matters, expanding and refining their visions of what’s possible within our schools, while sharpening the tools they’re going to need to take us there.
As prospective applicants consider embarking on this journey, we hope these reflections serve as both an invitation and a testament to the programme’s power to redefine what is possible in our schools in the South West. For those ready to challenge their paradigms, embrace authenticity, and lead with purpose, the SW100 programme promises lots of intellectual tumbling and, ultimately, we hope, transformation.
If you’re interested in applying to join the SW100 for a September 2025 start—you can find out more information about how to do so right here.