Abstract
This article explores the leadership of a closing school. It draws on the case of Newley School, a mixed comprehensive for students aged between 11 and 18 years, and examines the primary leadership activities undertaken during the 12-month period when the school reopened temporarily as a ‘new’ school. These activities were driven by the imperative of ensuring the provision of a positive learning environment for students. The article examines the key factors underpinning the cultural change required to secure this environment. It moves on to explore the impact of cultural change activities from the viewpoint of some of the school's main stakeholders – students, parents, teachers and governors. It highlights the importance of short-term culture building and provides insights into the potential benefits of school federations. The article concludes with implications for school leaders attempting to manage cultural change.
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