Governor

Mike Baker visits a new academy to see how they are progressing

Mike Baker visits one of 32 schools to be granted academy status and finds out how things have changed for them. Watford Grammar School For Boys is to be granted academy status, under the coalition government's new Academies Act. The Academies Act means all schools can apply to become academies, with outstanding primary, secondary and special schools given priority. This video assesses in detail the major areas of consideration for a school planning on becoming an academy. Mike Baker talks to the head teacher, Martin Post, about the process of becoming an academy school and the school's motivations behind the move, including financial implications, teachers pay, special education needs and the role of local authorities. There is also an interview with the head of Woodberry Down primary school, who are opting to become an academy. Peter Downes, the Liberal Democrat councillor who spoke against academies at the Liberal Democrat Party conference, also offers his thoughts.

Academies in Detail

How academy status can affect admission procedures

Discover more about the options for admission procedures for academies, as four principles of existing primary and secondary academies share their experiences in this school management resource. The principals talk about their admission policies and how academy funding agreements require them to adhere to local authority admission arrangements. Sir Michael Wilshaw of Mossbourne Academy, explains to headteachers perhaps wishing to switch to academy status in order to become a selective school, that they should "forget about it. This is about providing a first class educational service to children across the ability range". 10 per cent of an academy's intake can be selected on the basis of aptitude in a specialist subject, but not many academies put this into practice. The other principals featured are Venessa Willms from King Solomon Academy Primary, Steve Kenning from Harris City Academy and Sally Coates from Burlington Danes Academy.

Admissions

Three governors' insights: what to do if a child is injured

A panel of school governors discuss their legal responsibilities in relation to a series of events in a hypothetical school. After watching a series of reconstructions, their job is to debate just where the duties of the school governors lie. Keeping a close eye on the discussion is governor expert Paul McGann, an education officer with 15 years experience in training governors and troubleshooting in schools. He provides advice and guidance on dealing with the issues along the way. The panel debate their duties in the areas of health and safety after a child is injured in the playground by a catapult. The discussion moves on to focus on school security when it becomes apparent that other dangerous items are being discovered within the school grounds. Finally, the panel discuss complaints from the caretaker that he is becoming overworked because of having to deal with the risks presented by the local community. Key points: When does responsibility for children's safety at school start - as soon as the gates open? If an accident occurs, the governors need to show parents they've considered a wide range of courses of action Monitoring and checking the implementation of your health and safety policy should be a high priority

An Injury in the Playground

An overview of changes to Chile's education system over 20 years

The first of six films about Chile's education system and the significant improvements the country has been making in its reading results, this video gives an overview of the changes made over the past two decades. Since 1990, when the country returned to democracy, Chile has prioritised education and invested in long-term, systemic changes such as school infrastructure and a new curriculum for the 21st century. Now, the emphasis is on improving the quality of initial teacher training. Leading academics, Dr Cristian Cox and Dr Gregory Elacqua, and the current Under Secretary of State for Education, Fernando Rojas, offer their views.

An Overview

A look at the Alberta education model

Discover why Alberta's schools in Canada are the highest performing in the English speaking world. Alberta's education system has been used by Michael Gove as a model of best practice in choice, autonomy and competition. This video looks behind the rhetoric and discovers a highly collaborative network of school heads working with and within the local authority network. Principal, Jean Styles, reveals the key role played by Edmonton district to establish a tightly knit and supportive unit, with monthly meetings for collaborative discussions about curriculum and teaching practice. The choice available to parents is also explored. In some primary schools, two systems operate side by side; a mainstream programme with children working in mixed ability groups and a more traditional Cogito programme, with children sitting in rows with the teacher at the front. One principal states that the success of the choice agenda has had a profound impact on new private schools.

Autonomy, Choice and Competition

Strategy-makers, victims and former bullies discuss anti-bullying

The best anti-bullying strategies for primary and secondary remain hotly debated. Leading advocates are interviewed, including children's charity Kidscape, in this video which links with Every Child Matters. Go beneath the rhetoric and explore the key strategies on offer. Kidscape recommends a multi-layered approach including assertiveness training for victims. Also interviewed in this video are those behind the controversial "no blame" method; reformed bullies and former victims; and schools minister Jacqui Smith. And Pam Orchard, the headteacher who ordered a mass suspension of 40 girls after a single bullying incident in 2004. Each contributor reflects on the lessons learned from their experiences of bullying and gives their views on how best to beat the whole-school issue of bullying. Bullying affected one in four of the 140,000 callers to Childline in 2004.

Beating Bullying

Examining the roles and relationships of the chair of governors

Three governors talk about their roles and experience as governors and acting as chairs. Ivan Godfrey from Two Moors Primary in Devon, Jackie Ball from Gay Elms Primary in Bristol and Richard Bevan from Bedminster Down Secondary are three very different chairs of governors. Key points: They reflect on their role and their relationship with their respective headteachers They look at how they lead, work with and encourage the rest of the board The programme also explores the role of specialist training in helping existing and potential chairs Correction Note: A viewer has kindly brought two inaccuracies in this programme to the attention of Teachers TV. Governorline has confirmed that the following procedures are correct as of October 2005: 1) Early in the programme, Mary-Jane Hinchcliffe (Governor Development Manager) states that the election of CoG/VC is an autumn term job. This is no longer the case, however, despite widespread local authority expectation. It is up to the Governing Body to decide for themselves how to organise it. 2) Further in the programme, the Chair of Governors leaves the meeting whilst nominations for CoG are made. This could suggest that he is going to be nominated which is not necessarily the case. A Governing Body must undertake a process which does not result in anyone being unable to nominate or be nominated because they are out of the room. Only after nominations are made but before a vote is taken should those who have been nominated leave the room. These rules apply regardless of the status of the school i.e.community, foundation, voluntary-aided and voluntary-controlled. Please visit Governornet for further details and the latest advice.

Being Chair

A discussion of school finance in relation to becoming an academy

Taking a look at the issue of school finance, four principals of existing primary and secondary academies discuss how academy status has affected their funding, in this school management resource. Academies are funded directly by the government, rather than being "top-sliced" by local authorities, which means larger budgets, and more freedom over how the money is spent. The principals outline what they see as benefits of being independent from their local authority. Being an academy also brings the freedom to choose which services to buy from the local authority and which ones to buy in independently. Extra funding is also used to employ more staff and provide bonuses. The four principals featured are Sir Michael Wilshaw from Mossbourne Academy, Venessa Willms from King Solomon Academy Primary, Steve Kenning from Harris City Academy and Sally Coates from Burlington Danes Academy.

Budget

A bullying incident prompts a governors' debate

This programme contains useful information, advice and discussion especially for governors. It is of value to school governors keen on understand more about their role and how to ensure they act in the best interests of their school. We see a panel of school governors discussing their responsibilities in relation to a series of events in a hypothetical school. After watching a series of reconstructions they debate where the duties of the school governors lie. School governor expert, Paul McGann, monitors the panel's discussion, providing advice and guidance on dealing with the issues raised. In this programme, the team debate what needs to be done after a parent brings claims her daughter is being bullied. The discussion looks at how to handle parents' complaints and the governors' role in a school's anti-bullying policy. The team also discuss the use of mobile phones during school hours and try to define exactly what bullying is.

Bullying

Monitoring one primary school's move towards becoming an academy

A primary school debates the merits and affects of becoming an academy. Headteacher, Andrew Carter, at South Farnham School, talks about the long process of becoming an academy and how a possible merger with another primary school might also delay their progress. Sue Shoveller, deputy head, talks about how the LA have been helping them to clarify what would happen if they were to become an academy. She points out that the LA's Buyback financial arrangements is under threat if schools leave their care. Phil Austen-Jones an assistant headteacher, is thinking about VAT, maternity, buildings insurance and personnel issues. South Farnham is an early adopter, so their governing body is looking at all the details before agreeing to academy status. Andrew introduces his school bursar , the key member of his academy planning team Claire Booth, who talks about the importance of having systems in place from the start, so that the school's budget can deliver as much as possible for the children.

Professional Development for Quality Teaching

Roles

> Secondary Governor