I’ve always liked the Standard Attainment Tests for pupils after being on first the inside and now the outside of school life.  Maybe it’s because my mathematical nature simply enjoys the potential for statistics it offers; maybe it’s because I spent many hours learning mark schemes and tormented over a pupils intention, rather than their actual answer; or perhaps my involvement in creating some of the papers themselves influenced my belief in their rigidity.  Whatever, I found the results really useful.  As a teacher they are an accurate measure (not for every pupil but for most), there is no need to spend hours (and I assure you they take hours) creating a near perfect test and there is no need to mark them, although the completed tests come back for analysis and feedback to pupils.  They are a powerful way to standardise levels of attainment nationally and across a year group.

No longer teaching, I still value the results.  I want to know when and how much I need to support my children in their education.  Are they ok or are they struggling?  Can we leave them to learn or is there a dip that needs our attention?  The school report tells me they are trying hard and they have lots of friends and can be trusted to return the register to reception.

But I’ve misunderstood this in the past.  I’ve asked this year for an attainment level as well and will find the teacher assessment and the national comparison useful to know how much academic support I need to offer.

I understand that letting SATs take over the months leading to the tests can put unnecessary pressure on children, teachers and schools. But then that’s not the test that does this, it’s the system we allow ourselves to create around them.  League tables being possibly the most contentious.  But as part of my parental assessment of a school, I use the tables as a single snap shot measure.  I appreciate it’s not always a great one (especially for a primary school with a small roll), but together with a visit to the school it’s all I really have if I’m not to rely on hearsay or marketing.

As a Governor, and as part of a Governing Body, I know we will meet to analyse SATs results and teacher assessments together. We’ll look at all the statistical data that RAISEonline allows and listen to the Head teacher’s explanations as we struggle a little to interpret them!  But as a collective we will determine some of the future strategies the schools needs to progress as a result.  That national statistical reference point, for me, is essential.

Mike

Even that small figure however, will change as new rules (coming into practice in 2011) make sex education classes compulsory in England for all students aged 15 and over. The current rules allow parents to withdraw their children up to the age of 19.

Under the new rules, all pupils will be required to have at least 1 year of sex and relationships education before their 16th birthday including classes on topics such as same sex relationships and contraception. These rules will also apply to faith schools although governing bodies will still be able to ensure that classes reflect the religious ethos of the school.

Have Your Say: Should parents be able to choose for their children? Should sex education be the responsibility of schools?

The Chairman of the board of governors said:

“There have been reports of frequent drinking by parents outside the school as they are disposing of and collecting their children. It’s not nice for the kids to come out and see that.”

Indeed.

Drinking at the school gates is a clear issue, but it’s also indicative of a bigger question:

What can schools and school governors do to influence the actions of parents?

Presumably, the school cannot force parents to stop drinking so it will be down to the police or local council to impose the ban.

The vast majority of parents are undoubtedly supportive of the schools their children attend – but when it comes to issues like discipline, truancy or Jamie’s school dinners not having the support of even a small group of parents can have seriously negative effects.

So what’s the answer? Is it down to school and school governors to make their case more effectively or should we turn to legislation and enforcement?

President Obama’s ‘back to school’ speech to US schoolchildren attracted plenty of controversy, but in the end was classic ’stay in school and study hard’ fayre.

“We need every single one of you to develop your talents and your skills and your intellect so you can help us old folks solve our most difficult problems. If you don’t do that, if you quit on school, you’re not just quitting on yourself, you’re quitting on your country,” Obama said.

The opposition in advance of the speech centred around the spurious notion that it would be used to ‘brainwash‘ kids. Even unlikely supporters like former first lady Laura Bush and Newt Gingrich tried to play down the controvesy and called for respect of the President.

You could easily put the brouhaha down to ideologies and partisan politics, but what if a certain Mr G Brown fancied doing the same over here?

Is it appropriate for political figures to address students? Would there be a responsibility to ensure that all political persuasions were equally represented? Or is that just political correctness taken too far, when we should be promoting respect for our political leaders?

Admittedly having Gordon beamed live to the kids of the nation might not be as obviously inspirational as the first black president and ‘orator of his generation’.

But …

Quest to Learn, the new tax-payer funded school, has been labeled the “school for today’s digital kids.”

According to principal Aaron Schwartz it:

“… balances traditional academic needs with a belief that students today can and do learn in different ways, often through work with digital media, games, online networks, and mobile technologies. Kids today use digital media as part of their everyday interactions – their learning should too.”

‘Today’s digital kids’ have, by and large, grown up never having known a non-digital world. At the same time the tools that they use outside the classroom are almost exclusively off the menu inside the classroom.

Of course there are issues to be considered. Safety is one. Focus is another.

But the head in the sand approach is no longer tenable. The use of digital tools – including, but not limited to, social networking sites – is increasingly an essential business and life skill. To exclude these skills from the school curriculum is to potentially handicap our kids going forward.

It’s not likely that UK schools will be replacing teachers with Wiis and Playstations any time soon, but these are the kinds of conversations that need to be taking place.

What is your school’s approach? What do you think is stopping the use of new web technologies in schools?

Every school’s board of governors does things a little differently.

A small minority hold meetings which are open to anyone who would like to attend, a few invite parents to get involved and some even welcome the press to report on proceedings.

The default position is, however, to conduct business (more or less) behind closed doors. As it stands, the guidance is:

Right to Attend Governing Body Meetings
Governors, associate members, the headteacher and the clerk have the right to attend governing body meetings.  In addition the governing body can allow any other person to attend their meetings.  Associate members may be excluded from any part of a meeting when the item of business concerns an individual pupil or member of staff. [Source: GovernorNet]

Certainly discussions on say the performance of individual teachers or pupils should be conducted in this way – and minutes of all meetings (this kind of sensitive info not withstanding) must currently be made available to ‘any interested party’.

But is this enough?

Open Governors’ Meetings = Open Government?

The ultimate decision about who may or may not attend, lies with the governing body. So should governors’ meetings be more open?

Indeed, a councillor from Monmouth council has suggested publicising meetings and letting parents submit questions in advance:

“We’re talking about open government. Parents would be able to see the process working.

“I think they should be open to the public and the public should be encouraged to go.”

What are your thoughts? Should governor’s meetings be open to the public? What does your school do?