Here’s a personal, rhetorical question: ‘How many hours do you work each week?’ Recent research commissioned by the Department of Education reports that classroom teachers and middle leaders are working an average 54-hour week, while senior leaders are working even longer hours, typically 60 hours each week (Hazel, 2017). Not surprisingly, most have long to-do lists. Therefore, suggesting that school leaders make time for reflection might seem something of a luxury.  In this final article in the series on reflective practice, we argue, however, that one of the secrets behind the most successful schools is leadership which promotes a culture of reflection that leads to transformative learning. But what does this mean in practice and, given the constraints of time, how can school leaders develop a culture of reflection and evaluate its impact?