ABSTRACT
With an increase in the public accountability of schools over the last few years there has been growing attention to ineffective schools. In England, publication of league tables of examination results, reports of schools ‘requiring special measures’ as a result of OFSTED inspections, instances of school closures, and the announcement of the first Education Association to take over the running of Hackney Downs School have promoted discussion of and consternation about ‘failing’ schools. The very public travails of The Ridings School have further heightened the national preoccupation with ineffective schools. But what is an ineffective school? It would appear that teachers have one view, government another, and various segments of the community still another. We would also suggest that pupils, although seldom asked, would hold different views of ineffectiveness.
