This paper summarizes key findings from a review of literature on successful school leadership, forming the basis for a large-scale empirical study. The authors identify seven strong claims about effective school leadership, each supported by substantial empirical evidence. Claim 1 states that school leadership is second only to classroom teaching in its influence on pupil learning. Evidence includes qualitative case studies, large-scale quantitative studies, meta-analyses, and research on pupil engagement, all indicating that leadership significantly impacts student outcomes. Claim 2 asserts that successful leaders use a common set of basic leadership practices. These practices are categorized into four main areas: building vision and setting direction, understanding and developing people, redesigning the organisation, and managing the teaching and learning programme. These practices are consistent across different contexts and are essential for effective leadership. Claim 3 highlights that the application of leadership practices is context-sensitive, rather than the practices themselves. Leaders adapt their approaches based on the specific needs and circumstances of their school, demonstrating responsiveness rather than rigid adherence to a fixed set of practices. Claim 4 emphasizes that school leaders influence teaching and learning indirectly through their impact on staff motivation, commitment, and working conditions. Research shows that leadership practices significantly affect teachers' beliefs about their working conditions, which in turn influence classroom practices and student outcomes. Claim 5 argues that school leadership is more effective when it is widely distributed. Evidence from studies shows that total leadership, involving multiple sources such as teachers, staff teams, and parents, has a significant impact on student achievement, often more so than leadership from a single source like the headteacher. Claim 6 suggests that some patterns of leadership distribution are more effective than others. Research indicates that distributed leadership, particularly involving multiple sources, is more effective than focused leadership. However, the relative effectiveness of different distribution patterns remains an area requiring further research. Claim 7 states that a small number of personal traits significantly influence leadership effectiveness. Research on private sector leaders suggests that traits such as confidence, openness, flexibility, persistence, and resilience are crucial for successful school leadership. The paper concludes that while research on school leadership has generated few robust claims, there is substantial evidence supporting the seven claims outlined. These claims provide a foundation for further research and practical applications in school leadership.This paper summarizes key findings from a review of literature on successful school leadership, forming the basis for a large-scale empirical study. The authors identify seven strong claims about effective school leadership, each supported by substantial empirical evidence. Claim 1 states that school leadership is second only to classroom teaching in its influence on pupil learning. Evidence includes qualitative case studies, large-scale quantitative studies, meta-analyses, and research on pupil engagement, all indicating that leadership significantly impacts student outcomes. Claim 2 asserts that successful leaders use a common set of basic leadership practices. These practices are categorized into four main areas: building vision and setting direction, understanding and developing people, redesigning the organisation, and managing the teaching and learning programme. These practices are consistent across different contexts and are essential for effective leadership. Claim 3 highlights that the application of leadership practices is context-sensitive, rather than the practices themselves. Leaders adapt their approaches based on the specific needs and circumstances of their school, demonstrating responsiveness rather than rigid adherence to a fixed set of practices. Claim 4 emphasizes that school leaders influence teaching and learning indirectly through their impact on staff motivation, commitment, and working conditions. Research shows that leadership practices significantly affect teachers' beliefs about their working conditions, which in turn influence classroom practices and student outcomes. Claim 5 argues that school leadership is more effective when it is widely distributed. Evidence from studies shows that total leadership, involving multiple sources such as teachers, staff teams, and parents, has a significant impact on student achievement, often more so than leadership from a single source like the headteacher. Claim 6 suggests that some patterns of leadership distribution are more effective than others. Research indicates that distributed leadership, particularly involving multiple sources, is more effective than focused leadership. However, the relative effectiveness of different distribution patterns remains an area requiring further research. Claim 7 states that a small number of personal traits significantly influence leadership effectiveness. Research on private sector leaders suggests that traits such as confidence, openness, flexibility, persistence, and resilience are crucial for successful school leadership. The paper concludes that while research on school leadership has generated few robust claims, there is substantial evidence supporting the seven claims outlined. These claims provide a foundation for further research and practical applications in school leadership.