1.1. Identify the main types of state and independent schools. There are four types of mainstream state schools – these are funded by the local authorities which are maintained schools and follow the National Curriculum:- Community schools
Foundation and trust schools
1.2 Describe the characteristics of the different types of schools in relation to educational stage(s) and school governance Schools across England are funded and managed in different ways and will vary depending on the age of the child Community schools – run by the local authority, which employs school staff, owns the land and buildings, and sets the entrance criteria i.e. with admissions on catchment area Foundation and trust schools – these are run by a governing body which sets the entrance criteria. Land and buildings are either owned by the governing body or by a charitable foundation. Trust schools are similar but run with an outside body, usually a business or charity and these form an educational trust.
Voluntary schools – these are religious or faith schools and run as a foundation school i.e. with a governing body that employs staff and sets the entrance criteria. The buildings and land are usually owned by a charity, often the church Specialist schools- state secondary schools often specialise e.g. the Gilberd is a Mathematics and computer college. Independent schools
Academies – these are independently managed in partnership with a local authority and the government Department for Children, Schools and Families. 2.1 Describe roles and responsibilities of:
a) School governors
This is usually a team of people who have the responsibility of running the school – they will be made up of a variety of people who have links with the school and local community. We have at least a parent governor and a staff governor in addition to the Head Teacher. They contribute to setting the
aims and objectives, adopting new policies and setting of targets.
b) Senior Management Team
This team works closely with the Head Teacher to ensure curriculum and policies are delivered throughout the school – we have a Head of Maths, SENCO, head of Foundation, deputy head teacher. There are regular meetings to discuss issues and is based in accordance with the school improvement plan which is then communicated throughout the school to teachers and support staff
c) Other statutory roles e.g. SENCO
There are also required staff roles which are legally required to fulfil the staffing structure of the school. Apart from the head teacher and deputy, the two others are SENCOs and in primary schools, the Foundation Stage Manager. The SENCO is responsible for managing and monitoring the provision for those with special needs within the school – this includes risk assessments, liaising with other professional, IEP and keeping of records. Also reviewing is essential to the pupil’s progress for those on the Early Years or School Action and Action Plus The Foundation Stage Manager’s role is to ensure that it is being run in accordance with the statutory requirements of the Early Years Foundation Stage document. This includes observations, assessments and record keeping.
Teachers have the responsibility of planning and the preparation of lessons plans to ensure the curriculum is being followed in accordance with the pupils age, ability etc. which include all the subjects required by the National Curriculum.
e) Support Staff
The number of support staff in the schools is increasing – this is due to the additional funding by the government in relation to children’s needs, the support that teachers require in regards to delivering the lesson plans, midday assistants and catering team, administrative staff, site manager, HLTAs and so on. 2.2. Describe the roles of external professionals who may work with a school e.g. educational psychologist There are a huge range of external professionals who may work in the school on a regular basis – at our school I have knowledge of our play therapist and Speech and language support.
Meets on an individual basis under the guidance of SENCO with individuals that require support – this is to use play, advise on techniques etc. and help the pupil coupe more readily be it with anger, personal issues or problems at home Speech and Language Therapists
These professionals work with pupils with speech, language and communication problems – we have a close link with ACE at the primary care trust and help support teachers/support staff with skills to be able to support a child in the development and improvement with speech.
3.1 Define the managing of:
A purpose or intention; a desired outcome – in school this is likely that this would be based on the prospectus.
Principles or standards of behaviour; one’s judgment of what is important in life – in schools this would be based on the moral code
3.2 Describe with examples how schools may demonstrate and uphold their aims At Highwoods Community Primary School its statement is “LEARNING FOR LIFE”. The school values our children and believe they deserve to learn and achieve their full potential in a stimulating environment where they will thrive in this secure, happy and enjoyable school. The school should be the key to a successful and fulfilling life.
Successful, happy and independent children
To develop confident, independent and articulate children ensuring a strong sense of self fulfilment and high self-esteem
3.3. Describe with examples how schools may demonstrate and uphold their values These must be communicated as much as possible and shown on our website as well as within school – we often raise money for charities, work with Tesco’s, encourage parental support within the school and with the PTA we have the Christmas and summer fete. These give us opportunities to involve the local community.
4.1 Identify the laws and codes of practice affecting work in schools Schools are obliged to operate under current law and legislation – a majority of these are directly linked to the wellbeing and achievement of pupils:
The UN Convention on the Rights Of the Child 1989
The Education Act 2002
Children Act 2004 and 2006
The Freedom of Information Act 2000
The Human Rights ACT 1998
The Special Educational Needs (SEN) Code of Practice 2001 and the Disability Discrimination Act 1995/2005 Equality Act 2010
The Data Protection Act 1998
4.2. Describe how laws and codes of practice promote pupil wellbeing and achievemen
t Schools are like any other organisation and obliged to operate under current laws and legislation – most of these are linked to the well-being and achievements of pupils as listed above. This is why our school works how it does and reflects on the policies written.
School Policies at Highwoods Community Primary School
Able Talented and Gifted
Homework Policy 2013
Life at Highwoods
Monitoring and Evaluation
Charging & Remissions Policy
Attendance and Punctuality
5.1 Describe why schools have policies and procedures
All schools, like other organisations, are required to have a range of policies and procedures due to the legal requirement so that we meet current legislation. Also most importantly that parents, staff, governors and others that are involved work from a clear set of guidelines. Also that they are reviewed regularly – all our policies are listed above. These can be found on the website and all outline the purpose, aims and staff that are responsible. 5.2. Identify the policies and procedures schools may have relating to:
Performance management policy
b) Pupil Welfare
Child protection policy
Health and safety policy
Behaviour management policy
Personal, social and health education policy
c) Teaching and Learning
Early years policy
Teaching and learning policy
Planning and assessment policy
6.1 Identify the roles and responsibilities of national and local government for education policy and practice
The role of the Department for Education (DfE) is responsible for the education and children services – this includes the education policy which sets the National Curriculum and Early Years Foundation Stage which the school uses to operate.
This provides services to schools in the area regarding advice and support – it is responsible for providing accessible local services for: Staff training and development
Special education needs
School management issues
Development of school policies
6:2 describe the role of schools in national policies relating to children, young people and families
It is expected that the school demonstrates that it is working from the national policies that relate to children, young people and families. This is the very framework that the school us to develop its policies which are used to drive its aims and values.
6:3 describe the roles of other organisations working with children and young people and how these may impact on the work of schools
These in include:
Social services – they make a link with the school where it becomes necessary for them to share information or prepare for court hearings. They also liaise with SENCO to provide support and guidance.
Children’s Services – They are linked to Every Child Matters in addition to education, health, social services, early years and childcare.
National Health Service – this includes speech therapist, physiotherapist and occupational therapist