ABSTRACT
Numerous self-evaluation schemes are available and they use a variety of approaches. Experience of school self-evaluation (SSE) shows that merely undertaking a programme of self-evaluation does not necessarily guarantee an improvement in the quality of education in a school. There are, however, some clear messages in these studies of SSE about how to maximise the chances of achieving successful school development. This basic distinction between accountability and development has been commented on by many writers and features in Bolam's scheme for analysing approaches to SSE. Where SSE was seen as being an exercise in accountability rather than in school development, staff tended to resent the time which it took away from other activities like curriculum development. The effectiveness of the development work is assessed and then the whole cycle starts again with a fresh aspect of the school's work.
