05 August 2026
The Moving Finish Line
Published by Amanda Anderson
The Moving Finish Line
Over the summer term, I noticed another recurring pattern in coaching conversations with school leaders. This one wasn’t immediately obvious.In fact, I only recognised it because so many conversations contained the same word.
“Once…”
→ “Once SATs are over…”
→ “Once reports are finished…”
→ “Once we’ve got through transition…”
→ “Once September is organised…”
→ “Once the holidays begin…”
What struck me wasn’t the milestones themselves. It was what happened after them. Every finish line was quickly replaced by another.
What the moving finish line looks like in schools
Across coaching conversations with leaders from primary, secondary and specialist settings, the same pattern quietly emerged. Leaders spoke about:
→ Preparing pupils for SATs.
→ Supporting examination classes.
→ Completing reports.
→ Leading transition.
→ Recruitment.
→ Staffing changes.
→ Preparing for September.
Each milestone felt significant. Each represented weeks or months of work. Yet as soon as one was reached, attention immediately shifted to the next. Rarely was there time to stop. Rarely was there space to recognise what had just been achieved.
Across different schools, the context changed. The pattern remained remarkably consistent. The finish line kept moving.
The challenge isn’t achieving less
One of the things I noticed most was that these leaders weren’t lacking achievement. Quite the opposite. They had successfully led difficult conversations. Supported colleagues through change. Improved outcomes. Navigated complex situations. Completed major pieces of work. Yet very few naturally described what they had achieved.
Instead, they talked about what came next. The next deadline. The next challenge. The next priority. Achievement quietly became expectation. And expectation became the new starting point.
Why It Matters Through an Educational Leadership Lens
Educational leadership is built around continual improvement. There is always another initiative. Another pupil to support. Another conversation to have. Another system to strengthen. That mindset helps schools improve. But it can also create an unintended consequence.
When every achievement immediately becomes the starting point for the next piece of work, satisfaction is continually postponed. Many leaders become highly skilled at noticing what still needs attention. Far fewer intentionally notice what has already gone well.
Over time, this can quietly shape how leadership feels. Not because leaders are failing. But because success is rarely allowed to feel complete before attention moves elsewhere. This isn’t about lowering expectations or becoming complacent. It’s about recognising that sustainable leadership requires moments of acknowledgement as well as moments of improvement. Sometimes progress deserves to be noticed before the next target is set.
Why naming the pattern matters
One of the challenges with the moving finish line is that it often feels normal. Schools are naturally forward-looking places. There is always another term, another cohort, another priority. Without recognising the pattern, leaders can spend years believing they simply haven’t done enough.
In reality, they may have crossed dozens of finish lines without ever pausing long enough to notice them. Simply naming the pattern creates a different perspective. Instead of asking:
“What’s next?”
Leaders might occasionally ask:
“What have we already achieved?”
That small shift can have a surprisingly positive impact on confidence, motivation and perspective.
Pause for a Moment
You might pause for a moment and ask yourself:
Q. What finish line are you currently running towards… and when did you last stop to recognise one you’d already crossed?
Sometimes the answer becomes visible very quickly.
One Small Doable Action
1: Before moving onto your next priority, spend five minutes recognising one thing you’ve already completed.
It might be:
→ A difficult conversation you handled well.
→ A project you’ve successfully finished.
→ A colleague you’ve supported.
→ Simply making it through a demanding term.
Sometimes the most important leadership habit isn’t reaching the next finish line. It’s recognising the one you’ve already crossed.
Noticing patterns in schools
This article forms part of the Noticing Patterns in Schools series, where I share patterns that emerge through leadership coaching conversations with school leaders across the UK. The aim isn’t to prescribe quick fixes or offer generic advice. Instead, it is about noticing what might otherwise go unnamed and helping leaders create space for clearer thinking.
If you’d like to receive future reflections as new patterns emerge, you can subscribe to the LinkedIn newsletter here: Here
Because resilience in leadership rarely comes from working harder. More often, it begins with noticing the patterns shaping the work.
You may also be interested in our previous articles in this series :
The Emotional Release After Exams
