Schools as Organisations
Schools as Organisations
Do not have to follow National Curriculum Funded by the government but not run by the local council. They have more control over how they do things. All-ability schools, so cannot use academic selection processes like a grammar school. They can set their own pay and conditions for staff. Length of school terms and the school day can be changed Free Schools are run by not-for-profit groups, eg: •charities •universities •independent schools •community and faith groups •teachers •parents •businesses Independently funded by fees paid by parents and income from investments, gifts and charitable endowments.
Do not have to follow the National Curriculum. Can choose own admissions – Head Teacher and Governors can decide. Task BComplete question and table Complete answers to the following: Describe what each of the following do within a school. RoleResponsibility School governors Governors serve for 4 years. They work with the Head Teacher to make decisions on how the school will operate. They have legal duties, powers and responsibilities. They have to work together and cannot act individually. They approve what is taught in school, they set standards of behaviour, interview and select staff and also monitor and set the school budget.
Governors also deal with complaints Head teacher internal organisation, management and control of the school. Advising on and implementing the governing body’s strategic framework. The Head Teacher is responsible for safeguarding children’s welfare, the creation and maintenance of learning environment within and throughout school. They deal with any parental issues – good or bad. Staff behaviour will be overseen, managed and dealt with by the head teacher also staff cover – i. e. if staff are absent from teaching the Head Teacher will allocate cover. Work closely with governors and senior management team.
Senior management team SMT work closely with head teacher and is made up of experienced staff who have management positions, deputy head teacher, year group leaders, special educational needs coordinator and foundation stage leader. They will meet on a weekly basis and talk discuss matters that have arose and to make decisions regarding the running of the school. They then discuss how this information can be shared with teachers and support staff. Special needs co-ordinator (SENCO) Responsible for overseeing the provision for anyone that has special educational needs within the school.
The SENCO must share information with the parents of the child and any other professionals i. e. teachers who is directly involved with the welfare/education of the child. Make sure individual educational plan is in order. Make sure relevant background information is recorded and kept up to date Support staff T. A. VOLUNTEER CARETAKER LUNCHTIME SUPERVISOR INDIVIDUAL SUPPORT ASS. OFFICE STAFFThere are many different types of support staff as listed, which ever their particular role may be they all have one thing in common and that is the safety and welfare of the children.
Some of the duties are – Administer 1st aid, supervising children at lunchtime, security of the building, assisting the class teacher, correspondence between school and home. Complete the following table identifying five types of external professionals (ie. Someone not employed by the school) who may work with a school. Describe the role of each. Type of external professionalDescription of role 1. EDUCATION WELFARE OFFICERGenerally based within local authorities, they will visit schools and work closely with the Head Teacher monitoring pupil attendance, giving support in absenteeism.
When pupils are excluded they will support them on their return to school. 2. SPEECH AND LANGUAGE THERAPISTWork with children who have speech, language and communication problems (producing and understanding) 3. PHYSIOTHERAPIST May work with pupils outside of school but can be asked to attend meetings and discussions to support pupil progress. 4. SPECIALIAST TEACHERS Offer advice and support to pupils with various needs some of which can include – behavioural problems, social and communication needs (such as autism) and English as an additional language. 5.
SCHOOL IMPROVEMENT PARTNER Comes into school to offer advice and support the Head Teacher, 3 to 5 days of the year. They will have been in a senior advisory role in local authority and have experience of school leadership. Work alongside LEA. Look at ways to best develop the school. Task DComplete table You are required to identify six major pieces of legislation, codes of practice etc, which affect the work in schools. Describe how these promote achievement and wellbeing of the pupil’s. Legislation, codes of practice etcHow these promote achievement and wellbeing of pupil’s.
THE UN CONVENTION ON THE RIGHTS OF THE CHILD 1989Pupils are protected against discrimination. Personality, talent and abilities should be developed through education. Freedom of religion and to the right to express their own views are rights that every child has and should be respected. THE EDUCATION ACT 2002 Schools must work alongside community-based organisations – this is so that children from different backgrounds, religions, faiths and beliefs etc can be shown that despite their differences they have still got the same opportunities and work towards the same goals.
CHILDREN ACT 2004 duty to provide effective and accessible services for all children and covers the five Every Child Matters outcomes THE FREEDOM OF INFORMATION ACT 2000 A school has a duty to provide information (from the past), help or advice to anyone who requests it but in some cases there will be information that must be kept confidential. THE HUMAN RIGHTS ACT 1998 Individual rights – gives a person the right to take action against authorities when their rights have been affected and they have been unfairly treated Data Protection Act 1998.
Collects data in order to meet stat responsibilities for the provision of education to children. Some data shared with other agencies involved in the health and welfare of school children 2. Identify from the list of written policies prepared, which ones deal with the following: a)Staff HEALTH & SAFETY POLICY, E-SAFEGUARDING POLICY, DATA PROTECTION POLICY, ATTENDANCE & PUNCTUALITY POLICY, INDUCTION POLICY, INCLUSION POLICY, EQUAL OPPURTUNITIES POLICY, DISABILITY EQUALITY SCHEME, SEN POLICY, SAFEGUARDING POLICY, BEHAVIOUR: THE USE OF FORCE BY STAFF b)Pupil welfare.
HEALTH & SAFETY POLICY, E-SAFEGUARDING POLICY, DATA PROTECTION POLICY, ATTENDANCE & PUNCTUALITY POLICY, , INCLUSION POLICY, EQUAL OPPURTUNITIES POLICY, DISABILITY EQUALITY SCHEME, SEN POLICY, SAFEGUARDING POLICY Teaching and learning E-SAFEGUARDING POLICY, ATTENDANCE & PUNCTUALITY POLICY, , INCLUSION POLICY, EQUAL OPPURTUNITIES POLICY, DISABILITY EQUALITY SCHEME, SEN POLICY, SAFEGUARDING POLICY 3.
Explain, with examples, the difference between a policy and a procedure. Policies mirror the mission statements and objectives of a school where as procedures are the actual actions required and put into place by staff to achieve this.
While policies can be modified by management procedures are to be followed and adhered to. Eg. In my school Inclusion policy there is an introduction of the school beliefs and aims etc. but it also includes specific responsibilities for the Inclusion Governor, Head Teacher and all staff and procedures which must be followed to maintain an inclusive environment and what to do if they come across any kind of discrimination. 2. Complete the following table identifying four types of organisation which work with children and young people and describe how each of them might impact on the work of a school.
Type of organisationHow they impact on the work of a school 1. social services Link up with schools when information needs to be shared, will work with schools family worker or meet with teachers – this can have a positive impact for the school as it can provide information they are unaware of and could shed light on why a child may be having problems within school. 2. children’s services The Children’s Services are connected to ‘every child matters’ 5 outcomes which are in the Children’s Act 2004 and 2006.
The organisations which provide these services can be educational, social, health and more 3. youth services Youth services work closely with secondary schools and offer help and training to young people after the age of 14. 4. National Health Service Physiotherapists, occupational therapist and speech therapists are all professionals which can be employed by the NHS. The school nurse also can be employed by the NHS and they will come in on a yearly basis to do hearing tests and measure height etc – general health checks.
University/College: University of California
Type of paper: Thesis/Dissertation Chapter
Date: 18 October 2016
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