Schools as Organisations
Schools as Organisations
1. 1 Summarise entitlement and provisions for early years education As part of the every child matters agenda and the childcare act 2006, all children aged 3 and 4 are entitled to 15 hours free education for 38 weeks of the year in England. The government funds the local authority to ensure every child has the chance to receive up to two years of free education before reaching school age. The Early year’s provisions are about supporting very young children in schools and nurseries.
Key stage 1 curriculum is based on the EYFS (Early Years Foundation Stage) which is learning through play rather than a more formal education. The EYFS was introduced in England, September 2008. It sets out one standard framework for learning, development and care for all children from birth to the end of reception. Teachers are to take learning outside where possible and the child should be able to choose whether to learn inside or outside. 80% of learning should be through play, and around 20% of learning through adult taught sessions.
Allowing the children to self- select activities from within and outside the classroom encourages them to develop their autonomy. 1. 2 Explain the characteristics of the different types of schools in relation to educational stage(s) and school governance. There are four main types of mainstream schools which are all funded by the local authority and are known as maintained schools. There are also other types of schools which are not funded by the local education authority. Types of schools: Community schools Foundation and trust schools Voluntary schools.
Specialist schools Independent schools Academies Community schools: Community schools are ran and owned by the local authority, they support the schools to develop links with the local community and by providing support services. eg, allowing the school to be used for adult education or childcare classes on evenings. The local authority will also usually determine the admissions policy. Foundation and trust schools: Foundation schools are run by their own governing body, the schools land and buildings are owned by a governing body or a charitable foundation.
The governing body will determine the admissions policy in consultation with the local authority. A trust school which is a type of foundation school will form a charitable trust from an outside partner, such as a business. The schools have to buy in any support services. To become a trust school the decision is made by the governing body in consultation with the parents. Voluntary schools: There are two types of voluntary schools, Voluntary-aided and voluntary-controlled.
Voluntary-aided schools are mainly religious schools e. g.a catholic school, but anyone can apply for a place. They are partly funded by the governing body, a charity and the local education authority which provides support services. They are run by their own governing body, but the land and buildings are usually owned by a religious organisation or a charity. Voluntary-controlled are similar to voluntary aided but they are ran and owned by the local authority which provide the staff and support services. The land and buildings are often owned by a charity usually a religious organisation.
Specialist schools These are schools that can apply for a specialist status to develop one or two special subjects e. g. a sports/science college. They are usually secondary schools. They will receive additional government funding for doing this. Independent schools Independent schools of funded by fees paid by parents and income from investments, gifts and charitable endowments. They must have a charitable status to claim tax exemption. The admissions policy is determined by the head teacher and governors.
They have to register with the DFE so they can be monitored on a regular basis, this is usually by the ISI (independent schools inspectorate) rather than OFSTEAD as independent schools do not have to follow the national curriculum. Academies Academies are usually set up by business sponsors, but in2010 the government gave more opportunities for communities to become involved in giving schools academy status. Academies have more freedom than state schools and operate outside the Local Authority Framework. There are different types of academies which include: Sponsored academies Converter academies Free schools.
Studio schools University technical colleges Academies are different from others schools as they have the freedom to: Freedom from local authority control Ability to set pay and conditions for staff Freedom from following the national curriculum The ability to change the lengths and terms and school days Freedom to deploy the LACSEG 1. 3 Explain the post-16 options for young people and adults At age 16 school leavers have the choice to seek employment or continue in education. The government is currently focusing on and funding education for 14 to 19 years olds, likley making more opportunities available.
There main focus is on young people out of education and employment. The government guarentees by the end of september, that every young person leaving compulsary education will have a place in further learning. The ‘september guarentee’ was brought in 2007, but was later extended so that 17 year olds who had completed a short course or left an activity they started would have the opportunity to extend their learning. 2. 1 Explain the strategic purpose of; school governors senior management team other statutory roles e. g. SENCO teachers support staff roles.
School governors School governors is a team of 10-12 people thats responisbility is the running of the school. They are made up of different people who have links with the school and the community. There is a least; one parent govenor one staff govenor The head teacher Local authority govenor (appointed by the local authority) The govenors work closely with the head teacher and senior manegement team. They are based in different committees which are responsible for different areas of school management e. g. the school site, personnel issues or community cohesion.
They meet in these committees then report back to the full governing bodies. Thier main duties are to set aims and objectives for the school, to adopt new policies for achieving the aims and objectives and to set targets for achieving the aims and objectives. Senior managemnet team The senior management team are usually made up of experianced staff in management positions. In a primary this is usually the deputy head, year group leaders, SENCO and foundation stage leader. In secondary school there may also be group leaders and SENCOs, but also suject area leaders.
They all work closely with the headteacher, and usually meet up once a week to discuss issues that have come up and to make any nessasary dessions reguarding the running of the school or the implementation of the school improvement plan. They discuss how they are going to share this information with other teachers and support staff. Other statuary roles Legally required for staffing are other staff roles within the schools. There are two main other types which are SENCO and the foundation stage manager in primary schools. SENCO SENCO is responsible for managing and monitoring those with special education needs.
They monitor and review the provisions of pupils with special educational needs, making sure paperwork is in place for those who are on Action plus, School Action and Early Years of School. SENCO follow a code of practice to do some of the following Ensuring liaison with parents and other professionals in respect of children with special educational needs Advising and supporting other practitioners in the setting Ensuring that appropriate individual education plans are in place Ensuring that relevant background information about individual children with special educational needs is collected, recorded and updated.
SEN Code of practice 2001 : 4. 15 Foundation stage manager The Early Years Foundation Stage covers reception and nursery classes. The Early Years Foundation Stage must be run is accordance to the statuary requirements of the Early Years Foundation documents, the foundation stage manager must ensure this. They are responsible for making sure that observations, record keeping and assessments are up to date. As well as ensuring that all the staff in the Foundation Stage are trained in its implementation. Teachers.
All teachers have the same responsibility of planning and preparing of the curriculum for the pupils within their class. Primary school teachers are usually responsible for all subjects under the national curriculum. Teachers will usually be responsible for their own class but will also have other responsibilities in the school. They could be a member of senior management tea, or in a primary school it could be a subject area. In a smaller school with fewer teacher, the staff could be responsible for two or three subjects.
The local authority will arrange a subject leader forum and the teachers are expected to attend. They will also need to know about curriculum developments in their area and will need to feed back to all staff during meetings. Teachers will teach pupil in accordance to the pupils educational needs, they will also need to assess, record and report the development progress and attainment of all their pupils. The teacher will also have a duty to communicate and consult with their pupils, parents and guardians they will also need to communicate and co-operate with people outside of the school.
Support staff Within the school there are many different roles of support staff and the job description should reflect their particular role. Some types of support staff: Breakfast, after school or extended school staff Midday supervisors and catering staff office or administrative staff caretakers or site managers teaching assistants Individual support assistants for SEN children Specialist or technicians (e. g. in ICT) Learning mentors and parent support workers 2. 2 Explain the roles of external professionals who may work with a school e. g. Educational psycologist.
There is a huge range of external professionals who may work with a school on a regular basis these include: Education Welfare Officer, Educational Psychologist, Speech and Language Therapist, Special teachers, The school improvement partner and Physiotherapists/ occupational therapists. Education welfare officer (EWO) They will visit schools and work with the head teacher to monitor pupil attendance and to provide support to pupils and families of the absentees. They will also work alongside parents to support excluded pupils on their return to school.
Educational Psychologist They will support SENCO in providing assessments and observations to pupils who have come into the school year and plan the provisions for pupils who have additional needs. They may also lead meetings with parents and make recommendations for work with individual pupils. Speech and Language therapists They will work with pupils on speech, language and communication problems, in both producing and understanding language. There should be a number of STLs working in your local area who have links with the school and in some cases are based there.
However, most will work from an different location and will come into school to work with children, parents and teachers. Special teachers They may come into school to offer advice and support to pupils with a range of needs. These include behaviour support needs, social and communication needs such as autism and English as an additional language needs. The school improvement partner (SIP) They will come into the school to advice and support the head teacher for three to five days each year. They have previous experience of school leadership and/or have worked in a senior advisory role in a local authority.
They work alongside the local education authority and will support the head teacher in looking at ways of developing the school through both the school self evaluation and pupil progress and attainment. This means focusing not only on academic factors but through looking at extended school provision and liasion with parents. Physiotherapists/ Occupational therapists Physiotherapists work with a broad variety of physical problems. Occupational therapists work with individuals who suffer from mentally, physically, developmentally and/ or emotional disabling condition.
They often will work with pupils outside of school but also carry out physiotherapy on certain pupils within the school setting. And also come into schools for meetings and discussions to support the pupils progress. 3. 1 Explain how ethos mission, aims and values of a school may be reflected in working practices. A schools ethos should always be reflected in the working practices of the staff. The schools literature may set out very clear ethos, but it should be apparent from walking around the school that pupils and staff carry it out in their day-to-day practice.
Children at the centre of everything – children should be valued in the school and there should be a culture that their learning and development is celebrated in a variety of ways Working together – it should be clear pupils collaborate with one another effectively to achieve both as part of thr learning process and in forming relationships with others. Attitudes of pupils and staff – there should be a positive atmosphere in the school, demonstrated through the way in which pupils and staff take pride in their surroundings and in the way in which learning takes place.
Community cohesion – this is the way in which the school forms links with external members of the community and through partnerships with others to advance children’s learning. Inclusive environment – a positive recognition of the importance of diversity and equal opportunities should be part of the schools commitment to a safe and secure learning environment for all pupils. 3. 2 Evaluate methods of communicating a school’s ethos, missions, aims and values. The schools aims and values will need to be communicated as much as possible in school literature and on its website as well as in school.
This is because these sources will be where parents and others gain their first impressions. Within the school I am volunteering their aims and values are the opening paragraph in the school brochure. They give a warm and friendly welcome including some of the basic aims of the school. They re-enforce this on their website. If you were to take a child for a visit the friendly atmosphere and schools ethos are apparent I think this is particularly important because it follows what is communicated on the website and in the brochure.
These communication methods are effective as it is the main way people will evaluate the school, it also makes it easy to compare schools, especially to those with internet access. If you don’t have internet access you can easily request a brochure. 4. 1 Summarise the laws and codes of practice affecting work in schools Schools, as with any other organisation, are obliged to operate under current legislation. Some key pieces of legislation are Data protection act 1998 This means that schools need to keep and use information only for the purpose for which it was intended.
It also needs to be kept securly on site, either locked in filing cabnets or on password protected computers. You should only update any pupil informaion on site. All information about pupils are confidential and ensure you dont share anything without parental concent. You should take care to ensure that you only share nesassry information. 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 Disability Discrimination Act 1995/2005.
University/College: University of Arkansas System
Type of paper: Thesis/Dissertation Chapter
Date: 19 October 2016
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