The relationship between the headteacher and the governors at two primary schools in east London are contrasted in this programme.
At Holy Trinity CE School in Richmond, chair of governors Harry James has a very hands-on approach. He's able to devote a significant amount of time to his role, allowing him to understand and support the school as it continues to improve.
At Godwin Junior School in Forest Gate the governors are less actively involved. They expect the acting headteacher to manage the school, and to only alert the governing body to problems as and when they arise.
But does a hands-off approach only work for Godwin because it is already a successful school? Would Holy Trinity's governors become less actively involved if the school improved?
