institutions such as our own. For example, we need to regain the notion of 'value added' as a diagnostic tool by which teachers and educational institutions are able to identify and improve weaknesses and build on strengths-rather than as a means of pathologizing urban education.
The current market model of education is one that is likely to be sustained in the UK for the foreseeable future. As practitioners working within the education market, we acknowledge the notion of 'value added' as certainly more sophisticated than any strict adherence to raw scores and league tables. However, it is essential that value-added measures and strategies for curriculum and pedagogical improvement and change acknowledge the achievements of the best practitioners, not in order to 'score over' their less skilled colleagues, but to help improve practice and teacher morale at a wider level.