ABSTRACT
One school provided a particularly good example of whole-school, collaborative teaching, incorporating a multicultural perspective. The school had an unusually balanced ethnic intake. There were seventy-nine children on the roll (September 1986); thirty-eight were white English, six of these coming from travellers’ families; four were white and Italian in origin; thirty were from the New Commonwealth, including fourteen Indian, ten Bangladeshi, four West Indian, and two Pakistani; and five were children of mixed parentage.
