Schools as organisations
Schools as organisations
1.2 Summarise entitlement and provision for early years education. Although there are many children that start nursery, attending play groups, or interacting and playing with other children whilst being looked after by child-minders at a very young age, there are other that don’t. In England, the government entitles and provides 3 and 4 year old children with a free part time early years education of up to 12.5 hours per week for 38 weeks of the year as part of the Every Child Matters agenda and the Childcare Act 2006, in order to support families and very young children’s learning before reaching school age. The early years education is based on learning through play following the EYFS (Early Years Foundation Stage ) framework.
1.3 Explain the characteristics of the different types of schools in relation to educational stage(s) and school governance. Community schools, Foundation and Trust schools, Voluntary schools, and Specialists schools are the four main types of schools in relation to educational stage(s) and school governance. These are known as maintained schools, they are funded by local authorities and they have to follow the National Curriculum. Here are some characteristics of each of these schools:
Community schools: The local authorities own and run them. They determine the admissions policy and provide with support services which also help these schools through looking to develop links with the local community as well as develop the use of school’s facilities by sometimes providing with adult education or childcare classes delivered by local groups. Voluntary schools: There are two types of voluntary schools; voluntary-aided and voluntary-controlled. They are both mainly religious or “faith” schools and are owned by a religious organisation or charity. The voluntary-controlled schools are run and funded by the local authority which also provides support services. The voluntary-aided schools are run by their own governing body and are funded partly by the charity, governing body, and partly by the local education authority, which also provides support services. Foundation and Trust schools: Foundation schools are owned and run by their own governing body or by a charitable foundation.
A Trust school, even though it is a type of foundation school, and made by the governing body in consultation with parents, will work in partnership with an outsider, such as a business, to form a charitable Trust. These schools have to buy in any support services needed. Specialists schools: These schools are usually secondary schools which receive additional government funding for applying for specialist status in order to develop one or two subject specialisms, such as Art or a SEN’s (Special Educational Needs) subject specialism in special schools for example.
1.3 Explain the post-16 options for young people and adults. The options for young people and adults once they have completed the compulsory education are many, and depending on whether learners decide to leave school and start employment or to continue with their studies. Here are some options where they could choose from:
Continue with studies:
Sixth form- offers A Level qualifications in schools or sixth form colleges. Further Education Colleges- offer many different types of courses that can help in any stage of life,, from Level 1 courses to degrees, and professional qualifications. These may be completed by doing short courses, full-time or part-time courses. Apprenticeships with an employer-offer a way to gain knowledge, skills and qualifications while earning money. Voluntary work with training towards a qualification.
University Technical Colleges- offer academic and technical education related to specific job sectors. Studio Schools- offer learning through enterprise projects and working, to develop skillls for life and work.
Leave school and start employment
Find a job that provides training.
Find a job that doesn’t require training or qualification.
2.1 Explain the strategic purpose of:
-senior management team
-other statutory roles
-support staff roles
These are the members of state schools’ governing bodies. The governing body is a group formed by parent governors, school staff governors, support staff governors, local community governors, authority governors, foundation, partnership and sponsor governors. Their responsibilities are to run the schools raising the school standards. Their main duties are to set aims and objectives for the schools, and to adopt new policies and set targets for achieving those. Governors work in a voluntary basis.
Senior management team:
This is a team of more experienced staff working closely and meeting regularly to discuss any issues and to make decisions concerning the running of the school, its improvement plan, and how to pass the information on to teachers and support staff. The team members are the following: head teachers, deputy head teachers, assistant head teacher, early years co-ordinators, key stage co-ordinators or year group leaders, heads of department or subject area leaders (in secondary schools), and SENCO (Special Educational Needs Co-ordinators).
Other statutory roles eg. SENCO:
SENCO’s responsibilities are to monitor and manage effectively the provision for pupils with special educational needs. Their main roles are to advice and support practitioners working in the setting, to ensure that the individual education plans are appropriate and in place taking into account; the collected, recorded and updated individual and relevant background information about each pupil with special educational needs, and to ensure liaison with parents and other professionals in respect of these pupils.
Their roles are to plan, prepare and deliver lessons; according to and following the National Curriculum in order to meet the pupils’ individual needs, setting and marking work, providing pupils and their parents with one-to-one feedback on the work, and recording pupils’ individual learning and development.
Support Staff roles:
There are different types of support staff working within schools. Here are some of them and a short description of their roles: Administrative or office staff- who oversee processes and services supporting the whole school. Specialists or technical staff- who support specialist areas of teaching and learning. Teaching assistants- who work withing the classroom setting to provide support to teachers and pupils. Breakfast, after school, midday supervisors and catering staff- who are responsible for safeguarding the welfare of the pupils outside of the classrooms during breaks and after school. Individual support assistants for SEN children- who safeguards the welfare and supports the learning and development of pupils with special educational needs. Site staff-who are responsible to ensure that the school premises are clean, safe and secure.
2.2 Explain the roles of external professionals who may work with a school. Schools work in partnership with a big range of external agencies or/and professionals such as OFSTED, counselors, specialist teachers, educational psychologists, SENCO, social workers, speech and language therapists, and many others. The roles of speech and language therapists, for example, are to work with pupils and support them with communication, language or/and speech problems. Some children have understanding difficulties, find it hard to express themselves, communicate and socialise with other children/adults appropriately. In these cases, the speech and language therapists will go to the schools to work closely and individually with these pupils.