Who or What is School 'Self'-Evaluation for?

Schools' own capacity and responsibility for reflection and evaluation is now at the forefront of UK policy. This article posits an identifiable 'English model' of school self-evaluation, which can be contrasted with the model derived from a recent CIDREE project on school self-evaluation involving 7 other European countries. The 'English model' has various strengths, which can be characterised as instrumentalist, action-oriented, rationalistic and managerial; what seems to be missing from it are what the article calls 'the ethical, affective, non-rational and democratic modes of thinking'. The article argues that, since these are crucial dimensions in the process of education, they should also figure as key aspects or modes of evaluation. What might be the implications of this for current policy and practice?