CLASS SIZES. "I would like to see a smaller pupil:teacher ratio of no more than 26:1. But, and this is a big but, ratios are not the real issue. What's more important is how much support teachers get in the classroom. The only way to raise standards is to employ professionally trained teacher support. The days with only the teacher and the class are over."
Sue Aldridge, Southwark primary school, Nottingham "Large class sizes have been a problem for years, and there are all sorts of creative ways in which schools learnt to deal with them. Schools will no longer be able to choose themselves where to put their resources or where to have the smallest classes. I think the impact on LEAs and schools hasn't really been worked out."
Stuart Moore, senior primary adviser, Leeds HELP SQUADS
"We all need help with our jobs at some stage, but, rather than throwing out the LEA, I think it is best to get it from somebody who knows the area and the ways in which you need help."
Steve Belbin, Dallas Road primary school, Lancaster GM STATUS
"There is apprehension, as there always is with a major change, but certainly not fear. The Bill is moving all schools towards the ideas of GM and is certainly not looking back to the days when LEAs had greater control overthem. "
Tom Hudson, Brinkley Grove primary school, Colchester "We have flourished under GM and we have enjoyed the autonomy. But with budgets being delegated ever more to schools, I don't think the ending of GM will make much difference to us."
Jim Shovelin, Northwick Park junior school, Canvey Island INDEPENDENTS
"We breathed a sigh of relief that our status as a charitable institution is to be preserved. Collaborating with local schools is something we have been doing for many years and we are hoping to offer any member of the community use of our new sports and performing arts centre."
Martin Horrox, The King's School, Ely, Cambridgeshire "We were worried about our charitable status, so we are pleased that the Government is looking for partnership rather than confrontation."
Dr Geoffrey Chapman, Queen Margaret's School, York.