Alternative Provision Back on Track by sdfsb346f


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									BETT 2009 marks the 25th anniversary of BETT (British Education and
Training Technology) Exhibition. The show supports creative teaching and
learning by enabling practitioners to touch and test resources, debate ideas
and continue their professional development. You can keep up-to-date with
the latest educational issues, visit the New Technologies Zone, Special
Needs Zone, and Software Zone, and attend seminars or workshops.

BETT was first created in 1985 and now spans both the National and the
Grand Halls at Olympia, featuring more than 600 stands and entertaining
almost 29,000 visitors.

BETT 2009 is free to attend and runs over four days from Wednesday 14 to
Saturday 17 January. Visit the BETT website ( for
registration and further information.

Alternative Provision: Back on Track:
At the Children and Adult Services Conference in Liverpool in October, the
Secretary of State for Children, Schools and Families Ed Balls launched a
document setting out how the Government is taking forward proposals
announced in the alternative-provision White Paper, Back on track.
Mr Balls announced a package of measures based on those proposals
     a national database of providers of alternative provision
     the publication of new guidance for LAs and schools on commissioning
alternative provision
     information for LAs on specifications for the role of named officer for
alternative provision.

For more information see the DCSF website (or direct to

Capital Funding for School Kitchens
Ministers announced on 10 July 2008 that a total of £100 million of the
targeted capital fund for school kitchens will be made available to all LAs
which submit plans to increase school lunch take-up by building or improving
school kitchens and upgrading dining facilities. Plans are subject to
ministerial approval.

The funding will be available on a matched basis, with the LA expected to
provide 50 per cent matched funding. Announcements of successful bids will
be made by Easter 2009 and the funding will be available in 2009-10 and

NGA Governor Awards. The 2009 National Governors Association (NGA)
awards will be held at Birmingham's Council house on 21 March 2009. The
first of the two main awards for the event is the Governance Award; this is an
entirely new award for governing bodies who have demonstrated real
leadership. In launching the awards the NGA aims to celebrate good school
governance and spread examples of best practice throughout the school
governor community. Governors were considered under one of three
• Challenging circumstances
• Support for governance
• Exceptional projects

There is also an NGA award for outstanding clerks which has been offered
bi-annually since 2003 and has done much to raise the profile of governing
body clerks. In making this award the NGA is looking to celebrate good
practice in governing body clerking in maintained schools in England and
Wales. Information was emailed to chairs in November.

Chess: following on from a previous article, there is a project to get 10
competition class chess sets to every school in England. Contact Charles
Wood on 0845 4002429

£1.75bn for primary school re-builds. Hundreds of primary schools in
England will be rebuilt, as Ministers release approved building work. Over
1,500 rebuilding or refurbishment projects will begin across 133 local
authorities over the next two years.
The projects are part of the Primary Capital Programme, which is investing
£7bn to rebuild or refurbish half of all primary schools by 2022-23.

Greater Expectations. The Greater Expectations project is exploring young
learners' expectations and aspirations for their lives and learning. This
research examines what broad principles children and young people should
be entitled to, how they can experience them more fully, and what role digital
technology can play in putting them into practice. The project is developed
within the contexts of personalising education, increasing young people's
engagement and voice in their learning, and closing the gaps for learners
who face disadvantages.

Finally, don‟t forget the Governor Conference – School Improvement – the
Governors’ Role, on Saturday 21st March 2009 at Britannia House in
Northampton. We are very pleased to have Sir Mike Tomlinson as the
keynote speaker. For booking details, please see the advertisement in this
Free eye tests for children in reception classes
As part of our support for the work in sustaining the good health of young
people in the County we have been liaising with the local optical council who
are encouraging families to take up the offer of a free sight test for young

The Northamptonshire L.O.C. (Local Optical Committee) are very concerned
with the increasing numbers of children that are seen at a late stage with
easily correctable eye defects, defects that can cause significant problems at
school. In light of this they have produced a leaflet to highlight to parents the
importance of early and regular eye examinations. It is their hope that this will
encourage many more parents to take their children for a test, and most
importantly let us find those that need help as early as possible before it has
an adverse effect on their education.

Leaflets were sent to schools in September. For further information contact:
Polly White, Children and Young People's Service, 01604 237183,


Dear Governors. Welcome to the „Making Improvements‟ edition of The
Northamptonshire Governor. There is a huge variety of improvements from
finding new governors to a shiny new Children‟s Centre, from improving
policies to what to include in a Headteacher Report, and reshuffling your
governors and setting performance measurement targets. Not forgetting, of
course, the School Improvement Conference on 21st March 2009. Hope to
see many of you there. Thanks you for all your contributions. Angela

THE NCPTA Gold Star Rewards recognise the achievements of PTAs and
other home school associations and rewards best practice. A total of six
£1,000 rewards are made in the following three categories:

       PTA Fundraising Achievement. This category is for outstanding
fundraising achievement and looks not only at the amount raised but also
other factors such as innovation and the involvement of parents, pupils and
the wider community.
       Changing the Life of the School. This category looks at PTA led
projects that fundamentally change the life of the school for the better.
Although fundraising is often an element, judges also look for activity that has
had a significant impact on the whole school community.
       Achievement in Parental Involvement. This category looks for
initiatives that encourage sustained parental involvement and how this is
       to include parents who do not usually get involved in the life of the

Helping school partnerships shine
RESEARCH shows that targeted parental involvement has a positive benefit
on pupil achievement. The LEAPP Awards support the development of
parental involvement within schools by funding innovative projects which
expand the remit of home school partnership activities and/or the number of
parents actively involved with schools and the education of their child. Six
£1,000 LEAPP Awards will be made in 2009. The NCPTA works with the
winning schools to capture best practice information and share this as widely
as possible with those responsible for supporting parental involvement
including teachers, headteachers, governors and local authority practitioners,
those responsible for developing policy centrally and parents themselves
through PTAs and parent networks.


Irthlingborough Children‟s Centre

Photo: Phil Hope cuts the ribbon at the new Irthlingborough Children‟s

The Opening of the new Children‟s Centre at Irthlingborough Primary School
took place on 19th September 2008.

The Children‟s Centre was officially opened by Corby MP Phil Hope.
Attending the ceremony were Mrs Eileen Mander, the deputy Mayor of
Irthlingborough, Cllr. Brian Northall, Deborah Mahon, LA lead on Children‟s
Centres, as well as representatives from the building company, staff, pupils
and governors of the school.

The auspicious gathering had also witnessed the official opening of a new
area of the school a few minutes earlier. Children continued with their
lessons on number lines, unfazed by their visitors. With the help of some of
the children, Phil Hope had opened the new classroom, cutting the ribbon to
applause. Everyone commented on how bright and welcoming the area was
and that, as Morecambe and Wise would have said “you can‟t see the join”.

After cutting the ribbon at the Children‟s Centre, Councillor Hope commented
that he was very pleased at the investment in education and in the future and
that it was very good to support both the children‟s and parents needs.

Children‟s Centre staff were on hand to answer any queries and the bright
reception area contained tables with information from Connexions, Job
Centres, Meningitis Trust and Help with your Mortgage.

The Centre‟s facilities include a kitchen, a health/meeting room, a larger
family room, as well the baby changing room. Activities taking place at the
Centre include baby massage, Messy Play, and Rollers and Crawlers.
Phil Hope commented: “The centre will help parents in Irthlingborough give
their children the best possible start in life, encouraging positive parenting
and a good learning environment at home preparing them for starting school.”

“We know that the nurturing environment of these Centres improves
children‟s behaviour and lays the foundation for them to achieve their full

Irthlingborough Infants and Nursery was praised in its last Ofsted report for its
pupils‟ standard of achievement and the attention shown to pupils‟ individual
needs. With Irthlingborough‟s population set to rise to around 11,000 by
2021, the new facilities will prove invaluable in the future.

For information call 01933 653765.

Photos provided by Evening Telegraph; some text adapted from news report.


Rushden Community College Children’s Centre opened on 13th December
2008. The RCCCC is a „one-stop shop‟ for parents with children from birth –
five. Somewhere to:
    Come with your children
    Pop in for a coffee and a chat
    Meet other parents and carers
    Attend groups and course
    Link with local childminders
    Find out about other local services
    Get the support you want!

For further information contact your Children‟s centre team on 01933 410112

Streamlining the Governing Body – a report from Castle Primary,
During the last academic year Northampton‟s Castle Primary School in began
to suffer the same challenge as probably faced by almost every other
governing body in schools – too many committee meetings, resulting in poor
governor turnout. According to Teresa Elkin, Chair of Castle Primary School
Governors, something had to be done.

“On the whole, we always achieved a good turnout for each of our full
governing body meetings; however, committees were becoming more difficult
to manage. With so many areas of responsibility and new education
initiatives, we found ourselves with so many committees that people just
could not simply meet all their responsibilities and the time commitment they
“Unfortunately we were beginning to experience frustrating circumstances
such as, just two governors turning up for a committee meeting, so we
decided to streamline our committees in order that they became more

The governing body therefore decided on the following structure:
    Retaining the two full governing body meetings each term – 6 per
      academic year
    Development of the “Excellence and Enjoyment” Committee
    Development of the “Every Child Matters” Committee

Excellence and Enjoyment
This committee now focuses on key data and key learning and teaching
goals. The Governors Development plan – which will be accessible to all via
Blue Wave Swift, focuses on the lesson study project, plus how children in
the school are actually enjoying their education i.e. a more creative

Every Child Matters
Focuses on the key areas of ECM, such as Be Healthy; Stay Safe; Make a
positive contribution etc. The committee takes responsibility for other areas of
the school such as health & safety, finance and SEN under the Every Child
Matters initiative.

To date, the governing body have judged this streamlining to be a great
success as each committee now has established areas of responsibility
determined by its revised terms of reference and a more healthy and active

The chair reminded us of the most important point: “This structure means that
key areas of responsibility are now handled by two committees, enabling the
full governing body meetings to focus on the bigger picture and work towards
a successful outcome from our next Ofsted visit”

A suggested structure for an anti-bullying policy

Values and ethos of the school
The policy should state a clear intention to take bullying seriously and
manage it effectively. It should acknowledge that some bullying is values led:
sexism, racism, homophobia, ageism, disability and religious prejudice.
Bullying and random prejudicial behaviour must be assertively confronted at
all times and the leadership must make clear that, whilst shared values might
not be achievable, the resulting injurious language and behaviour is not
tolerated under any circumstances.
     To reduce the frequency of bullying incidents
     To increase the likelihood that incidents are disclosed to responsible
     To intervene effectively when bullying happens

Named person(s)
Does the policy name:
1.    a co-ordinator/lead?
2.    members of a working party?

„Behaviour by an individual or group, usually repeated over time, that
intentionally hurts another individual or group either physically or emotionally‟
DCSF 2007

Types of bullying
     bullying related to race, religion or culture
     bullying related to special educational needs (SEN) or disabilities
     bullying related to appearance or health conditions
     bullying related to sexual orientation
     bullying of young carers or looked- after children or otherwise related
to home circumstances
     sexist or sexual bullying

Those covered by the policy
The Policy covers the bullying of school staff, whether by pupils, parents or
other staff. Members of the school workforce suffering from or concerned
about bullying can also contact their trade union or professional association
for support and advice.

Consultation and distribution arrangements
1.    Consulted?
2.    Informed?
3.    Will there be different versions adopted for age, literacy levels and

Links to other policies/plans
Does the anti-bullying policy cover some topics linked to other documents
and are the policies up to date?
    School improvement plans
    PSHE/Citizenship
    SEAL
    Behaviour and attendance
    Child protection
    Equality and Diversity

Proactive Strategies
     curriculum input
     SEAL
      National Healthy School Programme
      Staff training

Reactive Strategies
     circle time
     peer support/mentoring programmes
     buddies
     worry boxes
     Support group approach

Procedures to follow

What to do if I am being bullied?

What to do if I witness bullying?

Sanctions graded according to level of bullying
Fair, proportionate, consistent and reasonable – pupils need to be
accountable for their actions and the impact their behaviour has on the
EHWB of others

 Data gathering and recording systems
 Confidential reporting systems
 Reporting systems for parents

Date of policy

Review date

DCSF advice, every two years

For further information, contact Jo Wood, Anti Bullying Project Co-ordinator,
CYPP, 012604 655143,

Photo : Fab Foyer!

Refurbished Foyer – Wollaston Community Primary School

Wollaston Community Primary School is a medium sized Victorian building
set in the heart of the village. It was built in 1894 and sometimes it feels that it
has never changed since that date! It was time to update and modernise!

We decided that the main entrance of our school was the part to attend to
initially, as this is the first impression that visitors and new children have of
the school and that this gives a very large message to people about the
school and it‟s vitality. It was looking tired and dated and very very brown –
so having looked at a few examples in other schools we chose to refurbish.

We initially contacted a photographic company (Ward Hendry) who came in a
spent a full day with the children taking pictures of them in their everyday
school activities. This resulted in some fabulous large story board pictures –
which have pride of place in the foyer and are the talking point for most
This then inspired us to go even further and actually take the wall out
between the entrance hall and the main office, and replace this with a curved
reception desk. We also altered all the furniture by moving from shelving that
looked untidy to full wall to ceiling cupboards, with lockable doors. After a
new carpet, newly painted walls and some very smart blinds, the office and
entrance was complete. We then carried the new designs through into the
Head Teacher‟s office – which is next to the main office.

The biggest impact has been with visitors who now come in and tell us how
more welcoming, friendly, modern and brighter the school looks and state
that we look ready for the 21st century, parents who come in to look at the
photos of their children or their children‟s friends, and with the children at the
school who have a definite feeling of pride.

We now need to start working on the rest of the school – but due to budget
constraints, the age of the building and time this is going to be a very long

Mrs Sally Hamson – Head Teacher Wollaston Primary School
Performance Measure                                  Target   Achieved   RAG status Comments

List of all policies, schedule of dates for review, to 100%   100%
be provided for Governor Meetings

Governors' Web Site up and running

Improve SATS results by 2% overall

Increase in Value Add

Parent Satisfaction
Pupil Satisfaction

Staff Satisfaction

Improve position in County by 5 places

Governor Training

No vacancies on Governing Body for more than 3
Safeguarding children - Third joint chief inspectors' report (CSN)
Author: Leonie Jordan (CSN Associate)

The report is written on behalf of eight inspectorates covering service
providers in England and follows reports published in 2002 and 2005 (see
'related briefings' for the 2005 report). It takes into account progress since the
implementation of the Children Act 2004 and the Every Child Matters
programme. The report assesses the current safeguarding framework and
partnerships, taking account of the wider role of public services to help
children and young people feel safe, and identifies improvements still
needed, particularly in relation to groups such as looked after children and
young people, children and young people in secure settings and those who
are asylum seekers. It makes recommendations to the relevant government
departments about what is required to deliver those improvements, as well as
identifying improvements which the Local Safeguarding Board and its
partners should be implementing.

The eight inspectorates represent:
    Healthcare Commission
    Commission for Social Care Inspection
    HM Chief Inspector of Constabulary
    HM Inspector of the Crown Prosecution Service Inspectorate
    HM Chief Inspector of Court Administration
    HM Chief Inspector of Prisons
    HM Chief Inspector of Probation
    HM Chief Inspector of Education, Children‟s Services and Skills

The report addresses, in considerable detail, arrangements for safeguarding
children and young people over four areas:
     the overall safeguarding framework and its working at local level
     the wider safeguarding role of public services, prioritising and
     children and young people who are particularly vulnerable and need
targeted interventions or specialist services
     delivery of effective child protection services, compliant with the
requirements of the Children Act 2004 and the Common Assessment

The report‟s recommendations, grouped to reflect the four areas covered, aim
to improve safeguarding arrangements across agencies and also increase
compliance with statutory requirements. In an appendix, the report identifies
progress against recommendations made in the 2005 Report.

The Children‟s Services Network comment that:

“The report provides a valuable account of the strengths of interagency work
of which it identifies many and highlights good practice examples. It also
identifies deficits in partnerships for which the LSCB is responsible and
constraints. The framework used to bring together the findings from
inspections made individually and jointly by the eight inspectorates provides a
useful framework for LSCBs to establish their own theme led audit scheme,
which could be adapted too by individual agencies. The insight into the
practice of agencies now tasked with a wider safeguarding role is invaluable
for managers who may not be as familiar as is desirable with practice and
resource issues faced by their partners.

Issues of child protection knowledge of front line and senior staff in health
related services, identified as a concern in 2005 continue to be accepted in
principle but in practice not progressed. LSCBs need to have in place robust
training expectations of their partner agencies and inspection arrangements
within agencies for staff with child protection responsibilities to have
„protected' time to undertake child protection and wider safeguarding

The report is essential reading for members of LSCBs and their managers
and also for managers who are responsible for ensuring safeguarding
standards in service delivery. It provides a framework for auditing current
service delivery and will assist in identifying areas for improvement. Many
improvements are reported but agencies jointly and individually need to
ensure that actions are robustly reviewed for effectiveness and impact to
improve the quality of life for children, young people and their families”

For further information go to the CSN site where you will need to register.

The ISP is a school improvement programme designed to raise standards
and improve teaching and learning in the context of the school as a
professional learning community.

It is based on the cycle of audit and setting targets, action and review. The
programme aims to draw together existing good teaching and learning
practice in LAs and schools in order to maximise impact.

Key themes
• Raising standards and accelerating progress
• Improving the quality of teaching and learning
• Improving the conditions for learning
• Developing the school as a professional learning community
       The School Improvement Cycle

         Annual review of attainment and progress, School Self Evaluation, analysing the
        data from transitional assessment, attendance data and whole school tracking and
              mapping of attainment . Identifying priorities to support pupil progress.

                                                                 Single Plan – reviewed termly to address
Monitoring, evaluation and review of impact on
                                                              priorities to support the progress of all learners
     pupil progress using qualitative and                        linked to tracking, mapping provision and
 quantitative data from periodic assessment
and the views of the pupil and relevant adults

     Ensuring the progress of all learners: pedagogy for
    personalisation; day to day assessment; Quality First
    Teaching plus Wave 2 and 3 intervention; curriculum;                        Whole school, systematic
    conditions; motivation and skills for learning; subject                   CPD – developing leadership
     progression; the Primary Framework; tracking into                          for learning and teacher
                   action in the classroom                                    professional learning through
                                                                                collaborative classroom-
                                                                                       based CPD
Headteacher Report to Governors
“The governing body has the right to require the head to report on any aspect
of the school‟s work. It is helpful if they agree with the head a plan of the
areas to be covered in the reports over the year, for example, regular
progress reports on the implementation of the school plan and the Self
Evaluation Form (SEF); e.g. a programme for different sections of the SEF to
be reviewed at each meeting.
The head should report regularly on fire precautions and fire drills”
ISCG A Manual for Governing Bodies and their Clerks 2007.

The purpose of a Headteacher report to governors is to ensure governors are
kept updated on all aspects of school life so that they can fulfill their statutory
duty as a governing body and make good decisions in their work. The
Headteacher does not need to generate all the report as there are many
people working in school, including governors, who are very involved and can
generate a report to be incorporated into the final report.
It is the duty of the headteacher to ensure that the information is delivered
from a strategic perspective and that the information will give governors
enough information to challenge, question, support and be an active member.
If governors are to be given enough time to read the information and be fully
prepared for the meeting they must have all paperwork prior to a meeting. In
order to do this the full governing body must be circulated with full reports,
minutes, agenda and relevant papers at least seven working days prior to a

What should be included:
 Introduction giving a brief outline of progress since the last meeting
(include how school is meeting 5 outcomes of ECM – not necessarily all
every term). This gives governors an overview of whole progress of school
 Current Issues: Staffing; Pupils – attendance, exclusions, leavers
destination, mobility; Budget; Buildings and grounds; Health & Safety. This
gives a clear overview of the current situation in school and any possible
impact. Information can be produced by the Headteacher and/or any
appropriate member of staff e.g. dedicated staff for pupil attendance, Finance
and Resources committee minutes (this will probably include buildings,
staffing, and budget position. Timing of committee meetings must ensure
that these can b e incorporated into main report in same term)
 School Improvement: Professional development and how this supports
the curriculum including how this will improve standards (Impact). This
ensures governors are clear about the planning process, the actions and
progress. Details can be from Headteacher or generated by
SMT/TLR/subject leaders). Headteacher should give strategic overview (HT
should report on impact of CPD through overview linking to development plan
 Achievement and Standards: Performance and standards (Targets).
Use comparative tables where possible. This ensures that governors are
clear about data analysis, outcomes of monitoring, comparative data, SATs
results or progress towards targets and VA analysis of results where
possible. Headteacher should give a strategic overview overview but this
should be supported by reports from SMT/TLR or subject leaders. Reports
from governors committees should be circulated with the agenda
 Self Evaluation. Progress with SEF, Ofsted Action Plan. This will ensure
governors are aware of areas which are currently being evaluated to enable
them to be part of this evaluation. Ofsted is to ensure they can meet
statutory duties. Both of these would drive the purpose of governor links
when observing practice within school. The responsibility for this lies with the
Headteacher – but could be generated by SMT / TLR or subject leaders.
Headteacher should give strategic overview and link governors should be
prepared to give report on what they have observed

Item to be included          Reason                        Who is responsible?

Children with additional     To ensure governors are       SENCo, link governor for
needs                        aware of pupil progress       SEN designated person,
SEN                          and achievement of            Headteacher should give
LAC                          pupils on SEN register,       overall picture with any
EAL                          LAC children and pupils       detail provided by
Protection issues            with EAL. To ensure           appropriate people
racial incidents             governors can fulfill their
                             statutory duty to report on
(Use comparative             racial incidents,
tables where possible)       protection issues etc.
Beyond the school day:       To ensure governors are       Appropriate people e.g.
Community (could             fully aware of the range      extended schools
include use of facilities,   and breadth and impact        co-ordinator, class
extended schools,            of all additional aspects     teachers, PTA, SMT,
extra curricular             school are involved in        Headteacher.
activities; teacher
reports on curriculum
and how enrichment
activities have
supported this. This
should also include any
„Partnerships‟ /
partnership working and
benefits, how it links
with development plan.

Data should be comparative to give governors an overview in order to note
improvements. For example, report full list of staff members in Autumn, the
following two terms report on any changes.
                                            ASSOCIATION OF

                                              GOVERNING       BODIES

We are pleased to announce that a date of 21st March 2009 has been set for
our Governor Conference. Sir Mike Tomlinson, CBE, has agreed to attend as
                          a Keynote Speaker.

               School Improvement – the Governors’ Role


                          FREE CONFERENCE
                       FOR SCHOOL GOVERNORS*

                        Saturday 21st March 2009
                 9.00 for 9.30 am to 2.00 pm (inc. lunch)
                Britannia House, Northampton, NN4 7YB

Workshop details are

   Transformational Leadership
   Climate for Learning
   Teaching for Learning
   Assessment for Learning
   Family and Community Partnerships
   Good to Great

When booking, please state first and second preference.

Please state any accessibility/impairment or dietary requirements.

Booking forms will be sent to clerks to governing bodies.

Please note that this conference replaces the June 08 event. If you were
previously booked on the Achievement and Under Achievement conference
scheduled for June 08, and have not confirmed your attendance, please do
so as a matter of priority by contacting the CPD team on or 01604 655111

*The seminar is free to all schools which have an SLA with NIAS/LASI or
Governors Service; £15 per delegate for Option 2 schools
Updating your governors.
In September each year, we send to schools a list of governors for them to
check and amend as necessary. So far, we have received 92% which means
these schools are up to date on our database and, perhaps more importantly,
current information is shown on the Schools Directory,

Many thanks to all those schools who responded. We will be carrying
out the same exercise in February 2009 and we would be appreciative if you
could update and return any paperwork promptly. Please note that the forms
for updating your governors have been revised, so check the website for
new forms – an example is shown below. If you have old forms tucked away
on your desk, please recycle them!

(Scanned copy of form)
Training Page

Judith Bennett, NGA Chair:

“Today‟s research findings provide strong support for the NGA‟s view of
governance. This research reveals that the current system works well in
many schools. What is needed is improved recognition from central
government, alongside a clear expectation that school governance is a
serious role requiring high levels of commitment and strong systems of

“In particular we welcome the recommendation that training should be
mandatory, and that governing body Clerks – who provide a crucial
support role – should be properly trained and rewarded." - 14th October 2008.

Clerks Briefings: January 12th 2009, 11am, 2pm and 6pm, Britannia House,

Link Governor Briefings:

January 2009
Tuesday 13th January 2009                Britannia House Northampton
Wednesday 14th January 2009              Daventry Abbey Junior School
Wednesday 14th January 2009              Firdale PDC, Corby
Monday 19th January 2009                 Kettering
Tuesday 20th January 2009                Croyland School, Wellingborough
Wednesday 21st January 2009              South Northants.
Thursday 22nd January 2009               Thrapston, East Northants.

Monday 27th April 2009                   Britannia House, Northampton
Monday 27th April 2009                   Firdale PDC, Corby
Wednesday 29th April 2009                Daventry
Thursday 30th April 2009                 Kettering
Tuesday 5th May 2009                     Wellingborough
Wednesday 6th May 2009                   SN
Thursday 7th May 2009                    EN

Governor Training -Core courses Jan to
March 09
Code     Course Dates            Title       Start time         Venue

GS07C21st Jan Healthy & Safety for All 6.30pm Britannia House

GS03C28th Jan Drugs Education7.30pm Britannia House
GS20C28th Jan The Link Governor7.00pm Sponne School Towcester

GS05C29th Jan Understanding School Finances7.30pm Britannia House

GS02C5th Feb Curriculum Governor - Science (Primary) 7.30pm Britannia House

GS22C7th Feb Performance Management of the Head9.00am Britannia House

GS25C7th Feb Safer Recruitment Skills for Governors9.00am Britannia House

GS03F24th Feb Sex & Relationship Education 7.30pm Britannia House

GS26C24th Feb The SEN Governor7.30pm Britannia House

GS27C24th Feb 3rd Mar, 10th Mar, 17th Mar, 24th Mar Taking the
Chair7.30pm Britannia House

GS12A3rd Mar 10th Mar, 17th Mar, 24th Mar New Governors - An Introduction
to 7.30pm Wellingborough venue TBA

GS12B4th Mar 11th Mar 18th Mar 25th Mar New Governors - An Introduction
to7.30pm Sponne School Towcester

GS24B4th Mar Safeguarding Children in Education7.00pm Britannia House

GS12C5th Mar 12th Mar, 18th Mar, 26th Mar New Governors - An Introduction
to7.30pm Britannia House

GS12D7th Mar 14th Mar New Governors - An Introduction to9.00am Firdale

GS15A3rd Mar 17th Mar Clerks' Training1.00pm Britannia House

GS40B21st Mar School Improvement Conference - The Governors Role9.00am
Britannia House

GS12E21st Mar, 28th Mar New Governors - An Introduction to9.00am Britannia

GS12F21st Mar 28th Mar New Governors - An Introduction to 9.00am Abbey
Centre – Daventry
Autumn 2008 Census
Congratulations and many thanks to the 148 schools that took part in the
Autumn Census 2008: The census was a big success for Northamptonshire,
with 64% of schools submitting their return on Census Day or the day after,
compared to 22% nationally.

The Autumn Census 2008 is the second School Workforce Census return for
Northamptonshire and the first to collect Curriculum and Qualification
data. The Autumn Census 2008 is the final return before participation
becomes mandatory for schools in the county.
For further details contact Ian Atkinson on

I am currently auditing our website and was given guidelines to help me. I
thought the following would be of use to governors (including headteachers)
who write newsletters:

The positive emotional aspect of newsletters is that they can create much
more of a bond between user and company than a website can. The
negative aspect is that usability problems have much stronger impact on
the customer relationship than they normally do.

Users have highly emotional reactions to newsletters. This is in strong
contrast to studies of website usability, where users are usually much more
oriented towards functionality. Even a website that you visit daily will feel like
a tool where you simply want to get in and get out.

Users spend 51 seconds reading the average newsletter. The layout and
writing both need superb usability to survive in the high-pressure environment
of a crowded inbox.

Averaged across our study, newsletters lost 19% of potential subscribers
due to usability difficulties in their subscription processes and designs.
People often stay subscribed to newsletters they don't want (cursing the
sender with every new issue that clutters their inbox) so the unsubscribe
process is also worth improving.

Newsletters need to be smooth and easy: they must be seen to reduce the
burdens of modern life. Even if free, the cost in e-mail clutter must be paid for
by being helpful and relevant to users - and by communicating these benefits
in a few characters in the subject line.

Users are very demanding with respect to the efficiency of operations like
subscribing or unsubscribing. For both tasks, we found extremely strong
correlations between the task time and the users‟ subjective satisfaction.

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