- Is remodelling just about implementing the national workforce agreement?
- How does the remodelling agenda fit in with all the other DfES initiatives?
- Where will we all work if the school takes on even more teaching assistants and other administrative staff?
- What general advice can you give to a new headteacher in terms of finance, strategy and planning?
- How can an untrained teaching assistant take the place of a qualified teacher?
- Children are quick to recognise and exploit the differing statuses of adults in schools. Doesn’t the increased use of teaching assistants create behavioural problems?
- What will happen to pay differentials if we all change our jobs?
- If administrative staff are to be asked to take on new duties, will they be trained to do them?
- Doesn’t the use of teaching assistants rather than teachers have an impact on standards?
- Can support staff automatically expect a pay rise if they undertake new training?
- Can support staff be required to attend meetings of the change team after school?
- Should support staff who work in school, but are employed by external contractors, be included in the change process?
- As a remodelling school, are there benefits in setting up a school change team to cope with a future agenda?
