We have already noted the importance of a headteacher having vision, and this is supported by many researchers (e.g. Beare et al. (1989), Bennis and Nanus (1985), Nias et al. (1989, 1992), Ribbins et al. (1990), Stoll and Fink (1996), Whitaker (1993)). The problem for headteachers is how to reconcile their vision with the developing vision of their staff and governors. The suggestion that there should, at an early stage, be a meeting at which everyone tries to articulate a vision for the school might result in a collective vision which is somewhat different from the headteacher’s personal vision. The headteacher’s task is to maintain his or her personal vision and use opportunities as they arise to move colleagues towards it, at the same time working towards the collective vision. It might also be that the headteacher’s vision is modified by the discussion with colleagues and governors and by the realities of a particular situation. The head’s vision is very influential. Nias et al. (1992:115), in their study of primary school curriculum development, found that ‘the head’s vision provided the basic values from which the shared educational aims of the school could grow’.