ABSTRACT
This chapter examines the work of inspection in schools in an attempt to understand inspection as governing. School self-evaluation (SSE) represents an element of a larger policy paradigm shift which relates to and in many senses springs from the rise of evidence-based policy and the need to instill the notions of constant comparison and improvement into everyday school life. Scotland and England appear to be at the two extremes of the emotional spectrum. Education Scotland presents inspections as a collaborative, collegiate process, a process of mutual learning and trust. The New Inspection Method (NIM) is key in understanding recent developments as it is a two-way process. It does not simply change the rules of inspection for the inspectees; it changes inspectors themselves. While Scotland presents apparent efforts to win hearts and minds and re-instil trust in the regulatory relationship, England's systemless system is further polarising inspection practices by doing unannounced inspections, conducted by a growing number of subcontracted causal staff.
