There is a widespread belief that leadership and management are critical variables in determining the quality of education within schools and colleges as well as in the wider system. In England, the establishment of the National College for School Leadership (NCSL) in 2000 is a striking example of acting on this belief to produce a radical new approach to leadership development. A recent special edition of the journal, 32(3), focused on NCSL and I do not intend to rehearse that discussion here. However, the July 2004 'End to End Review' of School Leadership Policy and Delivery (DfES, 2004) has some powerful insights into official thinking about the nature of school leadership.
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