ABSTRACT
We began this book by asking how far primary schools are fair to children. We wrote the book, we said, in the hope of improving fairness to children. We have now discussed a number of case-studies of children, teachers and schools to show how fairness can be improved. It is time to look more closely at some principles that underlie what has been said: what is meant by fairness, what kind of change will lead to improvement. It is also time to draw together out the lessons of the case-studies and summarise what is needed if schools are to be fair to children.
