The previous chapters have set out the argument for high-leverage leadership. In Chapters 3, 4 and 5 this has involved an in-depth analysis of the core dimensions of Navigation, Management and Partnership. In Chapter 6 we move on to explore the relationship between navigation, management and partnership, improvement and school context, arguing that different emphases are required for schools at different stages of development. First we put the case for context specific improvement. This case is well rehearsed in the literature. A decade ago, Hopkins (2001, p. 59) noted:

Authentic school improvement strategies need to pay attention to context . . . a wider range of improvement options should be made available to schools and more intelligence used in linking improvement strategy to need.