ABSTRACT
Despite a decade of legislated reforms which have altered the character and tone of primary education, as organizations primary schools remain relatively unchanged. In this chapter I want to argue that primary schools as organizations now need to develop a blend of change and continuity. I will suggest that the class teacher system of primary school organization should be retained because its advantages for pupils continue to outweigh the disadvantages. However, there also need to be some changes in the way schools are managed in order for the disadvantages of the system, both for teachers and pupils, to be overcome. These changes in management and leadership should, in turn, help to develop an organizational culture of achievement which better serves the pupils and better supports the teachers and other members of staff. In outlining these changes I also suggest that the organization, management and culture of schools should reflect three sets of principles-learning, improvement and person centredness.
