Presents a report from the Cambridge Primary Review, the comprehensive enquiry into English primary education. This book is grounded in evidence from research, official data and the enquiry's thousands of individual and organisational witnesses.

A final report from the Cambridge Primary Review, a comprehensive enquiry into English primary education. It is based on the research, official data and the enquiry's thousands of individual and organisational witnesses.

Examines issues including frustrations facing those trying to make inclusive education work in practice; effects of changing policies on the staff required to implement them; loss of status within the teaching profession; and, reasons for teachers choosing to leave the profession. This work is suitable for those involved in teaching.

Reassesses the purpose of schools, the nature of learning and the qualities of leadership that make schools authentic places of learning. This work offers five principles for practice: a focus of learning; an environment for learning; a learning dialogue; shared leadership; and accountability internal and external.

This book is based on a well-known and well- documented research project that represents 18 European countries. It includes practical tools for raising standards in schools and guidance on how to use them.

Builds up a picture of what effectiveness is, how it can be measured, and what it means for teachers, parents and pupils. This book provides quantitative data that shows how schools can and do make a difference. It also gives evidence about the links between attitudes and attainment within a school, about the ethos of a school.

This volume demystifies school self-evaluation and encourages schools to be self-critical and self-confident. It helps schools and teachers develop the necessary confidence to work with evaluation tools.

Learning how to learn is an essential preparation for lifelong learning. Whilst this is widely acknowledged by teachers, they have lacked a rich professional knowledge base from which they can teach their pupils how to learn. This book aims to make a contribution to the creation of such a professional knowledge base for teachers.

Aimed at providing a preparation for lifelong learning, this book offers a set of resources to help teachers develop classroom practices informed by research. It also takes account of the conditions within schools that are conducive to the promotion, in classrooms, of learning how to learn as an extension of assessment for learning.

Schools serving young people on the margins of society face a major challenge in trying to create an environment where students can succeed. This work examines key issues in the field of school improvement, drawing on evidence from the SFECC (Schools Facing Exceptionally Challenging Circumstances) project.

'This is a zippy read arising out of the international project effective leadership in a time of change , which grapples with the nature and practice of leadership (as opposed to management or administration) in schools' - Times Educational Supplement Who really runs the school - head teachers or governors? What do pupils think of their leaders and should they have a bigger role in school ...

Self-Evaluation: What's in it for Schools? demystifies school self-evaluation. Accessible and packed full of case studies, it tackles the issues that are at the forefront of the national agenda in most countries in Europe.

This book draws on ground-breaking work with the National Union of Teachers to demonstrate a practical approach to identifying what makes a good school and the part that pupils, parents and teachers can play in school improvement.

This book draws on ground-breaking work with the National Union of Teachers to demonstrate a practical approach to identifying what makes a good school and the part that pupils, parents and teachers can play in school improvement.

Examines issues including frustrations facing those trying to make inclusive education work in practice; effects of changing policies on the staff required to implement them; loss of status within the teaching profession; and, reasons for teachers choosing to leave the profession. This work is suitable for those involved in teaching.

Written for heads and teachers but also containing useful pointers for inspectors, this book examines what the relationship between inspection and self-evaluation means for schools. It explores some of the underpinning issues, features examples of best practice from successful schools, and offers detailed information about the processes.

'This is a zippy read arising out of the international project effective leadership in a time of change , which grapples with the nature and practice of leadership (as opposed to management or administration) in schools' - Times Educational Supplement Who really runs the school - head teachers or governors? What do pupils think of their leaders and should they have a bigger role in school ...

A collection of resources designed to help teachers develop their classroom practice and optimise learning, including practical activities for teachers and examples of how these materials have been used successfully in schools.