Discribe_the_Role_of_the_National_Policies_Relating_to_Children_and_Young_People

Norfolk Adult Education City & guilds 5329 – Supporting Teaching and Learning Unit 205 schools as organisations Learning Outcome 2. Know how schools are organised in terms of roles and responsibilities worksheet 2 External professionals | Roles, Responsibilities, and impact on the work of schools | Assessment criteria | School nurse | Provide a variety of services such as providing health and sex education within schools, carrying out developmental screening, undertaking health interviews and administering immunisation programmes. School nurses can be employed either by the local health authority, primary care trust, community trust or sometimes by the school directly. | 2.2 6.3 | School dentist | Will go into local schools and talk to children about the importance of cleaning their teeth and how to clean them. | 2.2 6.3 | connexions | Help 14yr-19yr olds to find further qualifications and will talk to them about job decisions and what they need to do to get them. They also help with collage forms. | 2.2 6.3 | Youth service | Help with out of school hours activities e.g. breakfast clubs, arts and craft, youth clubs and football teams. These will all happen before and after school, school holidays and sometimes weekends. Some will also pick your child up and take them to the club | 2.2 6.3 | Working with local police | The police will come in to local schools and talk to pupils about the dangers of the outside world. e.g. Talking to strangers, internet security and road safety. | 2.2 6.3 | Youth offending team | Youth Offending Teams engage in a wide variety of work with young offenders (those under 18) in order to achieve their aims. Youth Offending Teams engage young offenders in a wide range of tasks designed to put something positive back into the local community through unpaid activities, as well as preventing them from re-offending. | 2.2 6.3 | Candidate Signature Date Assessor signature Date Norfolk Adult Education City & Guide 5329 – supporting Teaching and Learning Unit 205- Schools as organisations Learning Outcome 1: Know the different types of schools in educations sector. Worksheet 1 Different types of school | Characteristics of this type of school | Assessment criteria | Primary (Infants & Junior):Secondary; Or three tier First school:Middle school:Upper School | 4 – 11 yrs, compulsory, State funded11 – 16 yrs, compulsory , State funded8 - 13 yrs , compulsory, co –educational, mixed ability, State funded14 – 18yrs , 14- 16 yrs compulsory, 16-18 yrs voluntary , state funded | 1.1 | Pre-Preparatory School: | 3 - 7 yrs , mixed ability , mostly co-educational, fee-paying | | Preparatory School: | 7 - 11 yrs , mixed ability , mostly co-educational, fee-paying | | Public School (single Sex): | 11 – 16 yrs, compulsory , 16 – 18 yrs voluntary , mixed ability, single sex or co-educational , fee paying | | Independent Grammar School: | 11 – 16 yrs compulsory , 16 – 18 yrs voluntary , higher ability , co – educational , single sex , state funded or fee paying | | Candidate Signature: Date: Assessor Signature: Date: Norfolk Adult Education City & Guilds 5329- supporting Teaching and Learning Unit 205- Schools as organisations Learning outcome 1: Know the different types of schools in the education sector. Main types of state school; | Characteristics of this type of school | Assessment criteria | Community Schools: | The term ‘community school’ refers to types of publicly funded school in England, Wales and Ireland. They tend to be secondary schools. | 1.1 | Foundation and Trust Schools: | All community schools – primary, secondary and special - have the option to investigate foundation status. This leads to a change in governance of the school such that the governing body:•Becomes the employer of the school staff •Becomes the admissions authority for the school within the requirements of the school admissions code •Takes on ownership of the school’s land and assets Foundation schools remain local authority maintained schools | | Voluntary-aided schools: | Usually a church school which is ‘aided’ by the local authority e.g the church and LA will appoint the Head-teacher. The church helps to finance the school and has a greater membership on the governing body and worship & ethos reflects the religious aspect | | Voluntary-controlled school. | Usually a church school which is ‘controlled’ by the local authority e.g the church and LA will appoint the Head-teacher. There are Foundation Governors on the governing body and worship & ethos reflects the religious aspect | | Candidate Signature: Date: Assessor Signature: Date: Norfolk Adult Education City & Guilds 5329- supporting Teaching and Learning Unit 205- Schools as organisations Learning Outcome 2. Know how schools are organised in terms of roles and responsibilities Worksheet 2 Job title | Roles and Responsibilities | Assessment Criteria | School Governors | In charge of the whole school.setting targets for pupil achievementmanaging the school's financesmaking sure the curriculum is balanced and broadly basedappointing staffReviewing staff performance and pay. | 2.1 | Senior Leadership Team | As members of the SLT, senior school leaders make a major contribution to the school’s strategic plan and target setting. They also have considerable budgetary responsibility and are expected to play their part in ensuring school resources are used wisely and well.Working directly with the head teacher, they have responsibility for whole school performance in addition to being accountable for the performance of staff reporting directly to them. As with the head teacher, their focus is on continuous improvement of teaching, learning and pupil achievement. | 2.1 | Candidate Signature: Date: Assessor Signature: Date: Norfolk Adult Education City & Guilds 5329- supporting Teaching and Learning Unit 205- Schools as organisations Learning Outcome 2. Know how schools are organised in terms of roles and responsibilities Worksheet 2 Job title | Roles and Responsibilities | Assessment Criteria | SENCO | Special Educational Needs Co-ordinatorSenior Management TeamManages SEN in the school – including staffLiaises with outside agenciesManages Individual Education or Behaviour PlansArranges review meetings | 2.1 | Class teacher | Plans, teaches and assesses children in line with National CurriculumHas pastoral dutiesLiaises with parentsReports to SMT | 2.1 | Candidate Signature: Date: Assessor Signature: Date: Norfolk Adult Education City & guilds 5329 – Supporting Teaching and Learning Unit 205 schools as organisations Learning Outcome 2. Know how schools are organised in terms of roles and responsibilities worksheet 2 Support staff | Roles and Responsibilities | Assessment Criteria | caretaker | Is in charge of the maintenance and cleanliness of the schoolReports to the SMTMay be line – manager of other staffMay oversee lettings to other agencies who use the school | 2.1 | MSA | Midday Supervisory AssistantReports to SMTEnsures the well being of children during the lunch breakMay serve lunchesMay set out lunch time furniture | 2.1 | Teaching Assistant | 1.Support for the SchoolHelp to look after and maintain equipment, Clean & tidy stock cupboards, Be a good ambassador. 2. Support for the teacherKeeping children on task, Supervise small groups , Do the little jobs so the teacher has all their time to teach, Take money for lunch or trips.3. Support for the pupilHelp settle upset children, Accompanying children on visits, make sure all book bags have had what needs to be taken out of it. | 2.1 | Candidate Signature: Date: Assessor Signature: Date: Norfolk Adult Education City & guilds 5329 – Supporting Teaching and Learning Unit 205 schools as organisations Learning Outcome 2. Know how schools are organised in terms of roles and responsibilities worksheet 2 External professionals | Roles, Responsibilities and impact on the work of schools | Assessment Criteria | Learning support service | Supports Council in meeting its statutory responsibilities for Special Educational Needs as part of a multi disciplinary team including health, education and social services. Each member has experience and a qualification in one or more areas of Special Educational Needs These areas include: Hearing Impairment, Visual Impairment, Speech, Language and Communication Difficulties, Dyslexia, Severe Learning Difficulties and Autism. One member also works with pre school placements and supports the transition process into school. | 2.2 6.3 | Language support service | Work with schools to identify school strengths and highlight areas of improvement in EAL provision and to promote the inclusion of BME and EAL learners.  Also aim to develop staff confidence in delivering mainstream support for EAL learners and other vulnerable groups by contributing to strategic whole school approaches also help pupils whom English is an additional language. | 2.2 6.3 | Behaviour support service | Support for staff in schools, Support for children experiencing difficulty in managing their behaviour, Development of inclusive approaches, Raising the educational achievement of pupils with social, emotional and behavioural difficulties, Early identification and intervention, Support in lessons, Observation and discussion with, and advice to teachers. | 2.2 6.3 | Educational Welfare officer | Has a legal responsibility to monitor school attendance and consider court action against parents whose children do not attend school regularly. | 2.2 6.3 | Candidate Signature: Date: Assessor Signature: Date: Norfolk Adult Education City & guilds 5329 – Supporting Teaching and Learning Unit 205 schools as organisations Learning Outcome 2. Know how schools are organised in terms of roles and responsibilities worksheet 2 External professionals | Roles, Responsibilities and impact on the work of schools | Assessment Criteria | Educational Psychologist | An educational psychologist is concerned with helping children or young people who are experiencing problems within an educational setting with the aim of enhancing their learning. Challenges may include social or emotional problems or learning difficulties. Work is with individual clients or groups; advising teachers, parents, social workers and other professionals. | 2.26.3 | Physical/speech/sensory Service | Uses specialist knowledge to support pre-school and school age children and young people with physical, hearing, speech or vision impairment throughout their education. We also provide support for their parents or carers, and their teachers and education support staff. | 2.26.3 | Library Service | Borrow books free of charge for educational and personal use and also help people find the information they are looking for. Some libraries also offer free internet to people who do not have the use of the internet at home. | 2.26.3 | Occupational Service | The primary role of Occupational Therapy is that of enabling occupation. Occupation for children includes play, access to the national curriculum, building relationships and learning to do things for themselves in terms of their personal care etc. | 2.26.3 | Candidate Signature: Date: Assessor Signature: Date: Norfolk Adult Education City & Guilds 5329- supporting Teaching and Learning Unit 205- Schools as organisations Learning outcome 1: Know the different types of schools in the education sector. Different Types of School | Characteristics of this type of school | Assessment Criteria | Special schools | These cater for students with learning difficulties, physical disabilities or behaviour problems.Have a higher teacher to pupil ratio (6:1), follow Individual Education Programme (IEP). | 1.2 | Special units | These are usually within schools.Providing a service for pupils with special educational needs. | | Pupil referral units (PRUs) | DFE registered, managed by local authorities.Support a wide range of school aged children in a mixture of public units or/and privately managed companies for those students that can’t be educated in mainstream or special schools. | | Candidate Signature: Date: Assessor Signature: Date: Norfolk Adult Education City & Guilds 5329- supporting Teaching and Learning Unit 205- Schools as organisations Learning outcome 1: Know the different types of schools in the education sector. Schools with a difference: | Characteristics of this type of school | Assessment Criteria | City Academy | Is a performing art school. | 1.11.2 | City Technology College | State funded all ability secondary school.Independent of local authority control. | | Grammar schools | 11-16 compulsory 16-18 voluntarily. Higher ability. Co-educational/single sex. State funded | | Fresh start schools | Schools that have closed and then re-opened on the same site. | | Federation schools | Schools that share a governing body. Sustain their separate legal status. | | Leading Edge Schools | Organised by the department of children, schools and families. Designed to enable high performing schools to share their expertise with other local schools. | | Specialist schools | Government initiative to specialise in certain areas of the curriculum. | | Schools with a difference: | Characteristics of this type of school | Assessment Criteria | Beacon School | Was a government designation awarded to outstanding primary and secondary schools' Identified schools that were examples of good practice and funded those schools to enable them to build partnerships with each other and share effective practise with other schools.This scheme has been replaced by the specialist schools programme from secondary schools, which includes new initiatives such as the Leading Edge Partnership programme. At primary school level, Primary Strategy Learning Networks (PSLNs) are being created to encourage co-operation between schools. | | Candidate Signature: Date: Assessor Signature: Date: