Schools as Organisations Essay
Schools as Organisations
For little ones, early years education is vital as it allows parents and teachers to record their progress. There are many types of childcare to ensure this is possible. Such as nurseries and pre-schools. The best thing is these organisations provide free childcare, this is important because it means no child will go without. In September 2010, the hours of free entitlement were increased. This works as an advantage to both the parents and children in many ways. All children aged 3-4 years old in England have been granted free places in preschool settings since 2004.
The National Curriculum is a must for all schools which are state funded. However, it will vary according to the different key stages. Key stages 1-2 includes education in a more simple form. Key stages 3-4 encourage children to enlighten their level of understanding and broaden their horizons.
There are schools that are:
State-funded – a school whose budget comes from the public sector Independent- a school that is independent in its finance and government Community schools- a school controlled by the local council, and not defined by religion or business Voluntary (controlled and aided)- a school where a foundation/trust has a formal influence in the management Foundation/Trust schools- a state-funded school in which the governing body has a greater say in the management Special needs Schools- a school that caters for less able children Home-schools- home -tutoring
Free schools- a school set up by the community according to their needs
Each and every independent school must register with the DFE (department for education) under the Education Act 2002. Before a school begins to function and starts to admit pupils, applications of it being a new school must be made.
Upon completion of GCSE exams, sweet 16 year olds are faced with many choices. Post 16 and 17: Depending on their GCSE results, they can decide to continue in full time education such as A.S and A Levels in either sixth form or at another local college, they may enrol as an apprentice, start a short course that is of interest to them and which will qualify them with an NVQ or a diploma or some may find a job or go into training.
Post 18: Higher education will begin with a three-year bachelors degree. Postgraduate degrees such as a masters degree and doctorates may be pursued. Job opportunities will be available at any stage.
The governing body’s purpose is to work with the school. Governors do not get involved in the day to day running of the school unless something very important requires their attention. Governing bodies work as a team and are there to direct and keep to the target of the School.
The governing body’s main role is to help boost standards of achievement. They are accountable for the performance of the school so therefore they will overlook and review regularly. It is vital that they carry out their jobs effectively in the interest of pupils, staff and also how the school is portrayed to the parents and the community.
The senior management team also known as the SMT usually consists of the head teacher and the deputy head. They may make changes but they must generally ensure that the school is running smoothly on a day-to-day basis and it is doing its utmost for the children that attend.
The special educational needs co-ordinators (SENCO) have a number of varied duties that they are responsible for. Ensuring interaction with parents and other professionals. Also making sure that the necessary information that is required about every child with SEN is gathered, recorded and updated.
The SENCO takes charge in further assessment of a child’s exact strengths and weaknesses. Together with co-workers, they plan and discuss arrangements for future support for the child and continuously overlooking and later
reviewing the motions in progress.
The main focus of classroom teachers is on the planning, preparing and teaching to acquire particular student results. Additional duties and responsibilities to the school programme are given to the teacher as he or she acquires increased experience.
An important role is played by the school support staff with the likes of social workers, family liaison officers, guidance counsellors, school psychologists amongst many other support staff in the building, to ensure that the setting and surrounding the children are learning in, is both emotionally and physically safe.
There are many external agencies that play various roles in school settings to help advance education and allow pupils to feel comfortable where they are learning. Some of these external roles are played by, OFSTED professionals, NHS and Health services, Healthcare professionals and educational psychologists.
– OFSTED professionals come and inspect the arrangements of safeguarding and care within the setting. They make sure that the school is accommodating a healthy and safe environment for the children to learn in and are following the national curriculum. They also ensure that all the staff are advanced and are up to date with the current training.
– The NHS and Health services support and supply schools with knowledge and information about medical viruses and outbreaks such as measles.
– Healthcare professionals such as speech and language therapists work with individual children with developmental needs.
– During education, young people can experience problems, to help, educational psychologists are available. They approach the problem in different ways either by carrying out additional research or tailored advice. They also help with problematic behaviour and stress management.
The ethos, missions, aims and values of a school should be implemented by
the staff as well as the students. An optimistic and positive environment must be portrayed as soon as someone walks in the school. Respect, kindness and equality must be upheld. Every school has a mission, in my former school (Biddenham Upper School) the motto is ‘Success for all’ this is the core and main purpose of the school. The ethos of a school should be evident upon entering the school, a friendly, vibrant atmosphere will contribute to the ethos of a particular school. The aims of a school are set out in the prospectus and are a collaboration between what the head, parents and community wants to achieve. In Biddenham the headteacher emphasises that it is a school which values everyone highly. The values in a school are centred around respect for others as well as yourself. in the U.K. laws and codes of practice affect work in schools. These laws support the well being of individual children. They are codes of practice that ensure protection, safety and effective working practices. For eg;
Education Act 2011 – makes prearrangements for childcare and education, training and apprenticeships
UN Convention on the rights of the child 1989; This act is based on the rights such as survival and development of each and every child worldwide as agreed and promised by their government.
Data Protection Act 2003; ensures the confidentiality of personal data of all employees and children. It must not be misused by anyone for personal gain.Information and data that are gathered may only be used if the Act allows it.
– Disability Discrimination Act 2006; introduced to prevent and cease all discrimination against people with disabilities, racial discrimination and sexism.
– The Children’s Act 2004; introduced and implemented only in the United Kingdom to help local authorities and other organizations, in the best interests of children. It also aids in the best possible management of child-related crimes and crimes against children.
-Every Child Matters – government initiative launched in 2003
Other acts: Education and Inspection Act 2008, Childcare Act 2006, Special Educational Needs Code of Practise 2012, Human Rights Act 2004, Freedom of Information Act 2005, Equality Act 2010, School Standards and Framework Act 1998,
The previous legislations i have mentioned affect how schools work for the best interest of the children. For eg. due to the data protection act, schools can are required to keep all information secure and it can only be used according to what was originally agreed. Another eg. Is the disability discrimination act 1995 which will lead to disabled children not being discriminated against and which has also led to a rise in disabled children attending mainstream schools.
The Health and Safety executives (HSE) are U.K government bodies that ensure proper health and safety in the workforce as well as advice on health and safety issues and providing information on legislation. Their aim is to make sure that the educational professionals are prepared and are at hand when and if an emergency arises or a health and safety matter needs to be dealt with promptly. The HSE makes visits to schools for inspections to assess whether the school is appropriately providing suitable surroundings and grounds for the children to learn in.
School specific regulatory bodies such as OFSTED carry out inspections of educational facilities. This is done to prove that these facilities are meeting the laws and codes of practice in accordance to the legislation of the U.K. The individual OFSTED representatives will make their way around the entire school, gathering visual evidence as well as talking to students and teachers. After collecting all the information they require, the inspectors will then conclude and make a formal report, which will state the outcome of their opinion of the school. If the school doesn’t perform well, changes need to be made.
To protect the children and young people, policies and procedures are vital in a school setting. These are not only for children and young people but also for the adults that are working with them. It is mandatory for all
staff to have the knowledge of where the policies can be found in the school and become acquainted with them.
An anti bullying policy relates to staff, it will outline what a particular school will do to deter bullying, it entails how the school will discuss, monitor and deal with bullying. All parents/carers should receive this policy when their child enrols at the school. A pupil welfare policy will include a discipline policy: which will show that the school encourages positive behaviour which in turn provides opportunities for children to learn and nurture themselves. Teaching and learning policies will include curriculum policies, an early years policy, special educational needs policy, planning and assessment policy and marking policy. Equality, diversity and inclusion policy is set in place to ensure that all children, regardless of their background, abilities or disabilities, race or religious beliefs have equal access to the school and its curriculum as well as being treated equally. Parental engagement policies: parents and families play an important role in getting children to materialise their full potential into reality by helping them in their learning/developing within their own homes. By forming a link with the child’s school, parents can help to reinforce lessons that are learned at school.
The staff must familiarise themselves with the duties that they have committed themselves to. The school’s management team need to make sure that these policies are constantly overlooked and renewed. To keep a track on them they must be dated and updated, before being reviewed and approved by the governing body when it is drawn up for the final stage.
The local government sets the National Curriculum which is one of the most crucial work they carry out, amongst many other works such as staying safe and being healthy, gaining an economic well-being and making a positive contribution. As authoritative figures, they also provide research into programmes, to enhance education for children and young people as well as providing resources for education professionals.
The Local government have a range of duties to cover for schools in their own
area. The Local Education Authority (LEA) has the responsibility for encouraging community endurance, behaviour management, the advancement of school policies, the training and practice of staff and growth and special educational needs (SEN). When there are changes in the education policy, the LEA must notify the schools in their area and provide the training needed. The local authorities must verify their aims, visions and limits.
Policies regarding children, young people and their families must be in order and regularly updated in accordance to the law. The Every Child Matters structure has been applied for the development of schools. Schools must have their own policies set and must meet the standards of the national requirements. It is also obligatory to follow the LEA guidelines. If there are innovative ideas to help improve the national curriculum or policies then they are experimented with; some schools will be selected at random to put these new ideas to test. If it results in a positive outcome, then it will result in a new or improved policy.
There are many different organisations that work with children and young people, they work together and discuss their knowledge and experiences. After all the information is gathered they decide the most effective method to boost the learning experiences of children and young people. Links with Social Services will be established if the school stumbles upon information about any pupil or if it becomes a necessity to obtain further information. Children’s services work around the structure of Every Child Matters situations e.g. health, education, childcare, early years and Social services. Youth services work with children who are 14 years of age and above. There are many types of National Health services such as physiotherapists, speech and language therapist and occupational therapists who work in the secondary educational facilities. The NHS regularly promote health education and routine procedures.