Schools as organisations
Schools as organisations
1. 1 There are several different types of schools, some are independent and some are state. Here I will try to identify them. Community schools are state run and can be either primary schools covering key stage 1 and 2 or secondary schools covering stage 3. Academies although state funded have their own governing body. These schools can be either primary covering stages 1 and 2 or secondary covering stage 3. Grammar schools are state run and are secondary schools covering key stage 3. Special schools are state run and are secondary schools covering key stage 3.
Boarding schools are independent schools which run all the way from age 5 to 18 covering key stages 1 2 and 3. Preparatory schools are independent schools which allow students to start at seven and stay on to 18 and cover key stage 1 2 and 3. Independent grammar schools are secondary schools and cover key stage 3 1. 2 There are several characteristics of these different types of school. State: State run grammar schools are only available to high achieving students. They are secondary schools which cater for children between the ages of 11-18 and they are government run.
They cover key stage 3. Academies, although state funded, have an independent governing body in the form of a sponsor, this is usually a business or religious group which gives the school the chance to choose their own curriculum. These schools can be either primary which would cater for ages 5 to 11or secondary schools with pupils aged 11 to 18. Primary school would cover key stage 1 and 2 and secondary school would cover key stage 3. Community schools are government run and they follow the national curriculum. They are available to all children.
They can either be, primary or secondary, so will either be 5-11 or 11-18. Community primary school would cover key stage 1 and 2 and community secondary school would cover key stage 3. Special school will specialise in one or two subjects but will still stick to the national curriculum. They are government funded and they are secondary schools for age 11-18. Special schools cover key stage 3. Independent: Boarding schools are independent schools which parents pay a fee for. Children stay at the school, full time, only going home at weekends or half term.
They cater for ages 5-18 and can choose their own curriculum. These schools cover key stages 1 2 and 3. Preparatory schools are independent schools which mean they can choose their own curriculum. Parents pay a yearly fee. The schools are available for children aged 7-18. These schools cover key stage 1 2 and 3. Independent grammar schools, although they are fee paying schools, are only available to high achievers. These are secondary schools which cater for ages 11-18. Grammar schools cover key stage 3. 2. 1 Roles and responsibilities of: School governors: The governing body are made up of the head teacher.
Parents and staff, local business people and other influential local people who may have a vested interest in the school, there are usually about 11 members. They are in charge of the school budget, personnel and finance and premise. They also help make policies and decisions on the curriculum. Head teacher: A head teacher is the most senior teacher in the school and works closely with the governing body to run the school. Although they rarely teach in the classroom they are in charge of choosing how the school teaches the curriculum. They are also responsible for staff management by evaluating staff regularly.
They also monitor pupil’s progress and are ultimately responsible for the school pupils and teachers Senior management team: This is made up of the deputy head and senior members of staff, including heads of years, since and the senior teachers, who work alongside the head. They meet up on a regular basis to discuss how the school is doing and what needs to be done to improve it. SENCO: SENCO stands for special education needs coordinator; they are a senior member of staff who is in charge of making sure children with statements get all the support that is required.
They also liaise with parents and other official bodies, regarding getting children assessed, if they feel they may have special needs. Teachers: Teachers are expected to teach the current national curriculum and they are expected to stay up to date with this. They are responsible for preparing lessons for the children and keeping a record of children’s progress. Teachers are expected to keep parents up to date with their child’s abilities and teach them at that level. They are also responsible for all other adults in their classroom.
Teaching assistants: to support the teacher during lessons and help prepare for them. They also keep teachers up to date with work they have been asked to do with the children I. e. reading. Also to assess work if they are asked to. 2. 2 There are several different types of external professionals who work within the school. Here are the main ones: Educational psychologist: Educational psychologists work closely with SENCO to evaluate pupils attending the school and help to decide what measures need to be taken to provide for their needs.
They also work with parents to explain what is going on and keep them up to date. Speech and language therapist: A speech and language therapist will help children with their communication and will provide extra support for children who have extra needs with their speech and language. Occupational therapist: Occupational therapists will work with children with physical disabilities to help them with all aspects of motor functional skills, to encourage them to achieve as much as they can physically.
Education welfare officer: These are people who deal with attendance and punctualities and will try to work with parents to resolve issues, they also deal with children who have been excluded to try and get them back into school. 3. 1 Aim: An aim is when you try to achieve a particular goal and set out to achieve this. 3. 2 Values: Values are a personal belief of what is right and wrong. A school’s aims are very important. The school I am volunteering in concentrates on two main things in their aims encouraging the children to enjoy learning and also making it one community. The school demonstrates this in many ways.
Every Friday there is a coffee morning, where parents are invited to share their views and hear all the news from the week. They also have regular assemblies to talk to the children so they understand what the school is trying to achieve. They also have a great website and newsletter which also demonstrates their aims. A school’s values are something that everyone within the school should share. A good way of getting this across to parents and children is to get them to sign a contract to say they agree, at the school I am volunteering in, they value pupils, respecting each other’s differences.
They also value a good lifelong learning ethic and a keen sense of community. The other ways they demonstrate this are through newsletters, parents handbooks, posters, notice board and parents meetings. 4. 1 Here are some laws and codes of practice that schools abide by. The Data Protection Act (1998) is in place to ensure that children’s personal information is kept confidential and only discussed when necessary. It also makes sure it is all up to date and correct.
The Disability Discrimination Act (2005) is in force, to make sure that children with special Educational needs and physically disabled children, have the right to attend mainstream schools and still get the amount of support they need. The Human Rights Act (1998) ensures that all children have the same opportunity to receive an education and to stop inequalities regardless of their background. The Children’s Act (2004) was brought in to make schools, social services and the department for education work together, to do more for pupil’s well being. It also works alongside every child matters.
Part of the act was every child matters. The Education Act (2004) requires schools to encourage communities to integrate more and also to work with other organisations, within the community, to bring people together. The Health and Safety at Work Act (1974) states that the school should take overall responsibility for health and safety, but staff should make sure that they also do all that they can, to make the school safe. The Equality Act (2010) affects schools by ensuring that regardless of gender, religious belief, race, disability, age or sexual orientation, people will all be treated the same.
Also that people will be entitled to privacy regarding their personal lives. Childcare Act (2006) this act was brought in to help working parents find childcare and also to offer all parents support and information on all aspects of childcare especially early years. 4. 2 Laws and codes of practice ensure that everyone has a clear guideline of what is expected of them. It also makes sure that all schools are safe and complying with current regulations which means the children are getting an up to date and valid education in a safe environment.
Laws and codes of practice are essential to making sure everyone is treated as equals and to make sure that all staff are vigilant in ensuring that children aren’t at risk at home or in school. For example the children’s act (2004) Makes sure that that the every child matters framework is abided by which in turn enables schools and outside bodies to work closely together to make sure a child has a stable school and home life which will encourage the child to thrive in a school environment with support from within and outside of the school. 5.
1 Schools have policies and procedures to let staff and pupils know what is expected of them, this helps the school work more efficiently and makes sure that all schools are working within current government guidelines and also that they stick to the legal requirements which must be met by all schools.
These are very important in schools and help to protect pupils, staff and parents alike. 5. 2 Here are some policies that may affect staff, pupil welfare, teaching and learning: Staff- Safer recruitment policy Equal opportunities policy Pay policy Pupil welfare-Safeguarding children policy Child protection policy Confidentiality policy Teaching and learning- Homework policy Early year’s policy Punctuality policy There are many different procedures into school; a good example of one is in relation to punctuality.
The school gives pupils a card when they are late, when they receive three, the parent is called in and the school explains why it is important to attend on time. If this does not work the family is then referred to the educational welfare officer, who then liaises with the families, to try to find a solution.
Policies and procedures are required by law to make sure all schools meet with current government approval. These are widely available in schools for parents who feel they may need them. They also help to ensure that all pupils are protected in schools from discrimination, bullying and abuse. 6. 1 National and local government play a very important role in education.
National government set out the laws and codes of practice which all schools must adhere to. They also set the national curriculum Another thing they do is try to find new ways of improving services relating to children under the five outcomes of every child matters.
Local government will have to have their own plan for schools in their area because although national government set guide lines the local authority will be expected to provide proof they have made their own decisions regarding curriculum in the local area. They provide staff training and advice for schools. Local authorities will also have an input into school policies and will oversee decisions made regarding curriculum. They also provide schools with extra services if they require them i. e. special teachers for children with special educational needs.
Local government is the link between national government and schools and are responsible for schools updated with changes in policies and any changes affecting them. 6. 2 Schools are required to work under national policies regarding children. They do this by liaising closely with the local authority to stay up to date with what is required of them. All schools alongside the government are taking more responsibility for pupil welfare by using the every child matters framework for five outcomes; the outcomes are be healthy, stay safe, enjoy and achieve, make a positive contribution and achieve economical wellbeing.
All schools are now including this in their policies. All policies schools use must be government approved there by all children will receive an equal chance at education and families will know about the support available to them. 6. 3 There are several organisations that work alongside schools they are as follows: Social services: Social services are usually involved with schools when a child is having problems at home, they will liaise with the school to share information that may benefit the Childs well being. It is good for schools to know what is happening in a Childs life away from school so they can offer support and monitor the child.
Children’s services: This covers a wide range of services including early years, childcare, advice groups for parents, education and playgroups. This is a service that is based on the five outcomes of every child matters and offers a good range of support for both children and parents. This helps the school by creating another support network for families. Youth services: Youth services are connected to secondary schools and offer advice and training to to over 14s, this is beneficial to schools as it gives pupils advice on a wide range of options for their future training and careers.
National Health Service: This offers services relating to physical well being; this includes eye tests and hearing tests for pupils. They also weigh children annually to see if they are the correct weight. Other services the NHS offer are speech therapy and physiotherapy. It is good for schools to encourage pupils to be physically healthy so it is important to have these services available to monitor the children’s general health. Bibliography Teaching assistants handbook level 2 Supporting teaching and learning in schools education. gov. uk Churchill gardens school literature.
Subject: School terminology,
University/College: University of Arkansas System
Type of paper: Thesis/Dissertation Chapter
Date: 18 October 2016
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