Primary history seems to be a curious mixture of the successful and successful.    On the one hand most children seem to love it and many teachers claim to enjoy teaching it.    There is certainly no shortage of good practice in many schools and exciting and stimulating resources are plentiful.  On the other hand, it receives less than a wholehearted endorsement from Ofsted and it is somewhat marginalized in many schools.

Let us imagine two schools.   School A gives scant regard to history whereas school B is one where there is enthusiasm and commitment.   How easy is it to separate them?