This book shows how a multi-ethnic urban primary school can meet rigorous government targets when policy and practice are underpinned by social justice. It provides a model of inclusive practice.The Chair of Governors and the Pricipal of a British school described by its Office for Standards in Education (OFSTED) inspectors in 1998 as "making an outstanding contribution to the local community" describe how the school has gone about improving the achievement of its pupils so impressively. Both authors sent their children to the school, and in this book they have collaborated with its students, teachers and other workers and with parents, administrators and members of the community. The result is a handbook for supporting development in schools. It provides a model for what a community elementary school can be.The book explores: evolving a vision for a school; school development planning; assemblies and religious activity; the school council; performance (such as multilingual productions of Macbeth and The Tempest); staff management; behaviour policy; assessing achievement; attacking racism; and the work of the Ethnic Minority Achievement Team.This handbook will be invaluable on courses for both aspiring and recently appointed principals, and will also interest experienced principals and educational policy makers. Elementary teachers will find much to enhance their practice.