At the heart of the British-American author Simon Sinek’s book Start with Why is the claim that the best organisations appreciate why they do something, as well as being able to articulate what they do and how they do it (Sinek, 2009). This idea became central to our methodology as a school, asking why we do anything and everything that we do to best serve our stated purpose: to equip our students to work for the positive transformation of our society. I work in an environment where many of the ‘best bets’ now highlighted by evidence-based practice – high expectations, expert teacher subject knowledge and more – have been part of our school culture since its foundation. We are convinced that we exist to aid all of the students in our care to make the best possible progress, and to ensure that our curriculum provides them with the knowledge, skills and cultural capital needed to thrive in our society. Yet as we reflect, we are keenly aware that there are still gains to be m
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