Schools are at their best when they are locally managed and governed; the removal of top-down control in 1988 has proved a very powerful mechanism for improvement. The constraints on professional creativity in other administrations are limiting. I recall a visit to France in 1997 and being amazed at the level of top-down management on schools and individual teachers. But schools cannot do everything well, for two fundamental reasons; first they are there to serve their own students and pupils, not the wider community; and second there are economies and efficiencies of scale that are not just available to the largest school.
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