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How to we interpret the meaning and priorities of "school improvement" and "standards" in the context of pupils with significant learning needs, whether in mainstream or in special schools? The government defines school improvement in the context of raising standards - but how does this apply, and how is it achieved, for those working with pupils with SEN? The author contends that schools should aim to provide effective education for all children, by maintaining high expectations and professional rigour - if the school is effective, it is, by definition, improving. The book demonstrates that unless schools are considering ways of improving SEN children's progress, then the school cannot be deemed to be improving. Practical suggestions for achieving this end are also explored.