ABSTRACT
This chapter examines the manner in which working relationships between LEAs, governing bodies, schools and parents have changed as a consequence of government legislation. Three models of accountability are examined: firstly, the traditional perspective with the LEA as the all embracing power, with parents being an after-thought for schools and governing bodies. This is followed by a description of the present transitionary position where all concerned are readjusting to either their increased or decreased powers. Finally, a third model is explored which meets with cross-party political support, that sees parents in a position hardly imaginable a generation ago.
