Bringing about school improvement has become a national focus for education. There has been little research into school improvement from the perspective of intervention, yet it has become an urgent issue due to the commitment to address under-performance in schools. This research provides insights into the use of research findings about school improvement and effectiveness in working with schools; and insights about how best to support schools in promoting a culture and ways of working in which development can be secured. It uses the development of two projects, in the first phase gaining insights from intervention with eight schools, and in the second phase gaining a closer look at the impact of interventions in two schools at the different levels of headteacher, deputy, subject leader, class teacher and children. The sample draws on schools from different contexts. In the first phase, schools were considered where intervention was welcomed, and the second phase included schools with more embedded difficulties and where intervention had not been sought. The interaction between the impact of intervention at school, classroom and pupil level is explored, drawing out the inter-relationship between the elements of intervention in promoting improvement. The research drew upon a phenomenological perspective to consider the perceptions of those involved in terms of the interventions; methods of data collection were developed which drew upon both qualitative and quantitative processes, including narrative analysis. A model for intervention is offered alongside the identification of the activities and skills of interveners working to promote school improvement. Aspects of change are identified in relation to the technical, cultural and micro-political development. A new identification of the phases of development is given, and aligned to the inter-related aspects of the change process. Turbulence and uncertainty had to be managed constructively as schools moved to the awareness that the skills of rigorous self-evaluation were a key lever for their improvement. Identification of the intervention which supports aspects of change and is phased for different stages of improvement is a recommended way forward.

In 2002 the delivery of Citizenship Education, at Key Stages Three and Four, became compulsory in English Schools. The National Curriculum Order (QCA, 1999), which defined the nature of this new subject, drew heavily on the report by the Advisory Group on Education for Citizenship and the Teaching of Democracy (The Crick Report) (QCA, 1998). This thesis examines Crick’s model of citizenship education and the way that it is perceived by citizenship coordinators, those teachers most directly responsible for its delivery. The research methodology involved two major components; a literature based analysis of Crick’s model and semi structured interviews with ten citizenship coordinators. My findings relate to four key research questions. What underlying principles and philosophies exist regarding the purpose of citizenship education in a Liberal Democracy? Which principles and philosophies did the Crick Report adopt and how are these reflected in the National Curriculum subject of ‘Citizenship Education’? What do citizenship coordinators perceive as the purpose of Citizenship Education, and to what extent is their approach influenced by theory and policy issues? And finally, Could a greater understanding of the philosophical underpinnings of Citizenship Education among citizenship coordinators, improve its provision? With regard to the first two questions I argue that Crick established a sensible compromise position between competing conservative and progressive interpretations of the subject’s purpose. With regard to the third, the interviews with citizenship coordinators indicate that whilst all showed progressive intentions for the subject the majority (80%) showed a lack of consistency in their approach, often demonstrating a much more conservative approach than they intended. I suggest that the reason for this is a combination of two factors; a lack of conceptual understanding and the impact of various policy pressures. Finally, addressing the fourth question, I argue that a clear understanding of the subject’s philosophical underpinnings could have a positive impact on the problem, and make recommendations about how this may be achieve through adjustments to both government policy and schools’ training programmes.

Nurture Groups are targeted, school based interventions, aimed at meeting the developmental needs of vulnerable children identified as having social, emotional and mental health difficulties. Staffed by two ‘nurturing’ adults, Nurture Groups provide a safe, containing, and highly structured environment to support children’s social and emotional wellbeing, and their capacity to learn and achieve. Past research has focussed on the impact of Nurture Groups on children’s outcomes, with some highlighting the importance of the relationship between the Nurture Group practitioner and child. This research aims to explore and explain the practitioner-child relationship, asking Nurture Group practitioners how they make sense of their relationship with the Nurture Group child. The purpose of this research is to identify what makes a successful nurture relationship, and identify factors which challenge it. A symbolic interactionist and critical realist ontological and epistemological position was taken, and a grounded theory methodology adopted. Five Nurture Group practitioners from three full-time, Key Stage 1 Nurture Groups were interviewed. Results revealed a ‘relationship journey’ between the Nurture Group practitioner and child, which develops into a ‘close’ relationship. As the practitioner and child get to know and understand one another, the practitioner becomes attuned to the child’s needs and emotional experiences, enabling them to provide containment to the child and put appropriate support in place. The relationship journey contains a number of challenges, which the practitioner tries hard to overcome. These challenges place a significant emotional load on the practitioner, who in return, seeks containment. However, these challenges contribute towards the development of the relationship, where trust emerges, and a ‘close’ relationship forms. The relationship journey is discussed in relation to psychodynamic and attachment theories, and implications for Nurture Group practitioners, stakeholders and Educational Psychologists explored.

The thesis comprises a qualitative study exploring the freedoms and constraints to pupils participating in decisions relating to their education. The context of the study is within rural Uganda and includes an analysis of political, cultural and structural frameworks which may inhibit or enhance pupils from making decisions.

Childhood obesity is a global public health concern. In England, the prevalence of overweight/obesity increases from one fifth at the start of the primary school years to one third by the age of 10-11 years. This thesis examines the role of primary schools in preventing obesity. Stakeholder views are considered through a systematic review, and two qualitative studies investigating the perceptions of headteachers, parents and children. Data from a childhood obesity prevention trial (the WAVES study) are also used to examine the relationships between school policy/practice and pupil weight status/physical activity levels. Findings show that stakeholders support the school role in preventing obesity, and in helping families to lead healthier lifestyles, though limited expertise and resources are barriers. Although most schools actively promote health, there is much variation. For example, time allocated for physical education and breaks varies by school and has a significant impact on children’s physical activity levels, particularly for boys. In conclusion, school policies and practices can impact on children’s health, and schools are ideally placed to support families to prevent obesity. However, schools require support to perceive this role as a feasible and integral part of their function, rather than as an increasing burden of responsibility.

There has been a significant increase in interest in the development of childhood education and care in England in recent years and this has been supported by a plethora of initiatives and policy reforms. During this period of change there has also been a debate concerning the nature of „quality‟ in Early Years provision. However, little research has focussed upon the quality standards and systems that are part of this evolution of Early Years Education and, in particular, the area of Early Years inspection has been given only limited consideration. This study explores stakeholder notions of „quality‟ in Early Years Education and their perceptions of the new integrated approach to Early Years inspection within five distinct types of nursery provision in the state and private sector in the West Midlands. This study captures insights which could inform the future research agenda in Early Years education and care, in particular the findings connected to the parental questionnaire highlight the need for an informed and documented dialogue between stakeholders. This work concludes by suggesting strategies including the establishment of evaluative partnerships between state and private settings, encouraging and developing collegiate critical reflection on practice whilst fostering the collaborative culture.

In a profession characterized, in recent years by change, schools and the people they employ have to learn effectively in what Schein (1992) describes as “a perpetual learning system” (p.372). This research considers how head teachers, teachers and teaching assistants learn in three separate primary schools. The research considers the impact of the schools’ climate on the success of organisational learning and is interested in ascertaining the impact of power on the learning experience. The research is informed by a thorough review of the educational and organizational literature and has drawn on the works of Argyris and Schon (1974; 1978; 1996); Lipshitz et al, (2002); MacGilchrist et al, (2004) and West-Burnham and Ireson (2005). Following an analysis of the findings, a number of preliminary recommendations are made. These recommendations show that organisational learning is multi-faceted and complex, requiring a combination of explicit leadership and individual ownership. It highlights the significance of informal learning with and from colleagues and points to an inequality of access both within and between groups of practitioners. A perpetual learning system emerges in the conclusion and is offered for consideration. This study captures insights which should inform the future research agenda.

This is an evaluative study of an ecological, multi-faceted, multi-levelled school-based mental health and emotional wellbeing project , called the ‘Treasure Project’. The project team directly supported 3,452 children and trained 607 staff from 56 schools. Realistic Evaluation (Pawson & Tilley, 1997) informed the evaluation. Theories, developed from a review of literature, were used to derive a framework of hypotheses about effective work in the area of mental health and emotional wellbeing. Data collected about the project was checked against the framework leading to new theories and hypotheses being developed. Findings from the evaluation suggest that: 1) projects aiming to promote children’s mental health and emotional wellbeing have more impact if they are multi-faceted, multi-levelled and include a whole school approach; 2) direct interventions supporting children’s emotional needs are more effective if school staff’s capacity is simultaneously increased through training and partnership work; and 3) capacity building is most effective when it takes place over time, is aimed at building staff’s support skills, and is rooted in evidence-based approaches providing good resources for future reference. The enquiry’s limitations are discussed, together with a consideration of how these findings might useful to professionals, including educational psychologists, working in partnership with schools.

This thesis describes a training scheme to raise awareness of group skills. Drawing on existing research and observations of classroom practice, this scheme requires children to consider group skills before, during and after the group activity. The approach is unique as the task of raising awareness of group skills was designed to influence, and be influenced by, the group task; and feedback on group skill usage is generated from individual self-assessments made during and after the activity. Studies using the scheme with 9 and 10 year olds working in face-to-face groups found the medium (paper or software) and the environment (a classroom or laboratory-style setting) influenced the self-assessments. Despite this, using the scheme did not result in the transfer of group skills to other activities. A relationship was found, however, between the consistency of the self-assessments recorded during and after the activity and the child’s ability at group work. The training scheme positively influenced the task performance. If a software implementation of the scheme was used concurrently with computer tasks, there was a trend towards improved recall in the material studied. If used with an activity that also incorporated communication, reflection and responsibility, a significant improvement in performance was achieved.

A leadership crisis continues within the education sector (Rhodes et al., 2008; Howson & Sprigade, 2011). This research synthesises the experiences of twenty head teachers, within their first five years of headship. A social survey methodology using a semi-structured interview method was used. This research draws upon established models of leadership development by, among others, Day & Bakioglu (1996) Gronn (1999), Ribbins (2003), Browne-Ferrigno (2003) and Earley & Weindling (2007). Emergent findings that make a contribution to new understandings are based upon aspects of motivation, personal capacity, self-belief, talent spotting to support leadership development, the role of career-coaching and the notion of affirmation of readiness for headship. Findings support a revision of the Browne-Ferrigno (2003) model of leadership transformation with a new conceptualisation of this model along with a new conceptualisation of personal capacity as an important element in leadership transition. These new conceptualisations will be of interest to current and aspiring leaders, those with responsibility for talent management, succession planning and leadership development. This work is also highly relevant to researchers and others interested in leadership transition within the education sector.