In England the government’s specialist schools initiative is transforming the nature of secondary
education. A three-year longitudinal case study tracked the effects of specialist performing arts
college status on two schools. The sites were a mainstream school drawing pupils from an area of
high social deprivation and disadvantage, and a special school catering for pupils with profound and
multiple learning difficulties, which were awarded joint performing arts college status. The government’s
preferred criterion for judging the success of specialist schools is improvement in whole school
examination results. The authors argue that this is a crude and inappropriate measure for
these case study schools and probably others. Using questionnaires, interviews and documentation
they tell an ‘inside story’ of experiences, challenges and achievements, from the perspectives of the
schools’ mangers, staff and pupils. Alternative ‘value-added’ features emerged that were positive
indicators of enrichment and success in both schools.