What is a foundation school? And how is it different from other schools? This programme answers these questions, and then looks at the new trust school programme. We hear from staff in two foundation schools in Lincolnshire about how foundation status changed their school and what it’s meant for the staff. In the studio, Schools Commissioner Sir Bruce Liddington and Association of Teachers and Lecturers General Secretary Mary Bousted then debate the issues surrounding foundation and trust schools. Finally we travel to Tyneside, to what is going to be one of the first trust schools in the country, finding out what it means to leaders there to be a trust school.
Then presenter Peter Curran chats to Richard Rieser, Director of Disability Equality in Education, and Catherine Casserley, Senior Legislation Adviser for the DRC, answering questions about what the new legislation entails and how schools can meet the requirements of the Disability Equality Duty.
Lastly we meet Henry Holmes, a partially sighted teaching assistant, as he takes his children on an exciting outward-bound course on the Isle of Wight. We hear about his experiences and how he overcame obstacles on his own journey to becoming a higher-level teaching assistant.
In the studio, presenter Peter Curran hosts a vigorous discussion on the issues surrounding performance management with guests Dr. Anne Jasman, Policy Advisor for the General Teaching Council, Mary Bousted, General Secretary of the Association of Teachers and Lecturers and John Bangs from the National Union of Teachers.
Lastly we find out what Laura Hewer, a primary CPD co-ordinator, will take away from a day out in Newham, talking to University of East London Organisational Psychology lecturer Donald Ridley about the potential demotivation of staff and then Rebekah Liyambo, Newham LA’s CPD adviser, to find out what performance management is all about.
In the studio, presenter Peter Curran chats to the ATL’s Head of Education Policy and Research, Martin Johnson and to Sir Iain Hall, Training Director for Future Leaders who will discuss the scheme.
Finally we meet Joanne Dunphy, teacher at a London secondary school, who has joined the Future Leaders scheme. We find out how the scheme works and see the arrival of her mentor, Sir Keith Ajegbo as they meet and discuss the direction of her career. How does Sir Keith think Jo is getting on and what will she gain from their meeting?
Next Jos Colvin of Blisworth Primary School thought that she might be too mature to get the career break she really needed, and was overjoyed to be given the opportunity by the Goldsmiths Mid Career Refreshment Fund. She spent her break galloping around Australia, pursuing her interest in riding for the disabled.
And finally, Anita Maguire has taken a break from being an assistant head to help the government on the new hot topic of healthy eating in schools. She is on secondment at the Schools Food Trust for six months and pops back for school lunch. How healthy is it?
Lorne Charles avoided the risk of isolation in the classroom by taking on CPD with the help of the General Teaching Council. She’s an example of how you can guide your own progress through the peaks and troughs of teaching.
In the studio, Peter Curran is joined by Anne Jasman from the General Teaching Council, Alison Kitson from the Training and Development Agency and Patrick Nash from the Teacher Support Network, to talk about how to judge what CPD to do and when.
Lastly we hear from various teachers about CPD they have done, and what skills their experience has given them.
Firstly, the team takes a trip to the Black Country, to look at a primary school which employs twice the national average of male teachers. Teachers there have an interesting insight into what differences men can bring to a school.
We also hear from students and parents about how they feel about a primary workforce comprised mainly of women.
Presenter Peter Curran is then joined in the studio by education expert Jill Clough and Mike Watkins, head of recruitment at the Training and Development Agency for Schools, to discuss how more men can be brought into the profession and why many are loath to sign up in the first place.
This week we explore TLRs in detail, bringing you all the facts about the pay scheme which has caused such confusion and dismay in schools.
Joan Olivier, a headteacher in Fulham, was one of the first to fully introduce the new payments. We visit her and her staff and hear about the highs and lows of implementing TLRs.
Peter Curran hosts a discussion with the NUT’s Barry Fawcett, one of the most outspoken opponents of the new pay structure, and Bill Simmons, Chief Executive of the National Bursars Association.
This falls far short of the recommendations of former chief schools inspector Sir Mike Tomlinson, who suggested replacing GCSEs and A-levels with a four-part diploma encompassing academic subjects, vocational training and key skills like literacy and numeracy.
So, will vocational courses continue to be regarded as the poor relation to A-levels?
Peter Curran discusses the issue with Ken Spours from the Institute of Education, who was a member of the Tomlinson committee, and Louise Potter, Policy Advisor for the Chambers of Commerce.
We also visit John Moores University in Liverpool, which trains teachers specifically to teach vocational courses.
And, Fiona Flynn from the Times Educational Supplement visits a sixth form college in South London which firmly believes in encouraging its students along a vocational path.
Peter Curran is joined by Barrie Joy, Head of Mentoring-Coaching at the Institute of Education and John Bangs, Head of Continuing Professional Development at the NUT, to discuss its uses and abuses.
Mentoring of Initial Teacher Trainees has become a more crucial job with the advent of the Graduate Teacher Training Programme. We go to Yorkshire to see how schools there have created a support network for mentors, enabling them to share best practice and gain professional recognition for their work.
And, Fiona Flynn visits Sweyne Park School in Essex, which has a thriving culture of co-coaching, to find out how teachers can use this to help them introduce new ideas into their teaching.