Good implementation occupies a rarefied space of ​‘uncommon common sense’, with too few explicit discussions of the characteristics and qualities that make it effective.

Treating implementation as a process, not an event; planning and executing it in stages.

Creating a leadership environment and school climate that is conducive to good implementation.

Defining the problem you want to solve and identifying appropriate programmes or practices to implement.

Designing an implementation plan and judging the readiness of the school to deliver it.

Preparing staff and resources to deliver an implementation plan.

Adopting a flexible and motivating leadership approach during the initial attempts at implementation.

Sustaining and scaling an intervention.