Development plans have become a feature of almost every school in the UK and most policy-makers and practitioners assume that by having such a plan a school will become more effective.

But do they really make a difference? What impact does a development plan have on the management and organisation of the school, on the professional development of teachers and, most importantly, on pupils' learning in the classroom? Can the development planning process be used as a school improvement strategy or would schools be better investing their time and energy in other ways?