The National Remodelling Team (NRT) was established in April 2003 by the Department for Education and Skills (DfES) and hosted within the National College for School Leadership (NCSL). The role of the NRT was to work with local education authorities (LEAs) to support schools in the implementation of the changes to teachers' contracts introduced by the National Agreement on Raising Standards and Tackling Workload. Working with and through LEAs, consultant leaders and NCSL's affiliated centres, the NRT also supports schools in wider workforce remodelling that meets their individual circumstances through the facilitation of a school-centred change process. In September 2002, the "Transforming the School Workforce Pathfinder" initiative was launched in a cross-section of 32 schools in England. In October 2003, the remodelling programme was rolled out, with the identification of 189 early adopter (EA) schools. These schools were to be fast-tracked through the process by the NRT in order to build momentum for remodelling nationally and to provide examples of good practice. The subsequent engagement of schools in the remodelling process occurred in a series of tranches with the aim of encompassing every school in England in the process by 2006. Schools are encouraged to begin the process by establishing a school change team (SCT). The evaluation, carried out by an independent team at the NFER, looked at the process and impact of the initiative, taking account of the strategic role of the NRT in setting up, piloting, delivering and designing the roll-out of the National Agreement. The evaluation took place in 2004 and included a broad representation of individuals at school, LEA and partner levels. Methods of data collection included: (1) Survey of 97 LEA remodelling advisers (January and February 2004), with a 65 per cent response; (2) Telephone interviews with ten NCSL remodelling consultants involved with self-starter, tranche 1 and tranche 2 schools (February and March 2004); (3) Survey of 226 SCT members in 158 EA and tranche 1 schools (March and April 2004), with a 39 per cent response; and (4) In-depth case-study work with one infant, three primary and two secondary schools, including interviews with 38 members of school staff and four LEA remodelling advisers (September and October 2004). Survey data was analysed statistically and information from interviews and case-study visits was analysed by hand. The aim of the NFER evaluation was to examine the effectiveness and impact of the work of the NRT in its first year of operation.The responses given by those involved in the NFER evaluation showed they were highly satisfied with the work of the NRT. Above all, the respondents felt the NRT training and support materials had been particularly effective in preparing them either for their role in supporting the implementation of remodelling, or in their role as an agent of change within a school. Schools were progressing through the change programme and making key remodelling achievements. The report makes the following recommendations: (1) Ensuring a continued high standard of training, once its delivery passes to LEAs, is an important consideration for the future; (2) There is need for LEA remodelling advisers and schools to be able to continue to access practical information on remodeling, either through the NRT website, through training activities and visits from/to EA schools; (3) Advisers, NCSL remodelling consultants and SCT members identified funding/resources to be one of the main challenges facing schools; therefore, provision of advice and guidance on remodelling techniques that do not require extra funding, would be of particular use to schools and those involved in supporting them; and (4) NCSL training programme on consultant leader competencies need to clarify and encourage the importance of consultancy skills in carrying out the NCSL remodelling consultant role. Three appendixes are included: (1) LEA Response by Type and Region; (2) School Response by Type, Size and Region; and (3) Additional Tables. (Contains 5 notes, 5 figures and 31 tables.