How Should the ‘Effectiveness’ of Schools for Pupils With Ebd Be Assessed?

This paper discusses the notion of ‘effectiveness’ in relation to special schools for pupils with EBD. It outlines the major factors associated with mainstream effectiveness and school improvement, the DfEE/Ofsted perspective and other relevant views, before raising questions which relate to special schools. It is argued that effectiveness measures used for mainstream schools should be employed for special schools but with further criteria added and greater emphasis placed on some factors falling within the ambit of OfSTED's Spiritual, Moral, Social and Cultural’ dimension.