Save Money by flattening the structure in education. OFSTED must be scrapped.

There are only 2 partners in the education process – teachers and children. Only the mutual co-operation of both parties will ensure success. For this to occur there needs to be an incentive for both groups.

Children should be required to 'pass,' each Year Group, before being allowed to progress to the next. Thereby offering them an incentive to work hard all year and not waste the opportunities they are given.

Teachers need to be required to work as equal partners towards a shared goal – many seem overly occupied with a misconcieved job of judging thier colleagues. This is unhelpful, unprofessional and severely impeeds any prospect of their gaining from the experiences of others. Teachers tend to overwork, as a result, and 'burn out,' early on in their careers. They need a completely different trainning experience to help them overcome this. The current provision doesn't give enough depth of professional expertise, a 2/3 year Masters Level degree is required, in addition to 3 years + school-based training, supervised by experienced colleagues and University Staff. This would help alleviate oft heard myths such as: 'we've covered that (topic/idea).' They may have, 'taught it,' 6 months ago, but did the children learn, 'it,' can they still recall it and use it in new contexts? My guess is, no!

This situation has perpetuated because of political rhetoric. Education should be evidence-based, i.e. prove assertions, based on current research . It should be clear by now that, 'telephone directory,' sized curricula, only begets unconfident, clerk-type, teachers and learners. If you want teachers to be political clerks, pay them accordingly 15 – 20k and save the country some money. My preference is for re-establishing the proffessional base in the teaching profession. Thereby ensuring that our teachers confident practitioners who can help our children compete on an international stage.

OFSTED must be disbanded, I have personal knowledge of individual who inspect lessons for which they have lesser qualifications than the teacher they are inspecting, have NEVER taught the subject NOR age stage. What a waste of money!

Why is this idea important?

There are only 2 partners in the education process – teachers and children. Only the mutual co-operation of both parties will ensure success. For this to occur there needs to be an incentive for both groups.

Children should be required to 'pass,' each Year Group, before being allowed to progress to the next. Thereby offering them an incentive to work hard all year and not waste the opportunities they are given.

Teachers need to be required to work as equal partners towards a shared goal – many seem overly occupied with a misconcieved job of judging thier colleagues. This is unhelpful, unprofessional and severely impeeds any prospect of their gaining from the experiences of others. Teachers tend to overwork, as a result, and 'burn out,' early on in their careers. They need a completely different trainning experience to help them overcome this. The current provision doesn't give enough depth of professional expertise, a 2/3 year Masters Level degree is required, in addition to 3 years + school-based training, supervised by experienced colleagues and University Staff. This would help alleviate oft heard myths such as: 'we've covered that (topic/idea).' They may have, 'taught it,' 6 months ago, but did the children learn, 'it,' can they still recall it and use it in new contexts? My guess is, no!

This situation has perpetuated because of political rhetoric. Education should be evidence-based, i.e. prove assertions, based on current research . It should be clear by now that, 'telephone directory,' sized curricula, only begets unconfident, clerk-type, teachers and learners. If you want teachers to be political clerks, pay them accordingly 15 – 20k and save the country some money. My preference is for re-establishing the proffessional base in the teaching profession. Thereby ensuring that our teachers confident practitioners who can help our children compete on an international stage.

OFSTED must be disbanded, I have personal knowledge of individual who inspect lessons for which they have lesser qualifications than the teacher they are inspecting, have NEVER taught the subject NOR age stage. What a waste of money!

Abolish AS Levels

As a teacher of 25 years i can truly say that one of the sadest and most destructive things that I haqve seen any government do has been to introduce AS levels in 2001.  This has ruined the vith form by putting extra pressure on children instead of allowing them the opportunity to explore their subject areas without the need for external exams in May of their year 12.  It has meant that children are taught less as you can only teach for two terms – April is spent revising for the wretched exams and then the students are not in the mood for work in June.  The exam boards have never been able to cope with the extra workload with ghastly mistakes every year – I now have to check every result I get in August, you just can't trust them anymore.  The quality of knowledge is dumbed down so that , for example an AS level in music is equivalent to an old GCE O level – it is not half of an A level as claimed by the idiots who introduced it.  I have had to dump A level completely and am now using the new Pre-u examination – a thousand times better.

Why is this idea important?

As a teacher of 25 years i can truly say that one of the sadest and most destructive things that I haqve seen any government do has been to introduce AS levels in 2001.  This has ruined the vith form by putting extra pressure on children instead of allowing them the opportunity to explore their subject areas without the need for external exams in May of their year 12.  It has meant that children are taught less as you can only teach for two terms – April is spent revising for the wretched exams and then the students are not in the mood for work in June.  The exam boards have never been able to cope with the extra workload with ghastly mistakes every year – I now have to check every result I get in August, you just can't trust them anymore.  The quality of knowledge is dumbed down so that , for example an AS level in music is equivalent to an old GCE O level – it is not half of an A level as claimed by the idiots who introduced it.  I have had to dump A level completely and am now using the new Pre-u examination – a thousand times better.

Create specialist schools for pupils with behavioural problems

Very few specialist schools exist in the UK for pupils with behavioural problems, resulting in no option but to keep them in mainsteam schools where teachers are unable to concentrate on modifying their behaviour whilst educating mainstream children – therefore neither group receives the education they require. I know of one residential school which concentrates on the educational and behavioural needs of pupils aged from 7 to 18 which is privately run, but very few exist despite the excellent results and inspection reports. At present a pupil from Wales has to travel to England for such specialist care and education and likewise children fom other areas. It is about time the government faced up to the fact that there is an ever increasing problem with extreme behavioural problems in the UK which is impacting greatly on chidrens education, exacerbated by the fact that you are no longer allowed to stream childrens classes by ability or behaviour for fear of upsetting the children – well believe me, ignoring children whilst you try to calm a child throwing a chair across the room for example is upsetting to the children because of both the event itself and the fact that eager to learn children are sitting there waiting for their lesson. Teacher training has little in the way of managing childrens behaviour, but such establishments pride themselves on their staffs knowledge of behaviour modification, psychology and development as well as academic education.

Why is this idea important?

Very few specialist schools exist in the UK for pupils with behavioural problems, resulting in no option but to keep them in mainsteam schools where teachers are unable to concentrate on modifying their behaviour whilst educating mainstream children – therefore neither group receives the education they require. I know of one residential school which concentrates on the educational and behavioural needs of pupils aged from 7 to 18 which is privately run, but very few exist despite the excellent results and inspection reports. At present a pupil from Wales has to travel to England for such specialist care and education and likewise children fom other areas. It is about time the government faced up to the fact that there is an ever increasing problem with extreme behavioural problems in the UK which is impacting greatly on chidrens education, exacerbated by the fact that you are no longer allowed to stream childrens classes by ability or behaviour for fear of upsetting the children – well believe me, ignoring children whilst you try to calm a child throwing a chair across the room for example is upsetting to the children because of both the event itself and the fact that eager to learn children are sitting there waiting for their lesson. Teacher training has little in the way of managing childrens behaviour, but such establishments pride themselves on their staffs knowledge of behaviour modification, psychology and development as well as academic education.

EMPOWER TEACHERS AND MAKE THEM ABLE TO USE REASONABLE PHYSICAL PUNISHMENT

Schools are becoming increasingly unruly places as the result of teachers being powerless to exert control where required. This is impacting on society as a whole and on the rights of well behaved children in the school to receive the attention and education they deserve.

Why is this idea important?

Schools are becoming increasingly unruly places as the result of teachers being powerless to exert control where required. This is impacting on society as a whole and on the rights of well behaved children in the school to receive the attention and education they deserve.

Remove Public Schools Charitable Status

For some reason public schools get charitable status. I thought that chaities were there for the vulnerable in society not for those that are priveledged. This tax relief should be abolished.

Why is this idea important?

For some reason public schools get charitable status. I thought that chaities were there for the vulnerable in society not for those that are priveledged. This tax relief should be abolished.

school plays

I dont know if its a specific law.  But I would like to see a repeal of the law that prohibits me from taking photos/videos of my children in school plays musicals and the like.  It feels as if my children's childhood memories are being stolen by over zealous officials.

Why is this idea important?

I dont know if its a specific law.  But I would like to see a repeal of the law that prohibits me from taking photos/videos of my children in school plays musicals and the like.  It feels as if my children's childhood memories are being stolen by over zealous officials.

scrap compulsory religious education in schools

This law should be scrapped and replaced with compulsory philosophy. As a humanist, I am tired of having people think this means we have no ethics or no moral compass, or that we have opted out of any cogent thought on the meaning of life, etc.  In choosing not to follow the predominant religions of our country and ancestors e have actually put much more original thought into our beliefs than those merely following the herd.

Religious beliefs can be incorporated into a general philosophical training, but above all children would be taught to think – a real skill and depth of knowledge that will stay with them for the rest of their lives.  R.E. in Enligsh schools at present is just rote learning of what various religions believe and what they call various places of worship, laws and methods of prayer – all interesting to find out more about other cultures, but not teaching children how to think for themselves.  Other European countries teach philosophy from primary school – we as usual are lagging behind, and it shows in our economy and in the discord within our society.

Why is this idea important?

This law should be scrapped and replaced with compulsory philosophy. As a humanist, I am tired of having people think this means we have no ethics or no moral compass, or that we have opted out of any cogent thought on the meaning of life, etc.  In choosing not to follow the predominant religions of our country and ancestors e have actually put much more original thought into our beliefs than those merely following the herd.

Religious beliefs can be incorporated into a general philosophical training, but above all children would be taught to think – a real skill and depth of knowledge that will stay with them for the rest of their lives.  R.E. in Enligsh schools at present is just rote learning of what various religions believe and what they call various places of worship, laws and methods of prayer – all interesting to find out more about other cultures, but not teaching children how to think for themselves.  Other European countries teach philosophy from primary school – we as usual are lagging behind, and it shows in our economy and in the discord within our society.

Scrap The Early Years Foundation Stage curriculum and targets.

The DOE Website states that the Early Years Foundation Stage is the:

Resource providing the statutory framework for setting the standards for learning, development and care for children from 0–5 years. The framework aims at laying a secure foundation for future learning through learning and development that is planned around the individual needs and interests of the child. Also aims at improving quality and consistency in the early years sector through a universal set of standards.

Translation: have an incredibly prescriptive curriculum for babies and toddlers! And make nursery workers waste their time monitoring and recording targets. My daughter got a 20 page report tracking her progress. Every time a worker went off to fill in her progress record, was time that was NOT spent interacting or playing with her.

Why is this idea important?

The DOE Website states that the Early Years Foundation Stage is the:

Resource providing the statutory framework for setting the standards for learning, development and care for children from 0–5 years. The framework aims at laying a secure foundation for future learning through learning and development that is planned around the individual needs and interests of the child. Also aims at improving quality and consistency in the early years sector through a universal set of standards.

Translation: have an incredibly prescriptive curriculum for babies and toddlers! And make nursery workers waste their time monitoring and recording targets. My daughter got a 20 page report tracking her progress. Every time a worker went off to fill in her progress record, was time that was NOT spent interacting or playing with her.

Anonymise UCAS applications

Anonymise application data on UCAS university applications. Universities currently discriminate against those with more ‘normal’ backgrounds in favour of those that ‘look better to fill their places with’.

ANY discrimination is wrong and I cannot understand how they get away with this now. Surely the ‘white, un-handicapped, male’ also has a same equal right to NOT be discriminated against? The same right that anyone has ‘not to be discriminated against’.

Restore true equality ACROSS ALL AREAS OF CIVIL LIFE IN THIS COUNTRY. Reverse discrimination is just plain wrong.

Why is this idea important?

Anonymise application data on UCAS university applications. Universities currently discriminate against those with more ‘normal’ backgrounds in favour of those that ‘look better to fill their places with’.

ANY discrimination is wrong and I cannot understand how they get away with this now. Surely the ‘white, un-handicapped, male’ also has a same equal right to NOT be discriminated against? The same right that anyone has ‘not to be discriminated against’.

Restore true equality ACROSS ALL AREAS OF CIVIL LIFE IN THIS COUNTRY. Reverse discrimination is just plain wrong.

Raise The School Leaving Age To 18

I think the school leaving age should be raised to 18.  We are constantly being told how our life expectancy is increaseing, we therefore have more time than previous generations or populations.  In some developing countries women can expect to live only into their forties, so of course 15 is a good age to become a mother, 30 to become a grandmother.  Here in wealthy Europe, we live alot longer, so there's no rush.  Let's be children, without responsibilities or stress for our first 18 years. 

Why is this idea important?

I think the school leaving age should be raised to 18.  We are constantly being told how our life expectancy is increaseing, we therefore have more time than previous generations or populations.  In some developing countries women can expect to live only into their forties, so of course 15 is a good age to become a mother, 30 to become a grandmother.  Here in wealthy Europe, we live alot longer, so there's no rush.  Let's be children, without responsibilities or stress for our first 18 years. 

Further Education colleges: cut data returns and save funding

Reduce the data returns on Further Education colleges (information about which student is studying on which course) from 23 a year (that is one every other week!) to 2 or 3 a year.

Why is this idea important?

Reduce the data returns on Further Education colleges (information about which student is studying on which course) from 23 a year (that is one every other week!) to 2 or 3 a year.

Free tuition for your first REAL degree

Free tuition should be available for everyones first degree, no grants, just no tuition.

Industry should decide on the number of places available on each degree course universities offer (with a minimum number available for each)

Student loans for living costs should be available at an interest rate that makes is cost neutral for the government to run.

Why is this idea important?

Free tuition should be available for everyones first degree, no grants, just no tuition.

Industry should decide on the number of places available on each degree course universities offer (with a minimum number available for each)

Student loans for living costs should be available at an interest rate that makes is cost neutral for the government to run.

Education

Everyone has right to a decent education however you define it. The higher education committee are not looking beyond the traditional A levels, then Uni format.

Why is this idea important?

Everyone has right to a decent education however you define it. The higher education committee are not looking beyond the traditional A levels, then Uni format.

Tuition Fees

Scrap and at least permanently cap tuition fees and scrap the very idea of charging commercial interest rates. Introduce an equitable graduate tax as percentage of earnings, ringfenced for funding higher eductaion.

I put this suggestion in the section on civil liberties because every person should be enabled in a developed country to be educated to the highest standard they can achieve. A young person's suitability for higher education should be determined by their academic ability, talent and ambition, not by how much their parents earn.

Ringfencing higher education for the higest paid minority, such as children of financiers, has no place in the 21st century. It is oppressive, it harms social freedom, social mobility. It deprives the country of academic ambition and of the diverse talent and skills it needs in a modern world.

Why is this idea important?

Scrap and at least permanently cap tuition fees and scrap the very idea of charging commercial interest rates. Introduce an equitable graduate tax as percentage of earnings, ringfenced for funding higher eductaion.

I put this suggestion in the section on civil liberties because every person should be enabled in a developed country to be educated to the highest standard they can achieve. A young person's suitability for higher education should be determined by their academic ability, talent and ambition, not by how much their parents earn.

Ringfencing higher education for the higest paid minority, such as children of financiers, has no place in the 21st century. It is oppressive, it harms social freedom, social mobility. It deprives the country of academic ambition and of the diverse talent and skills it needs in a modern world.

Remove OFSTED interference in Holiday Clubs

No one disputes the need for suitable premises for Holiday Clubs, or adherence to commonsense Health and Safety standards, or CRB checks for Holiday Club staff. But when Holiday Clubs became subject to inspection by OFSTED thousands of voluntary clubs cancelled their provision. According to The Childcare (Exemptions from Registration) Order 2008 you are bound to register with OFSTED, as well as the Local Authority, if you run longer than 2hours a day (so a full morning or afternoon is out) or for longer than 14 days.

No end of parents groups, churches, schools, preschools etc would run Holiday Clubs if OFSTED would keep out of it. Why do they need to interfere during Holidays? Have they not heard of the concept of a Holiday? it is supposed to be when children can have fun, make things, do drama, music, outings, sport – all without worrying about a curriculum or education standards. IT'S A HOLIDAY!!!!!!

Taking OFSTED out of this kind of thing will save millions, liberate thousands of voluntary groups to go back to the great provision they used to make before this empire building, and be better for our children.

It's not the Taliban who will take over the country, its OFSTED, whose ever growing incursion into our children's lives, ever changing goal posts, ever earlier intervention is stressing out our teachers and preschool practitioners and not improving child education one bit.

Why is this idea important?

No one disputes the need for suitable premises for Holiday Clubs, or adherence to commonsense Health and Safety standards, or CRB checks for Holiday Club staff. But when Holiday Clubs became subject to inspection by OFSTED thousands of voluntary clubs cancelled their provision. According to The Childcare (Exemptions from Registration) Order 2008 you are bound to register with OFSTED, as well as the Local Authority, if you run longer than 2hours a day (so a full morning or afternoon is out) or for longer than 14 days.

No end of parents groups, churches, schools, preschools etc would run Holiday Clubs if OFSTED would keep out of it. Why do they need to interfere during Holidays? Have they not heard of the concept of a Holiday? it is supposed to be when children can have fun, make things, do drama, music, outings, sport – all without worrying about a curriculum or education standards. IT'S A HOLIDAY!!!!!!

Taking OFSTED out of this kind of thing will save millions, liberate thousands of voluntary groups to go back to the great provision they used to make before this empire building, and be better for our children.

It's not the Taliban who will take over the country, its OFSTED, whose ever growing incursion into our children's lives, ever changing goal posts, ever earlier intervention is stressing out our teachers and preschool practitioners and not improving child education one bit.

A qualified teacher in every classroom

The previous government allowed unqualified staff to be able to take charge of a class to deliver lessons where teachers are absent due to sickness, attendance on training courses or for other reasons.  There was no requirement for any level of education or training nor any limit on the numbers of support staff employed in any school. 

These unqualified members of staff are termed "cover supervisors" or "learning managers" or some other term.

Some schools have as many as 10 members of staff covering lessons.   The work provided is invariably poor in quality consisting of textbook exercises or "do a poster" because the staff concerned are not expected to teach the lesson but simply supervise.

The impact on learning is disastrous.  Pupils can have several lessons of this kind in a week, losing significant chunks of their learning.   Behaviour deteriorates due to the lack of challenge. 

Qualified and experienced supply cover who are able to deliver lessons and not merely "babysit" a class are finding it extremely difficult to find work and large numbers are leaving the profession altogether, a waste of training and expertise.  Many supply teachers are retired senior teachers who have taking early retirement and who want to work on a casual basis but many are professional supply teachers who are too old to compete with newly qualified teachers and for whom supply teaching is a way to stay in the profession.

With the move to academy status there is a grave danger that heads will resolve their budgetary issues by employing more unqualified staff. 

We need to return to the simple principle of a qualified teacher in every classroom.   

Why is this idea important?

The previous government allowed unqualified staff to be able to take charge of a class to deliver lessons where teachers are absent due to sickness, attendance on training courses or for other reasons.  There was no requirement for any level of education or training nor any limit on the numbers of support staff employed in any school. 

These unqualified members of staff are termed "cover supervisors" or "learning managers" or some other term.

Some schools have as many as 10 members of staff covering lessons.   The work provided is invariably poor in quality consisting of textbook exercises or "do a poster" because the staff concerned are not expected to teach the lesson but simply supervise.

The impact on learning is disastrous.  Pupils can have several lessons of this kind in a week, losing significant chunks of their learning.   Behaviour deteriorates due to the lack of challenge. 

Qualified and experienced supply cover who are able to deliver lessons and not merely "babysit" a class are finding it extremely difficult to find work and large numbers are leaving the profession altogether, a waste of training and expertise.  Many supply teachers are retired senior teachers who have taking early retirement and who want to work on a casual basis but many are professional supply teachers who are too old to compete with newly qualified teachers and for whom supply teaching is a way to stay in the profession.

With the move to academy status there is a grave danger that heads will resolve their budgetary issues by employing more unqualified staff. 

We need to return to the simple principle of a qualified teacher in every classroom.   

Replace compulsory Religious Education with compulsory Moral & Ethical Education

Over the years Relgious Education has evolved from being the detailed study of one or more religions to branch out into the study of morality and ethics.

RE, as it stands in its current form still focuses around a select number of religion and within them specific religious viewpoints.  Therefore when studying the ethics of abortion it is presented mainly from a religious perspective placing any other non-religious positions as secondry counter arguments.  This is negative for two reasons: select religious frameworks are presented as primary positions with other religious or non-religious ethical frameworks as secondry disagreements with the primary positions.  This is a distortion created by the fact that religion is the primary concern within the curriculum.

This is an unfair and prejudiced manner of presenting certain ethical frameworks over others in a manner which creates the illusion of discord between many ethical positions.

To progress the natural evolution of RE into ethics the curriculum should be changed to remove the traidtional theologicaly based detailed study of religions.  This way the ethics can be placed as the primary subject of study.  A more diverse range of ethical frameworks can then be studied and discussed alongside each other on equal footings.

Here are a couple of examples:  currently the study on the ethics of abortion would be first presented from the perspective of religious teachings (primarily Abrahamic teachings: Christian, Muslim and Jewish).  Any other ethical frameworks (e.g. humanism) are presented as being in disagreement and as an aside, not as a primary framework.

In ethics the subject matter of abortion would first be presented.  Then the position of different ethical frameworks would be explored: a liberal religious person (Christian, Muslim etc.), a humanist, or conservative religions and athiest (who would both argue from the perspective of family values).

Consider something that encompasses a wider range of perspecitves.  Food ethics would be currently presented as the differences between Christian, Muslim and Jewish.  In Ethics it would explore those ethical frameworks but also Vegetarianism (in both secular and religious) exploring the comonality, plus the Enviromental frameworks or even those proposing GM as a solution to food ethics (starvation etc.)

As you can see from the few examples Moral and Ethical Education is the only way we can teach children in a way that acknowledges the wide range and diversity of moral frameworks in a secular and multi-cultural society while exploring their similarities and differences in a fair and equal platform.

Why is this idea important?

Over the years Relgious Education has evolved from being the detailed study of one or more religions to branch out into the study of morality and ethics.

RE, as it stands in its current form still focuses around a select number of religion and within them specific religious viewpoints.  Therefore when studying the ethics of abortion it is presented mainly from a religious perspective placing any other non-religious positions as secondry counter arguments.  This is negative for two reasons: select religious frameworks are presented as primary positions with other religious or non-religious ethical frameworks as secondry disagreements with the primary positions.  This is a distortion created by the fact that religion is the primary concern within the curriculum.

This is an unfair and prejudiced manner of presenting certain ethical frameworks over others in a manner which creates the illusion of discord between many ethical positions.

To progress the natural evolution of RE into ethics the curriculum should be changed to remove the traidtional theologicaly based detailed study of religions.  This way the ethics can be placed as the primary subject of study.  A more diverse range of ethical frameworks can then be studied and discussed alongside each other on equal footings.

Here are a couple of examples:  currently the study on the ethics of abortion would be first presented from the perspective of religious teachings (primarily Abrahamic teachings: Christian, Muslim and Jewish).  Any other ethical frameworks (e.g. humanism) are presented as being in disagreement and as an aside, not as a primary framework.

In ethics the subject matter of abortion would first be presented.  Then the position of different ethical frameworks would be explored: a liberal religious person (Christian, Muslim etc.), a humanist, or conservative religions and athiest (who would both argue from the perspective of family values).

Consider something that encompasses a wider range of perspecitves.  Food ethics would be currently presented as the differences between Christian, Muslim and Jewish.  In Ethics it would explore those ethical frameworks but also Vegetarianism (in both secular and religious) exploring the comonality, plus the Enviromental frameworks or even those proposing GM as a solution to food ethics (starvation etc.)

As you can see from the few examples Moral and Ethical Education is the only way we can teach children in a way that acknowledges the wide range and diversity of moral frameworks in a secular and multi-cultural society while exploring their similarities and differences in a fair and equal platform.

Give state schools freedom to charge fees

Our schools are underfunded and the public sector cuts are going to make things worse. The rules stopping them charging fees are unnecessary and hold down the aspirations of millions of families to give their children the best start in life.

If schools were allowed to charge means tested, top-up fees in the same way as universities, capped at (for example) £3,000, with financial assistance for those who cannot afford them, this would be a huge boost to their funding and greatly improve the quality of school education in Britain.

Why is this idea important?

Our schools are underfunded and the public sector cuts are going to make things worse. The rules stopping them charging fees are unnecessary and hold down the aspirations of millions of families to give their children the best start in life.

If schools were allowed to charge means tested, top-up fees in the same way as universities, capped at (for example) £3,000, with financial assistance for those who cannot afford them, this would be a huge boost to their funding and greatly improve the quality of school education in Britain.

Give Head Teachers back discretion on holidays in termtime

Head Teachers are currently unable to grant the odd day off for children to miss school for good reasons unless part of 'the main holiday'.  They can authorise up to 10 days in one block for a holiday, but not two one-day breaks in the same school year – whatever the reason and however little impact it may have on education.  This crazy!  Give heads back the discretion to authorise days off when they consider it appropriate.

Why is this idea important?

Head Teachers are currently unable to grant the odd day off for children to miss school for good reasons unless part of 'the main holiday'.  They can authorise up to 10 days in one block for a holiday, but not two one-day breaks in the same school year – whatever the reason and however little impact it may have on education.  This crazy!  Give heads back the discretion to authorise days off when they consider it appropriate.

Scrap the “National College for Leadership of Schools and Children’s Services” quango

Apparrently the quango "develops and inspires great leaders of schools".

I thought the above was a job for teachers. Should just let teachers and schools do their jobs! This quango sounds nothing more the legalised fleecing of taxpayers money, no differnt than a benefit cheat, but wrapped up in nice cuddly language and run by people who want to be paid nice cuddly salaries.

Should scrap the quango

Why is this idea important?

Apparrently the quango "develops and inspires great leaders of schools".

I thought the above was a job for teachers. Should just let teachers and schools do their jobs! This quango sounds nothing more the legalised fleecing of taxpayers money, no differnt than a benefit cheat, but wrapped up in nice cuddly language and run by people who want to be paid nice cuddly salaries.

Should scrap the quango

Limit employment laws affecting parents with childminders/ nannies

Background

It is hard for both parents to find full time jobs if they have several children, because of childcare issues.  Making use of a nanny/ au-pair is often the most convenient option.

Suggestion

Anything that makes the provision of childcare easier is welcomed.  For example, individuals, who are not running a business, could be exempted from statutory employment regulations.

Why is this idea important?

Background

It is hard for both parents to find full time jobs if they have several children, because of childcare issues.  Making use of a nanny/ au-pair is often the most convenient option.

Suggestion

Anything that makes the provision of childcare easier is welcomed.  For example, individuals, who are not running a business, could be exempted from statutory employment regulations.