ABSTRACT
A clear message from the OFSTED reports and from our data is that effective schooling for pupils with EBD depends heavily on the values, vision and energy of the headteacher and senior colleagues. The senior management of proficient schools display impressive interpersonal and organisational skills and are responsive to the demands and expectations of the world beyond their school gates. This chapter therefore focuses on some important aspects of management. First the nature of leadership in a proficient school is sketched. This is followed by comments on the value of written school documentation with a particular focus on school development plans (SDPs). The next section offers some reflections in the light of the authors‧ data on senior staff's responses to LMSS, the OFSTED inspection process and issues surrounding the 1989 Children Act. The penultimate section deals with how schools approach their work with pupils‧ parents and the final one on how senior managers assist staff's own 'survival' and development needs.
