How one assistant headteacher is spending her summer break.

Ruth Bradbury outlines the things that all senior school finance managers need to know in order to contribute effectively to the running of their school.

Kit Field, the chair of the CPD Committee of the Universities Council for the Education of Teachers (UCET) looks at the revised national standards from the point of view of CPD.

Pat Barnes, education consultant and former head, takes a closer look at the National Standards for Headteachers and gives them the thumbs up.

Three heads share their views on what they believe are the highlights and lowlights of the recent white paper.

The progress report on CPD of the Training and Development Agency for Schools (TDA) to the secretary of state for education, Ruth Kelly, confirms that the new national standards for teachers will play a role in determining pay.

Talking in his constituency on 18 November Tony Blair once again made it clear to his critics that the white paper Higher Standards, Better Schools for All is key to his plans for education and economic regeneration: ‘I am so restless for change… because whilst there remain schools, not some, hundreds of them, where fewer than half of the children get the results they need at 16, when for all the progress there are still 17,000 children that leave school every year without any qualifications…’.

The government has announced ‘a radical new school system’ in its white paper Higher Standards, Better Schools for All released on 25 October.

The Training and Development Agency for Schools is currently reviewing the framework of occupational and professional standards used by the school workforce. In this article Christopher Robertson summarises the expectations for SENCOs set out in the standards framework and discusses their importance in securing a teaching and leadership role for SENCOs in the future.

The sweeping reforms outlined in the controversial white paper* on educational reform raise questions about the role of SENCOs within a system which envisages self-governing ‘trust’ schools. These proposals, intended to lead to parliamentary legislation in the new year, are likely to have considerable implications for SENCOs.

The HMI-Ofsted report, Inclusion: The Impact of LEA Support and Outreach Services (July 2005) notes that ‘the effectiveness of all support services depends crucially on the specialist expertise of the staff’ (p.11, para, 34).

The new education white paper Higher Standards, Better Schools for All, More Choice for Parents and Pupils contains good news and bad news for G&T coordinators. There’s new money in place along with promises of more support, and meanwhile ministers are not afraid to talk about children with high ability, potential, and achievement. However, there are also proposals that could radically change the role of the G&T coordinator through the introduction of ‘expert’ teachers.

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