Michael Farrell is an education inspector for the London Borough of Hillingdon. He trained as a teacher and psychologist and has been a head teacher and a lecturer at the Institute of Education.

‘…a useful and reassuring manual for teachers in training, those seeking promotion, and certainly for governors.’ - Times Educational Supplement

• Chapter 1 Admissions; Chapter 2 Appraisal; Chapter 3 Assessment Complexities; Chapter 4 Attendance; Chapter 5 Baseline Assessment; Chapter 6 Behaviour and its Improvement; Chapter 7 Benchmarking; Chapter 8 Bullying; Chapter 9 Child Protection; Chapter 10 Classroom Management; Chapter 11 Curriculum Changes; Chapter 12 Differentiation; Chapter 13 Direct Teaching; Chapter 14 Early Years; Chapter 15 Efficiency of the School and How it may be Improved; Chapter 16 Emotional and Behavioural Difficulties; Chapter 17 English as an Additional Language (EAL); Chapter 18 Equal Opportunities; Chapter 19 Governing Bodies; Chapter 20 Group Work; Chapter 21 Head Teachers; Chapter 22 Health and Safety; Chapter 23 Homework; Chapter 24 Inclusion; Chapter 25 Information and Communications Technology; Chapter 26 Initial Teacher Training; Chapter 27 Inspection; Chapter 28 Learning Resources and their Full Use; Chapter 29 Literacy; Chapter 30 Marketing the Primary School; Chapter 31 Media Management for the School; Chapter 32 Numeracy; Chapter 33 Organisation of Pupils in School (Including Class Size); Chapter 34 Parents and the Community; Chapter 35 Planning for Teaching and Learning; Chapter 36 Project Management in Primary Education; Chapter 37 Research; Chapter 38 School Improvement Plans Within Strategic Planning; Chapter 39 Security of the School; Chapter 40 Sex Education; Chapter 41 Spiritual, Moral, Social and Cultural Development; Chapter 42 Staff Development Including Newly Qualified Teachers; Chapter 43 Standards; Chapter 44 Support for Children; Chapter 45 Target Setting; Chapter 46 Teaching Assistants and Associates; Chapter 47 Topic Work as an Approach to the Curriculum; Chapter 48 Value Added Measures and their Relation to League Tables; Chapter 49 Very Able Pupils;

Michael Farrell is an education inspector for the London Borough of Hillingdon. He trained as a teacher and psychologist and has been a head teacher and a lecturer at the Institute of Education.

‘…a useful and reassuring manual for teachers in training, those seeking promotion, and certainly for governors.’ - Times Educational Supplement

• Chapter 1 Admissions; Chapter 2 Appraisal; Chapter 3 Assessment Complexities; Chapter 4 Attendance; Chapter 5 Baseline Assessment; Chapter 6 Behaviour and its Improvement; Chapter 7 Benchmarking; Chapter 8 Bullying; Chapter 9 Child Protection; Chapter 10 Classroom Management; Chapter 11 Curriculum Changes; Chapter 12 Differentiation; Chapter 13 Direct Teaching; Chapter 14 Early Years; Chapter 15 Efficiency of the School and How it may be Improved; Chapter 16 Emotional and Behavioural Difficulties; Chapter 17 English as an Additional Language (EAL); Chapter 18 Equal Opportunities; Chapter 19 Governing Bodies; Chapter 20 Group Work; Chapter 21 Head Teachers; Chapter 22 Health and Safety; Chapter 23 Homework; Chapter 24 Inclusion; Chapter 25 Information and Communications Technology; Chapter 26 Initial Teacher Training; Chapter 27 Inspection; Chapter 28 Learning Resources and their Full Use; Chapter 29 Literacy; Chapter 30 Marketing the Primary School; Chapter 31 Media Management for the School; Chapter 32 Numeracy; Chapter 33 Organisation of Pupils in School (Including Class Size); Chapter 34 Parents and the Community; Chapter 35 Planning for Teaching and Learning; Chapter 36 Project Management in Primary Education; Chapter 37 Research; Chapter 38 School Improvement Plans Within Strategic Planning; Chapter 39 Security of the School; Chapter 40 Sex Education; Chapter 41 Spiritual, Moral, Social and Cultural Development; Chapter 42 Staff Development Including Newly Qualified Teachers; Chapter 43 Standards; Chapter 44 Support for Children; Chapter 45 Target Setting; Chapter 46 Teaching Assistants and Associates; Chapter 47 Topic Work as an Approach to the Curriculum; Chapter 48 Value Added Measures and their Relation to League Tables; Chapter 49 Very Able Pupils;

Michael Farrell is an education inspector for the London Borough of Hillingdon. He trained as a teacher and psychologist and has been a head teacher and a lecturer at the Institute of Education.

‘…a useful and reassuring manual for teachers in training, those seeking promotion, and certainly for governors.’ - Times Educational Supplement

• Chapter 1 Admissions; Chapter 2 Appraisal; Chapter 3 Assessment Complexities; Chapter 4 Attendance; Chapter 5 Baseline Assessment; Chapter 6 Behaviour and its Improvement; Chapter 7 Benchmarking; Chapter 8 Bullying; Chapter 9 Child Protection; Chapter 10 Classroom Management; Chapter 11 Curriculum Changes; Chapter 12 Differentiation; Chapter 13 Direct Teaching; Chapter 14 Early Years; Chapter 15 Efficiency of the School and How it may be Improved; Chapter 16 Emotional and Behavioural Difficulties; Chapter 17 English as an Additional Language (EAL); Chapter 18 Equal Opportunities; Chapter 19 Governing Bodies; Chapter 20 Group Work; Chapter 21 Head Teachers; Chapter 22 Health and Safety; Chapter 23 Homework; Chapter 24 Inclusion; Chapter 25 Information and Communications Technology; Chapter 26 Initial Teacher Training; Chapter 27 Inspection; Chapter 28 Learning Resources and their Full Use; Chapter 29 Literacy; Chapter 30 Marketing the Primary School; Chapter 31 Media Management for the School; Chapter 32 Numeracy; Chapter 33 Organisation of Pupils in School (Including Class Size); Chapter 34 Parents and the Community; Chapter 35 Planning for Teaching and Learning; Chapter 36 Project Management in Primary Education; Chapter 37 Research; Chapter 38 School Improvement Plans Within Strategic Planning; Chapter 39 Security of the School; Chapter 40 Sex Education; Chapter 41 Spiritual, Moral, Social and Cultural Development; Chapter 42 Staff Development Including Newly Qualified Teachers; Chapter 43 Standards; Chapter 44 Support for Children; Chapter 45 Target Setting; Chapter 46 Teaching Assistants and Associates; Chapter 47 Topic Work as an Approach to the Curriculum; Chapter 48 Value Added Measures and their Relation to League Tables; Chapter 49 Very Able Pupils;