he quality of education is weak because the students’ achievement is weak in most subjects. This is because the teaching in a large majority of lessons does not challenge students’ thinking sufficiently nor does it equip them with the learning skills they need. The school leaders have been trying to tackle this issue for more than two years. They have developed a useful system for assessing their own strengths and weaknesses and they have been able to draw up a very detailed and comprehensive improvement plan which they review regularly. The targets in the plan are entirely relevant but the school does not have the capacity to ensure that change happens effectively, teaching and learning improve rapidly, and standards of achievement rise.