This problem has recently been gaining greater prominence, in the light of the current focus on standards and achievement. In particular, it is now recognised that the variation in performance between pupils in a particular school is far greater than variation in performance at school level, beyond that which would be expected.

A recent NCSL research project has been investigating effective practice in reducing the problem of within school variation.

Working with Professor David Reynolds of the University of Exeter and with members of the NCSL Leadership Network, the within school variation project aimed to learn from experience and share innovative practice through seminars, workshops and school-based enquiry. .

As the project progressed, it emerged that the schools were applying a number of key themes and strategies as a means of reducing variation.

These included:

focusing on the collection, analysis, interpretation and use of data developing strategies that focus on teacher learning through, for example, the focused observation of specific aspects of practice proposing curriculum reform, with innovative suggestions for restructuring the curriculum in ways that relate more to the interests of learners focusing on the development of middle leaders and of learning, from the innovative practice of others in the school