ABSTRACT
In this final part of the book we move to a consideration of whole-school policy and management issues relating to the development of differentiation. Since 1975, when the Bullock Report (DES 1975) proposed that all schools should have a policy on ‘language across the curriculum’, we have been acutely aware that there is a great deal more to developing a ‘whole-school’ policy on any aspect of practice than writing a policy document. If documents have not been produced as part of a process involving all colleagues at some level, and reflecting their values, understandings and practices, then they are unlikely to make a significant difference to children’s experience in the classroom. How, then, might schools best proceed?
