The impact of school context: what headteachers say

Abstract

This paper reports the accounts of fifteen headteachers of primary schools in one local authority in the South East of England, including headteachers of schools that are amongst the most advantaged five per cent of schools in England and those amongst the most disadvantaged twenty per cent. The headteachers reflect on the nature of the intakes and other local contextual factors, and their impact on day to day school processes and on decisions made about organization, curriculum and pedagogy. The findings give an insight into the extent of variation between schools and their capacity to respond to differing needs given budgetary constraints, performative pressures and the limits of professional knowledge