Chris James is the Professor of Educational Leadership and Management in the Department of Education at the University of Bath. He researches leadership and management in schools and colleges, the affective aspects of educational organisations, collaborative working in schools and school governing and governance. During his career, Chris has worked with a range of public, private and not-for-profit organizations including numerous local authorities and schools. He has directed a large number of educational research projects and published over 200 items including six books. Michael Connolly is Emeritus Professor of Public Policy and Management, University of South Wales, UK, as a Visiting Professor of Education and Policy, University of Bath, UK.  In addition, he is a Fellow of the Learned Society of Wales. Professor Connolly has published a number of books, chapter in books and articles on education policy and management, learning in Higher Education as well as papers on public policy in Northern Ireland.  Michael has been a co-editor of Pubic Money and Management, book editor of Public Administration and a member of number of editorial Boards for a range of academic journals.   His research interests include education policy and management and the role of local government and local services.

• A Review of the LiteratureKey Issues in School EffectivenessThe Characteristics of Effective SchoolsSchools in Challenging CircumstancesOrganisational CultureContextual Influences on EffectivenessA Way of Understanding Schools as InstitutionsTheories - Purposes and ProblemsSystem PsychodynamicsAspects of the System PsychodynamicsThe ResearchThe Education System in WalesThe Central IssueThe Kind of Study We UndertookThe Schools We StudiesThe Data Collection and AnalysisThe Case Study Schools - The Nature of DisadvantageThe Central CharacteristicA Productive CultureA Strong CultureA Highly Inclusive CultureContinuing Professional DevelopmentChanges/InitiativesExtra-Curricular ActivitiesLeadershipThe HeadteacherThe Development of Leadership Density and DepthThe Leadership Work of the Governing BodiesThe MindsetThe MindsetThe Teaching TeamThe TeachersTeamworkAdditional Classroom SupportThe Pupils and Their ParentsPupil Engagement and CommitmentParental Engagement and CommitmentVery Efficient and Effective OrganisationStructure, Management and SystemsThe Management of Pupil Performance DataThe Sizes of the SchoolsThe Mutual Support, Validation and Valuing Of The CommunityThe Schools and Their Local CommunitiesThe Schools and the Wider CommunityThe Schools and the Education SystemWhat Makes These Schools Very Effective?An Interpretive Review of the FindingsThe Characteristics of the Case Study Schools In Comparison With the Characteristics of Effective SchoolsWhy Were These Schools Very Effective?Concluding CommentsThe Primary Task - Interpreting the OutcomesGroup MentalitiesEspoused Theories and In Use TheoriesLeadershipBoundariesDefensive BehavioursContainment and the Transformation of Anxiety and Emotion into CreativityWorking with PassionCollaborationConcluding CommentsReflections on the Research and the OutcomesNew Research IssuesMessages for All SchoolsVery Effective Schools Are What All Children Deserve

′Chris James, Michael Connolly, Gerald Dunning and Tony Elliott have produced a comprehensive analysis of the very effective primary school. Although the research for the book draws on the authors’ experiences in Welsh Primary Schools, the range of literature cited and the analytical frameworks employed ensure that their findings have a much broader relevance. They define ‘a very effective’ school as one that provides high levels of attainment and rich educational experiences despite being located in extremely challenging circumstances. A key insight of the book is that although these schools are consequently ‘extraordinary’ their practice was in many ways quite ‘ordinary’. This is because these schools worked in much the same way as the very best of schools have always done. In many ways, this as the authors note, is an optimistic message – that all children deserve to be educated in such very effective schools. The virtue of How Very Effective Primary Schools Work is that it makes clear those characteristics and strategies that can help every school to become great′ - David Hopkins, HSBC iNet Chair of International Leadership, and formerly Chief Adviser on School Standards to the Secretary of State 2002-2005′All children, especially the poorest, deserve capable, mature and well adjusted teachers and leaders who work together to lay firm foundations of learning and behaviour, then enrich and elevate everyone′s learning far beyond that in optimistic cultures of security, persistence and hope. Based on solid research from 18 outstanding schools in challenging circumstances, this is the vital message of this important and unique book. Chris James and his colleagues show that highly effective schools need high functioning adults and communities who expect and get the best from everyone, dedicate themselves to others without burning themselves out, are not frightened of challenges and contradictions, stay around to fulfil their obligations to others and see their efforts bear fruit, and are emotionally comfortable in their own skin. If you want to become more effective as a school you will need to become more effective and adjusted as a teacher, a leader and an all-round human being. This inspiring and indispensable book, will stir and steer all who read it in that educationally essential quest′ - Andy Hargreaves, Thomas More Brennan Chair in Education, Boston College

Chris James is the Professor of Educational Leadership and Management in the Department of Education at the University of Bath. He researches leadership and management in schools and colleges, the affective aspects of educational organisations, collaborative working in schools and school governing and governance. During his career, Chris has worked with a range of public, private and not-for-profit organizations including numerous local authorities and schools. He has directed a large number of educational research projects and published over 200 items including six books. Michael Connolly is Emeritus Professor of Public Policy and Management, University of South Wales, UK, as a Visiting Professor of Education and Policy, University of Bath, UK.  In addition, he is a Fellow of the Learned Society of Wales. Professor Connolly has published a number of books, chapter in books and articles on education policy and management, learning in Higher Education as well as papers on public policy in Northern Ireland.  Michael has been a co-editor of Pubic Money and Management, book editor of Public Administration and a member of number of editorial Boards for a range of academic journals.   His research interests include education policy and management and the role of local government and local services.

• A Review of the LiteratureKey Issues in School EffectivenessThe Characteristics of Effective SchoolsSchools in Challenging CircumstancesOrganisational CultureContextual Influences on EffectivenessA Way of Understanding Schools as InstitutionsTheories - Purposes and ProblemsSystem PsychodynamicsAspects of the System PsychodynamicsThe ResearchThe Education System in WalesThe Central IssueThe Kind of Study We UndertookThe Schools We StudiesThe Data Collection and AnalysisThe Case Study Schools - The Nature of DisadvantageThe Central CharacteristicA Productive CultureA Strong CultureA Highly Inclusive CultureContinuing Professional DevelopmentChanges/InitiativesExtra-Curricular ActivitiesLeadershipThe HeadteacherThe Development of Leadership Density and DepthThe Leadership Work of the Governing BodiesThe MindsetThe MindsetThe Teaching TeamThe TeachersTeamworkAdditional Classroom SupportThe Pupils and Their ParentsPupil Engagement and CommitmentParental Engagement and CommitmentVery Efficient and Effective OrganisationStructure, Management and SystemsThe Management of Pupil Performance DataThe Sizes of the SchoolsThe Mutual Support, Validation and Valuing Of The CommunityThe Schools and Their Local CommunitiesThe Schools and the Wider CommunityThe Schools and the Education SystemWhat Makes These Schools Very Effective?An Interpretive Review of the FindingsThe Characteristics of the Case Study Schools In Comparison With the Characteristics of Effective SchoolsWhy Were These Schools Very Effective?Concluding CommentsThe Primary Task - Interpreting the OutcomesGroup MentalitiesEspoused Theories and In Use TheoriesLeadershipBoundariesDefensive BehavioursContainment and the Transformation of Anxiety and Emotion into CreativityWorking with PassionCollaborationConcluding CommentsReflections on the Research and the OutcomesNew Research IssuesMessages for All SchoolsVery Effective Schools Are What All Children Deserve

′Chris James, Michael Connolly, Gerald Dunning and Tony Elliott have produced a comprehensive analysis of the very effective primary school. Although the research for the book draws on the authors’ experiences in Welsh Primary Schools, the range of literature cited and the analytical frameworks employed ensure that their findings have a much broader relevance. They define ‘a very effective’ school as one that provides high levels of attainment and rich educational experiences despite being located in extremely challenging circumstances. A key insight of the book is that although these schools are consequently ‘extraordinary’ their practice was in many ways quite ‘ordinary’. This is because these schools worked in much the same way as the very best of schools have always done. In many ways, this as the authors note, is an optimistic message – that all children deserve to be educated in such very effective schools. The virtue of How Very Effective Primary Schools Work is that it makes clear those characteristics and strategies that can help every school to become great′ - David Hopkins, HSBC iNet Chair of International Leadership, and formerly Chief Adviser on School Standards to the Secretary of State 2002-2005′All children, especially the poorest, deserve capable, mature and well adjusted teachers and leaders who work together to lay firm foundations of learning and behaviour, then enrich and elevate everyone′s learning far beyond that in optimistic cultures of security, persistence and hope. Based on solid research from 18 outstanding schools in challenging circumstances, this is the vital message of this important and unique book. Chris James and his colleagues show that highly effective schools need high functioning adults and communities who expect and get the best from everyone, dedicate themselves to others without burning themselves out, are not frightened of challenges and contradictions, stay around to fulfil their obligations to others and see their efforts bear fruit, and are emotionally comfortable in their own skin. If you want to become more effective as a school you will need to become more effective and adjusted as a teacher, a leader and an all-round human being. This inspiring and indispensable book, will stir and steer all who read it in that educationally essential quest′ - Andy Hargreaves, Thomas More Brennan Chair in Education, Boston College

Chris James is the Professor of Educational Leadership and Management in the Department of Education at the University of Bath. He researches leadership and management in schools and colleges, the affective aspects of educational organisations, collaborative working in schools and school governing and governance. During his career, Chris has worked with a range of public, private and not-for-profit organizations including numerous local authorities and schools. He has directed a large number of educational research projects and published over 200 items including six books. Michael Connolly is Emeritus Professor of Public Policy and Management, University of South Wales, UK, as a Visiting Professor of Education and Policy, University of Bath, UK.  In addition, he is a Fellow of the Learned Society of Wales. Professor Connolly has published a number of books, chapter in books and articles on education policy and management, learning in Higher Education as well as papers on public policy in Northern Ireland.  Michael has been a co-editor of Pubic Money and Management, book editor of Public Administration and a member of number of editorial Boards for a range of academic journals.   His research interests include education policy and management and the role of local government and local services.

• A Review of the LiteratureKey Issues in School EffectivenessThe Characteristics of Effective SchoolsSchools in Challenging CircumstancesOrganisational CultureContextual Influences on EffectivenessA Way of Understanding Schools as InstitutionsTheories - Purposes and ProblemsSystem PsychodynamicsAspects of the System PsychodynamicsThe ResearchThe Education System in WalesThe Central IssueThe Kind of Study We UndertookThe Schools We StudiesThe Data Collection and AnalysisThe Case Study Schools - The Nature of DisadvantageThe Central CharacteristicA Productive CultureA Strong CultureA Highly Inclusive CultureContinuing Professional DevelopmentChanges/InitiativesExtra-Curricular ActivitiesLeadershipThe HeadteacherThe Development of Leadership Density and DepthThe Leadership Work of the Governing BodiesThe MindsetThe MindsetThe Teaching TeamThe TeachersTeamworkAdditional Classroom SupportThe Pupils and Their ParentsPupil Engagement and CommitmentParental Engagement and CommitmentVery Efficient and Effective OrganisationStructure, Management and SystemsThe Management of Pupil Performance DataThe Sizes of the SchoolsThe Mutual Support, Validation and Valuing Of The CommunityThe Schools and Their Local CommunitiesThe Schools and the Wider CommunityThe Schools and the Education SystemWhat Makes These Schools Very Effective?An Interpretive Review of the FindingsThe Characteristics of the Case Study Schools In Comparison With the Characteristics of Effective SchoolsWhy Were These Schools Very Effective?Concluding CommentsThe Primary Task - Interpreting the OutcomesGroup MentalitiesEspoused Theories and In Use TheoriesLeadershipBoundariesDefensive BehavioursContainment and the Transformation of Anxiety and Emotion into CreativityWorking with PassionCollaborationConcluding CommentsReflections on the Research and the OutcomesNew Research IssuesMessages for All SchoolsVery Effective Schools Are What All Children Deserve

′Chris James, Michael Connolly, Gerald Dunning and Tony Elliott have produced a comprehensive analysis of the very effective primary school. Although the research for the book draws on the authors’ experiences in Welsh Primary Schools, the range of literature cited and the analytical frameworks employed ensure that their findings have a much broader relevance. They define ‘a very effective’ school as one that provides high levels of attainment and rich educational experiences despite being located in extremely challenging circumstances. A key insight of the book is that although these schools are consequently ‘extraordinary’ their practice was in many ways quite ‘ordinary’. This is because these schools worked in much the same way as the very best of schools have always done. In many ways, this as the authors note, is an optimistic message – that all children deserve to be educated in such very effective schools. The virtue of How Very Effective Primary Schools Work is that it makes clear those characteristics and strategies that can help every school to become great′ - David Hopkins, HSBC iNet Chair of International Leadership, and formerly Chief Adviser on School Standards to the Secretary of State 2002-2005′All children, especially the poorest, deserve capable, mature and well adjusted teachers and leaders who work together to lay firm foundations of learning and behaviour, then enrich and elevate everyone′s learning far beyond that in optimistic cultures of security, persistence and hope. Based on solid research from 18 outstanding schools in challenging circumstances, this is the vital message of this important and unique book. Chris James and his colleagues show that highly effective schools need high functioning adults and communities who expect and get the best from everyone, dedicate themselves to others without burning themselves out, are not frightened of challenges and contradictions, stay around to fulfil their obligations to others and see their efforts bear fruit, and are emotionally comfortable in their own skin. If you want to become more effective as a school you will need to become more effective and adjusted as a teacher, a leader and an all-round human being. This inspiring and indispensable book, will stir and steer all who read it in that educationally essential quest′ - Andy Hargreaves, Thomas More Brennan Chair in Education, Boston College