ABSTRACT
If outcomes alone are an indicator of the transformation of a school, then all one needs to demonstrate success are data on student achievement, given the view that a school has been transformed if there has been significant, systematic and sustained change that secures success for all of its students. These data should show the proportion of students who were deemed to have achieved success and how this proportion changed over time. This is straightforward for secondary schools in England, for example, where the current ‘rolled gold’ standard is the percentage of students who achieve five good passes in examinations for the GCSE. In Chapter 2 we provided data on student achievement from 1998 to 2004 at Bellfield Primary School in Australia, which provides an exemplar in transformation, with the proportion of early years’ students reading with 100 per cent accuracy increasing from about 25 per cent to 100 per cent under the most challenging circumstances.
