A case study of two schools: identifying core values conducive to the building of a positive school culture

Abstract

This article is based on a case study of two ethnically diverse urban primary schools in England. Both schools have been recognised locally and nationally for their engagement in projects which exemplify innovative practice. The article traces the impact of school effectiveness and improvement theory on primary schools in England, identifying an ethical approach to leadership as a critical factor. It seeks to explore evidence of the values which underpinned the practice within the two case study schools. The commitment of the headteachers to their individual schools, their respect for the pupils and their families and their attention to providing a breadth of learning experience are identified as being key factors. Further research into the critical role which positive values play in pedagogical reform is suggested.