Robin Alexander is Director of the Cambridge Primary Review, Fellow of Wolfson College, University of Cambridge, and Professor of Education Emeritus, University of Warwick, UK. Michael Armstrong is a writer and former Head Teacher of Harwell Primary School, Oxfordshire, UK. Julia Flutter is Research Associate at the Faculty of Education, University of Cambridge, UK. Linda Hargreaves is Reader in Education, University of Cambridge, UK. Wynne Harlen is Visiting Professor at the Graduate School of Education, University of Bristol, UK. David Harrison is former Research Associate at the Faculty of Education, University of Cambridge, UK. Elizabeth Hartley-Brewer is a social policy consultant, parenting adviser, journalist and author. Ruth Kershner is Lecturer in Education, University of Cambridge, UK. John MacBeath is Professor of Education, University of Cambridge, UK. Berry Mayall is Professor of Childhood Studies at the Institute of Education, University of London, UK. Stephanie Northen is an education journalist and editor. Gillian Pugh is Chair of the National Children’s Bureau and Visiting Professor, Institute of Education, University of London, UK. Colin Richards is Emeritus Professor, University of Cumbria, UK, and a former primary HMI. David Utting is a writer, researcher, policy analyst and former Associate Director at the Joseph Rowntree Foundation, UK.

“This has to be the most important book in recent times for all those interested in primary education. The book and the accompanying volume of research papers provide a compelling synthesis of published educational research and findings that relate to the full range of issues encountered by everyone working with primary-aged children. It focuses on three core principles: equity, expertise and empowerment.” - Dame Alison Peacock, executive headteacher at The Wroxham School and TES columnist

• 1. Introduction Part I: Contexts 2. The Review and Other Discourses 3. Policies and Legacies Part II: Children and Childhood 4. Childhood Today 5. Children’s Lives Outside School 6. Parenting, Caring and Educating 7. Children’s Development and Learning 8. Children, Diversity and Equity 9. Children with Special Needs 10. Children’s Voices Part III: The Experience of Primary Education 11. Foundations 12. What is Primary Education for? 13. Curriculum Past and Present 14. Towards a New Curriculum 15. Pedagogy 16. Assessment, Learning and Accountability 17. Attainment, Standards and Quality 18. Schools and Communities Part IV: The System of Primary Education 19. Structures and Transitions 20. Schools, Local Authorities and Other Agencies 21. Teachers 22. Professional Leadership and Workforce Reform 23. The Context and Impact of Policy Part V: Conclusions and Recommendations 24. Conclusions and Recommendations

Robin Alexander is Director of the Cambridge Primary Review, Fellow of Wolfson College, University of Cambridge, and Professor of Education Emeritus, University of Warwick, UK. Michael Armstrong is a writer and former Head Teacher of Harwell Primary School, Oxfordshire, UK. Julia Flutter is Research Associate at the Faculty of Education, University of Cambridge, UK. Linda Hargreaves is Reader in Education, University of Cambridge, UK. Wynne Harlen is Visiting Professor at the Graduate School of Education, University of Bristol, UK. David Harrison is former Research Associate at the Faculty of Education, University of Cambridge, UK. Elizabeth Hartley-Brewer is a social policy consultant, parenting adviser, journalist and author. Ruth Kershner is Lecturer in Education, University of Cambridge, UK. John MacBeath is Professor of Education, University of Cambridge, UK. Berry Mayall is Professor of Childhood Studies at the Institute of Education, University of London, UK. Stephanie Northen is an education journalist and editor. Gillian Pugh is Chair of the National Children’s Bureau and Visiting Professor, Institute of Education, University of London, UK. Colin Richards is Emeritus Professor, University of Cumbria, UK, and a former primary HMI. David Utting is a writer, researcher, policy analyst and former Associate Director at the Joseph Rowntree Foundation, UK.

“This has to be the most important book in recent times for all those interested in primary education. The book and the accompanying volume of research papers provide a compelling synthesis of published educational research and findings that relate to the full range of issues encountered by everyone working with primary-aged children. It focuses on three core principles: equity, expertise and empowerment.” - Dame Alison Peacock, executive headteacher at The Wroxham School and TES columnist

• 1. Introduction Part I: Contexts 2. The Review and Other Discourses 3. Policies and Legacies Part II: Children and Childhood 4. Childhood Today 5. Children’s Lives Outside School 6. Parenting, Caring and Educating 7. Children’s Development and Learning 8. Children, Diversity and Equity 9. Children with Special Needs 10. Children’s Voices Part III: The Experience of Primary Education 11. Foundations 12. What is Primary Education for? 13. Curriculum Past and Present 14. Towards a New Curriculum 15. Pedagogy 16. Assessment, Learning and Accountability 17. Attainment, Standards and Quality 18. Schools and Communities Part IV: The System of Primary Education 19. Structures and Transitions 20. Schools, Local Authorities and Other Agencies 21. Teachers 22. Professional Leadership and Workforce Reform 23. The Context and Impact of Policy Part V: Conclusions and Recommendations 24. Conclusions and Recommendations

Robin Alexander is Director of the Cambridge Primary Review, Fellow of Wolfson College, University of Cambridge, and Professor of Education Emeritus, University of Warwick, UK. Michael Armstrong is a writer and former Head Teacher of Harwell Primary School, Oxfordshire, UK. Julia Flutter is Research Associate at the Faculty of Education, University of Cambridge, UK. Linda Hargreaves is Reader in Education, University of Cambridge, UK. Wynne Harlen is Visiting Professor at the Graduate School of Education, University of Bristol, UK. David Harrison is former Research Associate at the Faculty of Education, University of Cambridge, UK. Elizabeth Hartley-Brewer is a social policy consultant, parenting adviser, journalist and author. Ruth Kershner is Lecturer in Education, University of Cambridge, UK. John MacBeath is Professor of Education, University of Cambridge, UK. Berry Mayall is Professor of Childhood Studies at the Institute of Education, University of London, UK. Stephanie Northen is an education journalist and editor. Gillian Pugh is Chair of the National Children’s Bureau and Visiting Professor, Institute of Education, University of London, UK. Colin Richards is Emeritus Professor, University of Cumbria, UK, and a former primary HMI. David Utting is a writer, researcher, policy analyst and former Associate Director at the Joseph Rowntree Foundation, UK.

“This has to be the most important book in recent times for all those interested in primary education. The book and the accompanying volume of research papers provide a compelling synthesis of published educational research and findings that relate to the full range of issues encountered by everyone working with primary-aged children. It focuses on three core principles: equity, expertise and empowerment.” - Dame Alison Peacock, executive headteacher at The Wroxham School and TES columnist

• 1. Introduction Part I: Contexts 2. The Review and Other Discourses 3. Policies and Legacies Part II: Children and Childhood 4. Childhood Today 5. Children’s Lives Outside School 6. Parenting, Caring and Educating 7. Children’s Development and Learning 8. Children, Diversity and Equity 9. Children with Special Needs 10. Children’s Voices Part III: The Experience of Primary Education 11. Foundations 12. What is Primary Education for? 13. Curriculum Past and Present 14. Towards a New Curriculum 15. Pedagogy 16. Assessment, Learning and Accountability 17. Attainment, Standards and Quality 18. Schools and Communities Part IV: The System of Primary Education 19. Structures and Transitions 20. Schools, Local Authorities and Other Agencies 21. Teachers 22. Professional Leadership and Workforce Reform 23. The Context and Impact of Policy Part V: Conclusions and Recommendations 24. Conclusions and Recommendations