ABSTRACT
When asked ‘what makes a good school?’ or ‘how can we improve schools and raise standards?’ the answer is rarely straightforward. Strategies for achieving success and improvement are multi-faceted, since they usually embrace academic standards, pupil behaviour and, crucially, local perceptions and the school’s existing reputation. Within the teaching profession there has recently come an acceptance that the analysis of school performance will be influenced and guided by the judgements made following an inspection process. This is seldom problematic if the inspectors’ views are simply an affirmation of internal perceptions. However, if the inspection process presents a picture different from the one traditionally painted, or if it presents opportunities for the reinforcement of negative thoughts and adverse comments, it can encourage a reexamination of the central theme – ‘what makes a good school?’
