Professor MacGilchrist argues that the British government’s definition of school improvement through exams and meeting targets has been damaging to the curriculum and quality of learning for children in primary schools. There has been an upsurge in teacher and pupil stress, lowered confidence and, as confirmed in 2001 by the Chief Inspector of Schools, a narrowing of the curriculum with less attention to the arts and creative and practical subjects. MacGilchrist calls on the government to recognize that its simplistic definition of school improvement has indeed passed its sell-by date. The government must shift its emphasis from performance to learning and make good its commitment to overcome economic and social disadvantage.