Do special schools have a clear sense of direction?
In almost half of day special schools, the leadership of the headteacher is very good and in a very small number it is excellent. In these schools, headteachers and senior managers focus on managing improvement and change. They take forward the accreditation of young people’s achievements and improve partnership working. They expect and welcome the need for change to continue in the future. However, the leadership of the headteacher is weak in one in ten special schools. In such schools, staff were not offered sufficient guidance and direction to improve the quality of the curriculum and learning and teaching. DISTRIBUTION OF QUALITY INDICATOR EVALUATIONS IN THE SPECIAL SCHOOL SECTOR 2005-2007 Leadership How well do staff work with others to support the learning of children and young people? Day special schools and special pre-school settings have developed high-quality partnership working across agencies such as health, care and education. In some, the school nurse or teams involved i
