Every context is different. It may be that the appointment of a new leader provides the catalyst for change. It may be that external evaluators, by posing ‘stop and think’ questions, motivate leaders and teachers to evaluate aspects of practice to improve outcomes. Whatever the context, engaging in evaluation for improvement is motivated by the need to make changes that will have a positive impact on the learning and wellbeing of all learners. Such change is sustained by the belief that we can do better.