They are based on the school’s moral code, which will inform its development. They are at the heart of many communities and belief systems. They will usually include: respect for self, respect for others and are related to Personal, Social, Health and Economic education (PSHE) and Citizenship Education. These four things should always be reflected in the working practices of the staff. Pupils and staff alike should carry them out in their day-to-day practice. * Children at the centre of everything – Children should be valued in the school and their culture, learning and development should be celebrated in a variety of ways.
* Working together – It should be clear that children should work together effectively to achieve part of the learning process and forming relationships with each other. * Attitudes of pupils and staff – There should be a positive atmosphere, demonstrated through the way in which pupils and staff take pride in their surroundings and where their learning takes place. * Community cohesions – This is the way in which the school develops links with external members of the community.
* Inclusive environment – A positive reinforcement of diversity and equal opportunities should be part of a schools commitment for a safe and secure learning environment for all pupils. 3. 2EVALUATE METHODS OF COMMUNICATING A SCHOOL’S ETHOS, MISSION, AIMS AND VALUES This should be communicated as much as possible. Some of the ways in which to do this Would be to put literature on the website as well as in the school. These sources will be where parents and others gain their first impressions. 4KNOW ABOUT THE LEGISLATION AFFECTING SCHOOLS 4.
1SUMMARISE THE LAWS AND CODES OF PRACTICE AFFECTING WORK IN SCHOOLS Schools have to operate under current legislation like any other organization. Some key Pieces of legislation are: * Data Protection Act 1998 * UN Convention on Rights of the Child 1989 * Education Act 2002 * Children Act 2004 * Childcare Act 2006 * Freedom of information Act 2000 * Human Rights Act 1998 * Special Educational Needs (SEN) Code of Practice 2001 and Disability Discrimination Act 1995/2005 4. 2EXPLAIN HOW LEGISLATION AFFECTS HOW SCHOOLS WORK THE DATA PROTECTION ACT 1998.
Means that schools need to keep and use information only for the purpose for which it was intended. It also needs to be kept securely on site. Anything needing updating should be done on the school premises only. All information about pupils should be considered confidential, it should not be shared with others, unless parental consent is given, i. e. if you were working as a support assistant you share only necessary information. THE UN CONVENTION ON RIGHTS OF THE CHILD 1989 There are 54 articles included, those which directly relate to the schools are as follows:
* Article 2 – Children have the right to protection from any form of discrimination. * Article 3 – the best interest of the child is the primary consideration. * Article 12 – children are entitled to express their views – which should be given consideration in keeping with the child’s age and maturity. * Article 13 – Children have the right to receive and share information as long as it is not damaging to others * Article 14 – Children have the right to freedom of religion, although they should also be free to examine their beliefs.
* Article 28 – all children have an equal right to education * Article 29 – children’s education should develop each child’s personality, talents and abilities to the fullest. They should also learn to live peacefully and respect the environment and other people. EDUCATION ACT 2002 This bought in several changes to school regulations, staffing and governance. This means that the school is required to work alongside other community-based organisations and develop links and a shared sense of belonging, while valuing he contributions of different individuals and communities.
CHILDRENS ACT 2004 AND CHILDCARE ACT 2006 This came along with the Every Child Matters framework and has a huge impact on the way in which schools address issues or care, welfare or discipline. It took its route from the Victoria Climbe case in conjunction with joint requirements i. e. the social services and the health authority. There are five basic outcomes and these are: * Improve the well-being for young children and reduce inequalities * Ensure there is sufficient childcare to enable parents to work * Provide information to parents about childcare
* Ensure that local childcare providers are trained * Introduce the Early Years Foundation Stage for the under 5’s * Reform the regulation system for childcare, with two new registers of childcare providers. To be run by Ofsted. FREEDOM OF INFORMATION ACT 2000 This promotes transparency and accountability in the public sector; this means that information can be sought at anytime from the past. Any person may request information from the school, although this has to be requested in writing. Schools have a duty to provide assistance and advice to anyone requesting the information.
However, certain information has to be protected which may be confidential. HUMAN RIGHTS ACT 1998 This ensures that all children have the same entitlements to education. Some of the articles, which have a direct link to the school provision, are: * Article 2 of Part 2 – The First Protocol – the right to education (although this does not give one the right to go to a particular school) * Article 8 – the right to respect for private and family life * Article 10 – the right to freedom of expression.
Restraint of pupils is permitted under the Act, to protect the rights of others or to prevent crime or injury. However, a school does have a policy on this. THE SPECIAL EDUCATIONAL NEEDS (SEN) CODE OF PRACTICE 2001 AND DISABILITY DISCRIMNATION ACT 1995/2005 Children with a disability or special need have the right to learn in a mainstream environment. Schools should be able to manage children with a more diverse range of needs. This means more children are integrated into mainstream schools, which has a positive effect.
The Disability Discrimination Act has meant that every school built now must have provisions for pupils with disabilities – for example they should have ramps, lifts and disabled toilets. Existing schools do not need to do this unless they have modifications to the buildings, such as extension blocks. The Act also ensures that pupils should not be excluded from any aspect of school life due to disabilities, for example school trips. 4. 3EXPLAIN HOW THE ROLES OF REGULATORY BODIES RELEVEANT TO THE EDUCATION SECTOR WHICH EXIST TO MONITOR AND ENFORCE THE LEGISLATIVE FRAMEWORK, INCLUDING:
* GENERAL BODIES SUCH AS THE HEALTH AND SAFETY EXECUTIVE This provides guidance and monitors the legislative framework for all organizations, whether these are industrial, business or education based. Schools are required to comply with the Health and Safety at Work Act (1974). It depends on the school how this is done and it is required to: * Carry out risk assessments and appropriate measures put in place in new situations or those which may pose a risk to adults or children i. e. like on a school trip. * Complete and hold appropriate paperwork (accident recording for example), which can be requested for by the Act.
* Have a school health and safety policy and alert all staff to this. * SCHOOL SPECIFIC REGULATORY BODIES Ofsted was bought in to regulate and inspect the provision and education of children and young people and report their findings. All registered teachers are required to be members of the GTC, its functions are that of a regulatory role of the teaching profession. There is a Code of Conduct that all teachers are required to adhere to. The Independent Schools Council exists to provide information on independent schools, and also to inspect and regulate them.