Inspection and performance data show that the schools identified as least effective in England (in special measures) are more likely to sustain the improvement they make after inspection than those that are relatively more effective, although still causing concern (identified as having serious weaknesses). We compare the progress of these two categories of schools causing concern and discuss the role of school leadership in relation to their differential improvement trends. It is argued that special measures identification and support for improvement has made an important contribution to the policy goals of promoting educational inclusion and raising standards.