No abstract

The research on 'classroom conditions' reported in this paper forms a strand of the research and development activities undertaken as part of the 'Improving the Quality of Education for All' (IQEA) school improvement project. The 'IQEA approach' to school improvement emphasises the importance of enhancing the internal conditions of the school whilst undertaking innovations in curriculum and instruction in the pursuit of enhanced levels of student achievement. The rationale for the emphasis on 'internal conditions' in this approach to school improvement is first described, as well as the established set of school level conditions already identified through work on the project. Research that led to a set of complementary 'classroom conditions' is reviewed, and the conditions articulated using examples from project schools. The classroom conditions posited are: authentic relationships; rules and boundaries; planning, resources and preparation; teacher's repertoire; pedagogic partnerships; and reflection on teaching. Finally, these conditions are discussed in light of other research, as is their role in providing a curriculum for teacher development that facilitates the link between whole school improvement and those modifications in classroom practice so necessary for enhancing the learning and attainment of students.

In 1995, the Office for Standards in Education (OFSTED) had the first opportunity to look at a substantial number of inspection reports from across the education system. Using this analysis, the London Boroughs of Waltham Forest and Lambeth were identified as having over 40% of their schools within the category of 'serious weaknesses' or failing'. In direct response to these findings OFSTED announced an accelerated inspection programme for all schools within each borough. This article discusses the main conclusions from an external evaluation of the Accelerated Inspection Programme (AIP) in Waltham Forest. It focuses upon the critical relationships between OFSTED, the local education authority (LEA) and schools during the period of the AIP and considers the relationship between inspection and improvement based upon the evaluation findings. The article concludes by discussing some of the necessary preconditions for strengthening the link between inspection and improvement.

Actively canvassing the views of pupils on aspects of their learning is rapidly becoming accepted as an important part of a teacher's planning and evaluation. In this article, John Beresford shows how the views of nursery, reception and infant children in a Barking infants' school helped inform staff about the effectiveness of the school's reading policy.