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The article offers information on issues about student success and the fear children experience when taking risks because they are terrified of failure.

Several letters to the editor are presented in response to the articles "Pupil premium funding is a blunt instrument" in the March 4, 2016 issue, the writing assessment of the Department for Education, and the pupil premium grant (PPG).

A letter to the editor is presented in response to the article "Finding hope in a new Age of Austerity" in the March 26, 2010 issue.

The article presents the author's opinions regarding the policies of Great Britain's government regarding the appraisal of school principals and governors. For the recently concluded sixth round of performance reviews, the Cambridge Education Association had contracted external advisers (EAs) to conduct the appraisal of head teachers and school governors. The EAs were required to analyze data about head teachers' objectives and the extent to which these goals were met. Great Britain's government has now replaced EAs by school improvement partners, who will be responsible for the performance reviews of head teachers.

This article focuses on various types of school governors. Most governors are in the business to make a positive difference to their schools. However, some unfortunately have a negative impact. In broad terms, a governing body will have four types of governors. The backing of supporters is sought by both the proposer and opposer governors so as to cement a power base. Opposers can make significant contributions by challenging the norm and supporters are always in demand. Getting things done is all about the work of the governing body.

Presents a letter to the editor about the level of importance of teachers over the pupils in the schools in Great Britain.

Discusses the British government's relationship with schools. Creation of a team of school improvement partners for headteachers, trained and appointed by local education authorities; Establishment of a model of inspections; Setting a clear direction for the school; Offering members of the senior management team challenge and support; Ensuring that senior management team carry out their legal responsibilities.

Reports on the compliance of school governors with the Freedom of Information Act in Great Britain. Public access to all information subject to exemptions; Public interest test of the submitted request for information; Use of the complaints procedures in the cases where information is refused.

Focuses on factors to consider when raising the wages of teachers in Great Britain. Knowledge of subject; Account of curricular developments.

Reports on government funding to encourage education authorities in Great Britain to translate national aspirations into good practice. Teacher workload agreement; Work-life balance for staff; Remodelling of teaching.

Calls on school governors in Great Britain to review anti-abuse procedures in the light of the Bichard report on child protection. Failure of the Criminal Records Bureau to carry out enhanced checks on Ian Huntley of Soham College in connection with the murders of the girls Holly Wells and Jessica Chapman; Questions on the duties of governors and designated teachers.

Focuses on the necessity of inspectors at the Office for Standards Education to look behind the students attendance for explanations on the issue of compliance. Issue of pupil's absences as a key issue in the inspection report; Increase in the number of unauthorized absences; Appeal of the author to the inspectors to moderate their judgements in writing their reports and look behind the bald figures.

Focuses on changes to the thresholds payment program for British teachers in 2004. Relegation of the Cambridge Education Associates to a minor role; Removal of the requirement for threshold assessors to validate and review school heads' decisions on which teachers qualify for pay rise; Use of funds saved from removing assessors to fund frontline services.

Focuses on the 1995 issuance of the Department of Education's guidance on the functions of school governors. Construction of the strategy of the school; Accountability for school's status; Evaluation of the governing body of schools by the Office for Standards in Education.

Focuses on the Special Educational Needs and Disability Act 2001 in England. Extension of the duties of employers set out in the Disability Discrimination Act 1995 to schools; Need of schools to have an accessibility plan; Improvement in the inclusion of disabled pupils in schools.

Reports on the proper measures to reduce a teacher's workload. Recognition of the roles of the staff; Role of volunteer governors in reducing a teacher's workload.

Discusses the aspects of staff relationships in schools. Problems associated with staff relationships; Micro-politics of staff relationships.

Focuses on the implications of the law in educating pupils with disabilities in England. Implementation of accessibility plan in schools; Role of the governing body on the plan; Importance of physical improvements.

Reports the lack of official guidance for assessing staff performance in Great Britain. Refusal of the Department for Education and Skills to provide guidance; Objective criteria in teacher evaluation; Standard of performance according to the National Union of Teachers.

Discusses the progress of performance management of senior staff in schools in Great Britain. Aim of performance management to improve headteachers' effectiveness; Apprehension of governors on the lack of improvement in the process.

Focuses on the functions of governors in the management of schools. Responsibilities of the headteacher and other committees; Motivations for governors to serve.

Points out the importance of time management for school governors in Great Britain. Allocation of time for different responsibilities; Importance of meeting agenda; Starting and ending of meetings on time.

Reveals growing opposition to the School Teachers' Review Body's proposal for British school governing bodies to base headteacher's pay on a set criteria. Allegations of widespread abuse of the system; Improper review of salaries of head teachers and deputies.

Several letters to the editor are presented in response to articles in the previous issues including Teaching under the Prevent duty, Project-based learning holds back poor pupils and "This may lose me friends, but hear me out".

Several letters to editor are presented in response to articles published in periodical's 2017 issues including "Have we got teaching all wrong" in February 3, issue; "Devolved SEND funding in FE a postcode lottery" in February 3, and "How to get buy-in for your behaviour policy" in January 27.

Several letters to the editor is presented in response to articles in previous issues including "Boycott Boost," "Not many points up north," in the April 3, 2010 issue and "Teaching in a secure unit," in the April 30, 2010 issue.

Several letters to the editor are presented in response to articles from previous issues including "Even if Sats go, accountability must stay" in the May 8, 2009 issue, "Science to be dropped as core primary subject" in the May 1, 2009 issue, and "Seven Habits of Highly Effective Teachers" in the May 8, 2009 issue.

Several letters to the editor are presented in response to articles in previous issues including "Tomorrow's primaries: 2 reviews, 1 debate," in the February 20, 2009 issue, an article about the Office of the Qualifications and Examinations Regulator legislation in the February 20, 2009 issue, and "Top civil servant tears into key school policies," in the February 13, 2009 issue.

Several letters to the editor are presented in response to articles including the European language bias in the September 2015 issue, the remarks of Ofsted inspector Michael Wilshaw, and the "Forget efficiency and prioritize pupils" in the October 2, 2015 issue.