This preliminary analysis is part of the baseline phase of a longitudinal study designed to investigate the professional development of primary and secondary teachers across England. The study addresses four key research areas. The prevailing models of professional development for teachers in England are identified in this baseline phase and the scene is set for the remaining areas of investigation to be addressed (annual data collection sweeps will continue).

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Peter Tymms has written recently (BERJ, August 2004) on the subject of measuring whether standards are rising in English and mathematics in primary schools based on pupil outcomes from national end of key stage tests. This article takes the position that the performance data debate is an interesting one but peripheral to a far bigger issue. Whether measurable (by standardised testing at ages 7 and 11) national standards in English and mathematics have risen or not, does not justify the drastic reduction of the intended ‘broad and balanced’ curriculum which has taken place to try to achieve the national percentage targets. The curriculum data on which the authors base their findings are supplied by the Qualifications and Curriculum Authority's own longitudinal monitoring of the school curriculum which has been carried out by the authors from 1996 to 2004.

The paper focuses on the auditing and accountancy paradigm that has dominated educational measurement of pupil performance for the last 20 years in England. The advocates of this minimum competency paradigm do not take account of the results of its dominance. These results include ignoring the heterogeneous complexity of groups within societies that exist now internationally and the reduction in pedagogy and curriculum experience to a 'one-size-fits-all' model of teaching concentrated on the tested subjects. This is complemented by the 'recitation script' style of pedagogy in schools based on coverage, delivery, completion and measurement rather than interpretation and analysis to support the complexity and diversity of individual learning needs.