Teachers in London are helping boost standards in the capital's schools, with new research showing a marked improvement across the board.

The joint study from CfBT and the Centre for London found that the quality of teaching in London schools since the turn of the century has contributed to better exam results.

In comparison to other parts of the country, the city has recorded exceptional results, with schools "serving disadvantaged people" in London more likely to benefit from "outstanding" teaching.

The authors of the report stated that the successes enjoyed by London schools were assisted by a number of factors that were "enabling". This included issues pertaining to resourcing, such as teacher recruitment and finance.

Steve Munby, chief executive of CfBT Education Trust, described the "London story" as being of "national and international significance".

"The remarkable transformation of outcomes in the schools of the capital provides hope for those educators worldwide who are trying to improve learning and life chances, particularly for disadvantaged students," he said.

"This report analyses the nature and causes of the changes in London schools and demonstrates that it is possible to tackle the link between poverty and underachievement."

Mr Munby continued by saying that the secret to the success of the "London story" is all about the "power of purposeful leadership". This, he expanded, occurs at every level of the education system and includes headteachers and national politicians.

He expanded by saying that one of the most inventive features of the "London renaissance" has been the role played by headteachers with regards to taking responsibility for schools in their communities.

"London has shown that the theory of system leadership can be turned into an exciting ‘high impact’ reality. I applaud the work of London’s consultant headteachers and advocate this approach to all who are interested in sustainable school reform."