David Henderson reports that the inspectorate's review of inclusion will soothe some teachers' grievances
* strong ethos with clear values and high expectations;
* a broad view of achievements, talents and abilities;
* promotion of success and self-esteem so that not only the most academically able are achieving;
* no conscious or unconscious discrimination just because of a pupil's characteristics or background;
* offers good community relations and emphasises wider links.
Evidence from successful schools:
* what matters is the curriculum, learning and teaching, support for pupils, quality of the management and the ethos;
* they promote positive values, such as mutual respect, equality and fairness, and high standards of work and behaviour;
* staff know their pupils and are concerned for them, regardless of the size of the school;
* there is strong and visible leadership from senior staff;
* they recognise they have to engage with other professionals and the community;
* teachers analyse the needs of pupils at risk and take action.