The article examines the approach taken in one primary school to introduce a reflective teaching approach, following an OFSTED inspection. By considering the development of reflective teaching and learning, the development of a working mode and the types of skills needed in order to teach in a reflective manner, it reports on the outcomes from the viewpoint of the headteacher at the time, and the group of teachers who were asked to implement the new approach. It concludes with a challenge for longitudinal studies into such a development. (Contains 3 tables.)