Level_3_Diploma_in_Specialist_Support_for_Teaching_and_Learning_in_Schools_Assignment_–_Unit_302_Schools_as_Organisations

Level 3 Diploma in Specialist Support for Teaching and Learning in Schools Assignment – Unit 302 Schools as organisations (Also includes unit 306 1.1, unit 333 1.1) Summarise entitlement and provision for early years’ education (Refer to Childcare Act 2006 and Every Child matters) (1.1) From 0-5 years the framework of learning, development & care forms the Early Years Foundation Stage (EYFS), which has four guiding principles: • The Unique Child. Every Child is a competent learner from birth, who can be resilient, capable, confident and self-assured • Positive relationships. Children learn to be strong and independent from a base of loving and secure relationships with parents, carers and or a key person • Enabling environments. The environment plays a key role in supporting and extending children’s development and learning. • Learning and development. Children develop and learn in different ways and at different rates. All areas of learning and development are equally important and interconnected. In line with the Every Child Matters agenda and the Childcare Act of 2006 all children in England and Wales are entitled to free part time early year’s education between the ages of 3 and 4 which becomes effective the term after their 3rd birthday. This entitlement extends to 15 hours per week over 38 weeks per year and is funded by the Government for up to 2 years before a child joins school as a rising 5. Any additional hours required for individual children have to be contributed to by their parents or carers. Early years have to be fully inclusive & cater for the needs of all children including those with special educational needs. Parents may choose one of the following: Preschool Playgroup Private day nursery Child minder (belonging to registered child minder network) Maintained Nursery School Nursery or reception class in a primary or independent school. Sure-start where the majority of funded children went, this was run by the government sector... Extra funding can be applied for to support these children fully. The foundation curriculum is for children aged 3-5 years & therefore forms the children’s first year at school (reception). EYFS which came into effect in September 2008 sets out a standard framework from birth to the end of reception and aims to achieve the Every Child Matters outcomes and aims. Explain the post 16 options for young people and adults (1.3) In England, you must stay in some form of education or training until the end of the academic year when you turn 17, if you left year 11 in the summer of 2013. After you sit your final exams in Year 11 you will be required to continue your learning until you are aged 18. You will be able to choose from the following: •Apprenticeship – where you can earn and learn at the same time. •College – where a wide range of courses are offered, related to career aims. •School Sixth Form - either at your current school or move to another school. •Training – Providers run a range of programmes at all levels. You can take a job if the company employing you offers: •Training towards gaining an accredited qualification as part of an Apprenticeship or •Accredited learning alongside your work provided by the employer or the opportunity to enrol on an accredited programme for the equivalent of one day per week. You also have the option to become self-employed or take a voluntary job for 20 hours or more a week, but this will need to be combined with part-time education or training for one day per week. Vocational - work related that covers many areas of work. International Baccalaureate - prepares you for higher education. BTEC - helps you develop your personal skills for future learning or work. Art Foundation - aims to broaden your experience before going onto higher education. Apprenticeships Doing an Apprenticeship will mean working for an employer and learning while you earn. You can do an Apprenticeship at Level 2, equivalent to 5 good GCSEs or an Advanced Apprenticeship, equivalent to 2 A levels. You must be 16 years old, living in England and not in full time education. If you stay on at sixth form then part of the curriculum will include voluntary work in the community. Volunteering is a good way to get work experience related to your career aims Complete the following table (1.2) |Type of school: |Characteristics including school governance | | |Community schools are run by the local authority which owns the land and buildings and employs the staff. There is usually an | |Maintained: |entrance criteria such as catchment area to decide which children are eligible for a place. The category of community school was | |Community schools |introduced by the School Standards and Framework Act 1998 on 1 September 1999 to replace county schools. It is the standard type of | | |maintained school. There were 11,659 community schools on 1 January 2011. | | | | | |A community special school differs from a community school in that it caters solely for pupils with special educational needs. There| | |were 925 community special schools on 15 July 2011. | | | | | |Employer – local authority, although the governing body has actual responsibility. All teaching staff must be employed on statutory | | |terms and conditions. | | | | | |Admissions authority –. Must act in accordance with the Admissions Code and School Admission Appeals Code and the law relating to | | |admissions. Admission to a community special school is through a statement, except in cases of emergency placements as described in | | |Chapter 8 of the SEN Code of Practice. | | | | | |Owner of the land and buildings – local authority. | | | | | |Capital funding – delegated capital and local authority. | | | | | |Power to propose significant changes – the governing body may propose to enlarge the school or add a sixth form, and to change the | | |category of the school. Only the local authority may propose other prescribed alterations and closure. | | | | | |Governing body – has general responsibility for the conduct of the school with a view to promoting high standards of educational | | |achievement. It is a corporate body and receives the school’s delegated budget. The governing body is composed according to the | | |community school stakeholder model, with representatives from parents, staff, local authority and the community. | | |Foundation schools are run by a governing body which employs the staff and sets the entrance criteria. Land and buildings are owned | |Maintained: |either by the governing body or by a charitable foundation. Trust schools are similar, but run together with an outside body-usually| |Foundation and trust |a business or charity which has formed an educational trust. | |schools | | | |Foundation schools were introduced by the School Standards and Framework Act 1998 (SSFA) on 1 September 1999. Many are former | | |grant-maintained schools, a category abolished by the SSFA. A foundation school has more freedom than a community school in how it | | |is managed and with its admissions procedures. There were 1297 foundation schools on 1 January 2011. | | | | | |A foundation special school, of which there were 45 on 15 July 2011, differs in that it caters solely for pupils with special | | |educational needs and cannot be designated with a religious character. | | | | | |There are three kinds of foundation school: | | | | | |• those having a foundation established otherwise than under the School Standards and Framework Act 1998; | | | | | |• those belonging to a group of schools for which a foundation body acts (of which only one has been created); and | | | | | |• those without a foundation (includes many former grant-maintained schools). | | | | | |Foundation and foundation special schools with a foundation, are generally referred to as trust schools (unless they had a | | |foundation prior to the Education and Inspections Act 2006 and have not published proposals to acquire a foundation and/or a | | |majority of foundation governors on the school’s governing body). But this is not legislatively defined. | | | | | |The main purpose of the trust is to hold the land and assets on trust for the school, and to appoint either a minority or a majority| | |of foundation governors on the school’s governing body, dependent on the instrument of government. Trust schools where the | | |instrument of government provides for the majority of the governors on the governing body to be foundation governors, are also | | |referred to as “majority governance trust schools” and “qualifying foundation” schools. | | | | | |The trustees also have to ensure that the objects of the trust (e.g. to provide faith education) are upheld. | | | | | |Employer - governing body. All teaching staff must be employed on statutory terms and conditions. Where the school is designated | | |with a religious character, the governing body may select up to 20 per cent of teaching staff, including the head teacher, on the | | |basis of their fitness and competence to teach religious education. | | | | | |Admissions authority – governing body. Must act in accordance with the Admissions Code and School Admission Appeals Code and the law| | |relating to admissions. Where a trust school is designated with a religious character, the governing body may give priority to | | |pupils of the faith, although not all do. | | | | | |Trust faith schools are able to prioritise 100 per cent of their places on faith-based admissions criteria when they are | | |oversubscribed. If undersubscribed, they must admit all applicants. As prescribed in the admission arrangements regulations, the | | |admission authorities for all faith schools are required to consult the body or person representing their religion or religious | | |denomination about their admission arrangements. | | | | | |Admission to a foundation special school is through a statement, except in cases of emergency placements, which are described in | | |Chapter 8 of the SEN Code of Practice. | | | | | |Owner of the land and buildings – governing body or charitable foundation (if a trust school). For trust schools, the foundation | | |must be consulted before any changes can be made to the land or assets. The LA must be given notice of any intention to dispose of | | |non-playing field land, and reinvestment proposals. The LA can object to such proposals and claim a share of proceeds attributable | | |to public investment. The schools adjudicator determines such proposals where there is not local agreement. May only dispose of | | |playing fields with the Secretary of State’s consent. | | | | | |Capital funding – delegated capital and local authority. | | | | | |Power to propose significant changes – the governing body may publish any prescribed alteration or closure proposals for the school,| | |subject to seeking relevant permissions from trustees or religious authorities, if applicable. For example, under the Diocesan Board| | |of Education Measures, governing bodies of Church of England schools must first seek the consent of trustees before consulting on or| | |publishing prescribed alteration and closure proposals. The LA may only propose enlargement, addition of SEN provision, sixth form | | |provision, or closure. | | | | | |Religious character – less than 10 per cent of foundation and trust schools have a religious character. RE must be provided in | | |accordance with the locally agreed syllabus unless parents request denominational RE. Ofsted does not inspect RE; faith schools must| | |arrange their own ‘section 48’ inspection. | | | | | |Governing body – has general responsibility for the conduct of the school with a view to promoting high standards of educational | | |achievement. It is a corporate body, registered as a charity, and receives the school’s delegated budget. It is composed according | | |to the relevant foundation stakeholder model (without a trust; with a trust but a governing body minority; or with a trust and a | | |governing body majority), with representatives from parents, staff, local authority and the community. If it has a trust, it would | | |also have representatives of the foundation. | | | | | |Foundation governors, either a minority or a majority, are appointed by the school’s founding body, church or other organisation | | |named in the school’s instrument of government. If the school has no foundation (trust) or equivalent body, the foundation governors| | |(minority) are replaced by partnership governors appointed by the governing body after a nomination process | | |Voluntary aided schools are religious or faith schools. They have the | |Maintained: |Voluntary –aided schools are religious or faith schools. Just like foundation schools, the governing body employs the staff and sets| |Voluntary schools |the entrance criteria. School buildings and land are usually owned by a charity, often a church. Voluntary aided schools are a kind | | |of "maintained school", meaning that they receive all their running costs from central government via the local authority. They do | | |not charge fees to students, although parents are usually encouraged to pay a voluntary contribution towards the schools' | | |maintenance funds. | | | | | |In contrast to other types of maintained school, only 90% of the capital costs of a voluntary aided school are met by government. | | |The foundation contributes the remaining 10% of the capital costs, and many VA schools belong to Diocesan Maintenance Schemes to | | |help them to manage those costs. | | | | | |The foundation usually owns the school's land and buildings, although there are instances where VA schools use Local Authority land | | |and buildings. | | | | | |The foundation appoints a majority of the school governors. The governing body runs the school, employs the staff and decides the | | |school's admission arrangements, subject to rules imposed by central government. Pupils follow the National Curriculum, except that | | |faith schools may teach Religious Education according to their own faith. | | | | | |Within the maintained sector in England, approximately 22% of primary schools and 17% of secondary schools are voluntary aided, | | |including all of the Roman Catholic schools and the schools of non-Christian faiths. Almost all voluntary aided primary schools and | | |93% of voluntary aided secondary schools are linked to a religious body, usually either the Church of England or the Catholic | | |Church, with a minority of other faiths | | |In October 2010, Education Secretary Michael Gove announced that funding for the Specialist Schools Programme would cease from April| |Maintained: |2011 and the funding in future would be routed to schools through the Dedicated Schools Grant. | |Specialist schools | | | |Specialist Schools are state secondary schools that aim to be local centres of excellence in their chosen specialism, and which to | | |that end, benefitted from public funding under the "Specialist Schools Programme" and from private sector sponsorship. | | | | | |The Specialist Schools Programme proclaimed six objectives for schools: | | | | | |To extend the range of opportunities available to pupils which best meet their needs and interests | | |To raise standards of teaching and learning in the specialist subjects | | |To raise standards of achievement for all their pupils of all abilities | | |To develop within the schools characteristics which signal their changed identity and which reflect the school's aims | | |To benefit other schools and the wider community in the area ("extended provision") | | |To strengthen the links between schools and private and charitable sponsors | | | | | |Specialist status was available to any maintained secondary school, and the Labour Government frequently proclaimed its wish to see | | |all secondary schools become Specialist Schools in time. | | | | | |Bids for Specialist status were accepted by the Department for Education in March and November each year. There were ten specialist | | |areas: Arts, Business and Enterprise, Engineering, Humanities, Language, Mathematics and Computing, Music, Science, Sports and | | |Technology. A school could be Specialist in respect of a maximum of two of these areas, and had to apply separately for each | | |designation. | | | | | |The criteria a school must achieve to successfully bid for Specialist status were: present a four-year development plan, including | | |targets and performance indicators relating to provision, increased take-up of specialist courses and improved learning outcomes, | | |and to "extended provision"; to have raised £50,000 in private sector capital; and to demonstrate "at least reasonable" and | | |preferably sustained high levels of attainment by pupils in the subject area designated for specialisation | | | | | |Under the School Standards and Framework Act 1998, Specialist Schools were permitted to select up to 10 per cent of their pupil | | |intake on the basis of "aptitude" for the specialism subject. At the time, then Education Minister Stephen Byers distinguished | | |"aptitude" from ability by defining it as a question of potential rather than current capacity. | | | An independent school is a school that is independent in its finances and governance; it is not dependent upon national or local | |Independent schools |government for financing its operations, nor reliant on taxpayer contributions, and is instead funded by a combination of tuition | | |charges, gifts, and in some cases the investment yield of an endowment. It is governed by a board of directors that is elected by an| | |independent means and a system of governance that ensures its independent operation. It may receive government funds. However, its | | |board must be independent. | | | | | |The terms independent school and private school are often synonymous in popular usage outside the United Kingdom. Independent | | |schools may have a religious affiliation, but the more precise usage of the term excludes parochial and other schools if there is a | | |financial dependence upon or governance subordinate to outside organizations. These definitions generally apply equally to primary | | |education, secondary education, and tertiary education institutions. | | |Academies are independently managed schools set up by sponsors from business, faith or voluntary groups in partnership with the | |Academies |local authority and the government department for children, schools and families. | | | | | |An academy in the education system in England is a type of school that is independent of Local Education Authority control but is | | |publicly funded, with some private sponsorship. It is roughly equivalent to the American charter school. This type of school was | | |initiated in 2000 and known as a city academy for the first few years, but the term was changed to academy by an amendment in the | | |Education Act 2002. | | | | | |Academies are initially intended to address the problem of entrenched failure within English schools with low academic achievement, | | |or schools situated in communities with few or no academic aspirations. Often these schools have been placed in "special measures" | | |after an OFSTED inspection, a term denoting a school that is "failing or likely to fail to give its pupils an acceptable standard of| | |education". This situation changed dramatically when a new Conservative Government stopped funding for each Specialism [i.e. | | |Technology College Status] and meant that High Schools could have an average shortfall of £250K. The only way to possibly make up | | |this shortfall was to become an Academy and receive the full funding direct from government and hopefully buy back services at a | | |cheaper rate. This, along with some schools wanting more independence from LEA control, means that many state secondary schools in | | |England have now converted to academies, or are in the process of converting | | |Academies are established in a way that is intended to be "creative" and "innovative" in order to give those the freedoms considered| | |necessary to deal with the long-term issues they are intended to solve. Each academy has a private sponsor who can be an individual | | |(such as Sir David Garrard, who sponsors Business Academy Bexley) or an organisation (such as the United Learning Trust or Amey | | |plc). These sponsors are intended to bring "qualities of success" to academies, again to help them change the long-term trend of | | |failure in the schools they replace (known as predecessor schools). | | | | | |In return for an investment of 10% of the academy's capital costs (up to a maximum of £2m), the sponsor is able to influence the | | |process of establishing the school, including its curriculum, ethos, specialism and building (if a new one is being built). The | | |Department has recently become more flexible about the requirement for this financial investment in a move to encourage successful | | |existing schools and charities to become sponsors. The sponsor also has the power to appoint governors to the academy's governing | | |body. Academies typically replace one or more existing schools, but some are newly established. The remainder of the capital and | | |running costs are met by the state in the usual way for UK state schools through grants funded by the local authority. | | | | | |Academies are expected to follow a broad and balanced curriculum but with a particular focus on one or more areas. Current | | |specialisms include science; arts; business and enterprise; computing; engineering; maths and computing; modern foreign languages; | | |performing arts; sport; and technology. Academies can select up to 10% of pupils by aptitude for the school's specialism in a way | | |similar to specialist schools. Although academies are required to follow the national curriculum in the core subjects of maths, | | |English and science, they are otherwise free to innovate, although they still participate in the same Key Stage 3 and GCSE exams as | | |other English schools (which effectively means they teach a curriculum very similar to maintained schools, with small variations). | | | | | |In terms of their governance, academies are established as companies limited by guarantee with a governing body that acts as a | | |Trust. The governors also act as the Trust's Board of Directors (they are legally, but not financially, accountable for the | | |operation of the academy). The Trust serves as the legal entity which the school is part of, and the governing body oversees the | | |running of the school (although the day to day management of the school is, as in most schools, conducted by the principal and their| | |senior management team, who are appointed by the sponsor). | Complete the table with key stages, year group and relevant age of pupils |Primary | |Key Stage: | 1 | 2 | |Year: | 1 | 2 | 3 | 4 | 5 | 6 | |Age of pupils: | 5-6 | 6-7 | 7-8 | 8-9 | 9-10 | 10-11 | |Secondary | |Key Stage: | 3 | 4 | |Year: | 7 | 8 | 9 | 10 | 11 | |Age of pupils: | 11-12 | 12-13 | 13-14 | 14-15 | 15-16 | Complete the table explaining the strategic purpose of the staff identified. (2.1) |Job title: |Their strategic purpose: | |a) School governors |Governors are involved in appointing staff, setting targets, managing schools finances and review staff performance and | | |pay. Governors are the key strategic decision-making body in every school. It is their job to set the school’s strategic | | |framework. This includes ensuring the school has a long-term strategic vision – including for the type of school that will | | |offer them most opportunities. The governing body should agree the strategic priorities, aims and objectives for the school| | |and sign off the policies, plans and targets for how to achieve them. They should check on progress and review regularly | | |their strategic framework for the school in the light of that progress. | | | | | |Foundation governors, such as those appointed by a church or diocese, have a specific role in preserving and developing the| | |character of the school, including any religious character. They must also ensure the school is conducted in accordance | | |with the foundations’ governing documents, including any trust deed relating to the school. | |b) Senior management team | | | |Head teacher | | |Head teachers are tasked with a host of responsibilities. They are commonly seasoned teachers who have experience within | | |their school. They are selected for the job because they have a proven track record of educational effectiveness and | | |possess the leadership skills necessary to lead in building a better school. The duties of a head teacher extend far beyond| | |the walls of the classroom and include responsibilities that impact all members of the school community. They have overall | | |responsibility for the school, its staff, its pupils and the education they receive. | | | | | |Deputy head teacher | | | | | |Plays a major role in managing the school, particularly in the absence of the head teacher. Often responsible for a | | |curriculum area and/or specific areas of school management. Deputy head normally has their own class to teach as well. | | | | | |Assistant head teacher | | | | | |Usually only in larger primary schools. Supports the head and deputy head with the management of the school. | | | | | |Early years coordinator | | | | | |Responsible for children in the foundation stage, leading the foundation team of teachers, nursery nurses and teaching | | |assistants. | | | | | |Key stage coordinator | | | | | |Employed to lead and manage either Key Stage 1 or 2. They usually also have a class teaching commitment. | | | | | |Special educational needs coordinator | | | | | |Responsible for day-to-day provision for pupils with special educational needs. | | | | | |Subject leaders and curriculum coordinators | | | | | |Responsible for the leadership and management of a particular curriculum subject. Class teachers may be expected to accept | | |responsibility for an area of the curriculum as part of their normal professional duties. | | | | | |Classroom teachers | | | | | |Plan, prepare and deliver lessons to meet the needs of all pupils, setting and marking work and recording pupil development| | |as necessary. Includes advanced skills teachers and supply teachers. Often work in partnership with teaching assistants. | |c)SENCo |They are responsible for the day to day operation of the schools SEN policy, coordinating provisions for children with | | |special needs. This will involve performing assessments and putting in place the appropriate intervention, liaising with | | |the child’s parents, teachers and external agencies. | | | | | |Special Educational Needs Co-ordinators (SENCOs) play a vital role in leading the co-ordination of provision for children | | |and young people with SEN and/or disabilities in schools. The importance of SENCOs in schools has been reiterated in the | | |draft SEN code of Practice and the Children’s and Families Bill currently before parliament. | | | | | |Legislation introduced in 2008 prescribes the qualifications and experience a teacher should have to be designated a SENCO | | |and the governing bodies’ functions relating to the key responsibilities of the SENCO. | |d) Teachers |Roles and responsibilities include teaching the curriculum by planning, preparing and presenting lessons that cater for all| | |the needs of the ability range within the class. To provide assessments and recordings of pupils progress. To maintain | | |discipline and motivation. To provide feedback on progress to parents at parents evening. | | | | | |Planning | | |Wherever they are working, primary teachers are presented with a plan of what must be taught during the school year so each| | |student may proceed to the next stage of his education. Teachers must plan lessons to accommodate this curriculum and | | |implement these plans in the classroom environment. | | | | | |Accommodating Students | | |Students have different levels of ability. Some may excel at certain subjects but be weak at others. Part of the teachers' | | |role is to build lessons that reflect this and ensure that each student is given enough help to allow her to keep up with | | |the rest of the class. Teachers must also be aware of any cultural differences and incorporate this into their teaching. | | | | | |Development | | |As well as helping children to learn academic subjects such as math and science, a primary teacher has an equally important| | |role in nurturing a child's social and emotional development, particularly at a young age. Children are aided by their | | |teacher in learning about right and wrong and about how to play and interact with other children and adults. | | | | | |Discipline | | |A primary teacher must control her class, not only to ensure that all children have a fair chance to learn and are not | | |disrupted but to install in children a sense of the benefits of discipline. This may require punishment, such as detention,| | |as appropriate. | | | | | |Assessment | | |As the school year progresses, it is a vital duty of the teacher to monitor the learning achievements of each student and | | |decide which areas, if any, require further help or instruction. Depending upon the age level being taught, there may be | | |standardized exams for which students must prepare. So, each student's progress will need to be checked and recorded on a | | |regular basis, which will involve marking work and giving feedback to students. | | | | | |Parents | | |As well as recording a student's progress, the teacher must report to each child's parents to let them know how their child| | |is doing in class. The teacher must answer any concerns parents may have and seek to resolve any such issues as they arise.| |e) Support staff |Receptionist\Admin- | | |To act as a point of contact for all school enquiries either by telephone, email or face to face and contribute to the | | |smooth running of the school reception. | | |To help arrange any hospitality requirements and meeting room facilities as and when directed. | | |Locate pupils in lessons to pass on urgent messages from parents and/ or teaching staff. | | |To support other administration staff in checking daily registration of students on SIMs. | | |To support other admin staff in contacting parents / legal guardians regarding; truanting or excluded pupils; asking for | | |the collection of sick pupils on the behalf of other staff. | | |To type documentation as required. | | |To ensure that the reception area is kept tidy, informative and welcoming to visitors at all times. | | |To search information and data input information into school systems as required. | | |To photocopy documents and materials as directed. | | |To record and sign visitors and pupils in and out of the school. | | |Issue visitor passes where necessary. | | | | | |Midday Supervisors- | | | | | |Midday supervisors, sometimes called lunchtime supervisors or lunchtime assistants, look after the welfare of school pupils| | |during lunchtimes. | | |They have a range of duties and responsibilities, varying according to the type of school, which typically include: | | |•effective supervising pupils in the dining hall and other parts of the school | | |•helping pupils with a variety of tasks, such as cutting up their food and changing clothes | | |•cleaning up spillages and sickness | | |•helping to clear away food and stack tables and chairs after pupils have left the dining hall | | |•ensuring pupils keep out of areas that are out of bounds, and don't leave the school premises | | |•dealing with misbehaviour and reporting any problems they are unable to resolve to the duty teacher or head teacher | | |•tending to pupils who are sick or injured, ensuring they receive appropriate medical attention, and reporting any serious | | |accidents | | |•being aware of responsibilities under child protection legislation, and reporting concerns to a senior supervisor or the | | |head teacher | | |•assisting with play activities if required. | | | | | |Site Officer- | | | | | |The Site officer is responsible, through the Head Teacher and Governing Body, for a wide range of duties and | | |responsibilities connected with the fabric and grounds of the school. The role included the management and maintenance of | | |all the buildings and grounds. The role will involve flexible working in order to provide cover for the premises during use| | |seven days per week, 52 weeks of the year. In addition, will involve responsibility for the security of the buildings | | |during the times when it is not under occupation. | | | | | |Security and associated duties: | | |Duties include carrying out security procedures for school buildings and grounds. | | |Opening and closing of school premises, including gates, doors, windows, fire exits, etc., for the purpose of school use, | | |community use (adult and leisure) lettings, out of school hours functions, maintenance and emergency services where | | |required. | | |Regularly checking the proper operation and function of alarms and fire equipment and ensuring emergency exits are not | | |obstructed. | | |Liaising, as necessary, with the emergency services, including calling out emergency services as required. | | |Reporting acts of vandalism to the Head teacher and/or police as appropriate. | | |Arranging/carrying out temporary repairs as required. | | |Patrolling school site as required by the Head teacher | | |To respond and deal with alarm calls. | | |Heating. | | |Check and control system functions. | | |Regularly check, maintain and vent the Heating system, with due regard to appropriate safety requirements. | | |Reporting all defects to a qualified heating engineer. | | |Read, record and report all meter readings as required by the Head teacher/Energy Conservation Officer, inform Head teacher| | |and Energy Conservation of any concerns. | | | | | |Ensure that the cleaning operatives have access to the areas of the building which are to be cleaned. | | |Ensure all keys are returned by cleaning operatives/contractors at the end of each day. | | | | | |Oversee the work and conduct of contractors | | | | | |Deliveries/Post | | |Take delivery of post, stores, materials and other goods | | |Incoming mail should be placed in the Secretaries office | | |Delivery of goods, materials, stock etc., to the respective areas of the school once the goods (delivery notes) have been | | |checked. | | |To be responsible for the delivery and safe storage of goods during holiday periods. | | | | | |Furniture moving | | |Responsibility for moving such items of school furniture/equipment as required, with due regard to current Health and | | |Safety and Lifting and Handling regulations. | | |To ensure by regular monitoring and moving that furniture is marked according to its position (room) and remains with the | | |area designated | | |Preparation of rooms, halls, etc., for assemblies, meetings, examinations, parents evenings, and open evenings. | | |Preparation of areas for community use when appropriate. | | |To ensure that areas used for community (adult/leisure) are returned to the original state for use by the school – this | | |includes furniture. | | |To ensure areas used for assemblies are clean and safe for use by pupils after the assembly is finished – this particularly| | |applies to Sports Hall, Dining Hall. | | | | | |Internal Maintenance. | | |Maintain a regular check and control of litter around the interior of the school. | | |Regularly inspect the buildings/fixtures and fittings | | |Report all defects which require specialist repair | | |Inspect electrical fittings and report defects as required | | |Replace lamps/lights/tubes and domestic fuses as required. | | |Regularly inspect plumbing and report/repair defects as appropriate. | | |Synchronise clocks, time switches, etc., as required. | | |Carry out minor works in order to improve the site as required by the Head teacher and Governors | | | | | |Hold Repairs book, receive request from staff, prioritise tasks and monitor progress in the completion of tasks as | | |required. | | |Oversee routine maintenance. | | | | | |External Maintenance | | |Maintain cleanliness and general tidiness of all external hard areas to a high standard | | |Ensure regular litter patrols are undertaken and target additional patrols as necessary. | | |Empty litter bins on a daily basis | | |Clean and clear all drains and gullies to ensure effective and healthy operation | | |Inspect the outside fabric of the school and report/repair and defect as appropriate | | |Clear leaves, snow, ice, moss and detritus as appropriate including treatment of surfaces with salt, and ensure sufficient | | |materials are available when the conditions demand. | | | | | |Teaching Assistants | | | | | |As a teaching assistant you would support teachers and help children with their educational and social development, both in| | |and out of the classroom. Your exact job will depend on the school and the age of the children. | | | | | |Duties include; | | | | | |getting the classroom ready for lessons | | | | | |listening to children read, reading to them or telling them stories | | | | | |helping children who need extra support to complete tasks | | | | | |helping teachers to plan learning activities and complete records | | | | | |supporting teachers in managing class behaviour | | | | | |supervising group activities | | | | | |looking after children who are upset or have had accidents | | | | | |clearing away materials and equipment after lessons | | | | | |helping with outings and sports events | | |taking part in training | | | | | |Carrying out administrative tasks. | | | | | |You would also support children with particular needs, working with them individually or in small groups. | | | | | |Higher Level Teaching Assistant | | | | | |As a Higher Level Teaching Assistant (HLTA) you would have more responsibility. This could include: | | | | | |working alongside teachers to support learning activities | | |helping to plan lessons and prepare teaching materials | | |acting as a specialist assistant for particular subjects | | |leading classes under the direction of the teacher | | |supervising other support staff | | |You would also assess, record and report on the progress of children you work with | Explain the roles of external professionals and other organisations and describe how these may impact on the work within schools. (2.2, 6.3) Speech and language therapist: You would go to them for support if: • difficulty producing and using speech • difficulty understanding language • difficulty using language • difficulty with feeding, chewing or swallowing • a stammer • a voice problem What they do: The role of a speech and language therapist (SLT) is to assess and treat speech, language and communication problems in people of all ages to enable them to communicate to the best of their ability. They may also work with people who have eating and swallowing problems. In speech-language therapy, an SLT will work with a child one-on-one, in a small group, or directly in a classroom to overcome difficulties involved with a specific disorder. Therapists use a variety of strategies, including: • Language intervention activities • Articulation therapy • Oral-motor/feeding and swallowing therapy Activities they would do with a child: • Language intervention activities: The SLT will interact with a child by playing and talking, using pictures, books, objects, or ongoing events to stimulate language development. The therapist may also model correct pronunciation and use repetition exercises to build speech and language skills. Friendships are extremely important for children in primary school. The ability to socialise with peers, negotiate disagreements and be part of a friendship group is paramount. For children with SLCN, making and maintaining friendships can be a real challenge. It becomes particularly difficult as children progress through primary school, when there needs to be an increased understanding of reciprocity and awareness of motives, thoughts and feelings of others. Education welfare officers (sometimes known as education social workers) work with schools, pupils and families to resolve issues of poor attendance. Closely linked to this job is schools attendance officer. Responsibilities include: • meeting with school staff, pupils and parents to identify problems and possible solutions • advising parents about their legal responsibility to ensure their children receive an education up to the age of 16, and taking action through the magistrates court if necessary • helping families to receive all the benefits and help they are entitled to, for example financial help with school meals, transport and clothing • making referrals to other agencies, such as social services, educational psychologists, health professionals or the Connexions service • making home visits or meeting pupils and parents in school to provide ongoing support • encouraging parents to make good relationships with the school • helping arrange alternative education for pupils who are excluded from school • doing administrative tasks such as writing up case notes, sending letters to parents and preparing court reports. Education welfare officers are also involved in regulating child employment, advising on child protection issues, and preparing reports on pupils with special educational needs as part of the statementing process. Education welfare officers make sure that all children either attend school or are receiving adequate homing schooling and that all children are getting the education they are entitled to and deserve. Educational psychologists Many educational psychologists work with schools at an organisational level to help develop school policy and practice, for example in relation to Inclusion or School Improvement, target setting for learning, special educational needs/ behaviour management. They may become involved in issues related to staffing, communication, appraisal, management and school improvement and target setting related to local and Ofsted inspection. Educational psychologists are applied psychologists working both within the educational system and in the community. They are concerned with children’s learning, well-being and development. They have skills in a range of psychological and educational assessment and intervention techniques and methods for helping children and young people who are experiencing difficulties in learning or social adjustment. They are involved in trying to help prevent children’s learning difficulties where this is possible and ameliorating them where it is not. They have a central role in the assessment and intervention work in relation to children’s difficulties from an early stage. They have a statutory role under current educational legislation in the assessment of children’s Special Educational Needs. Under Scottish legislation, educational psychologists also have a statutory role with respect to the Children’s Hearing System. They have a role and function in improving or optimising the learning and development of all children. Much of the work of educational psychologists is with children and young people from 0-19 years in different educational contexts though they also work extensively with parents/ carers, teachers and other professionals. They offer a service to young people and adults in further and higher education. Education psychologists enable the child to achieve the best possible education by helping to get the correct intervention. Social Worker-May work with children who are poor attendees at school. They work within the community, and communicate with other external agencies. Undertake enquiries following allegations of suspicion of abuse. Complete initial assessment’s and core assessments as part of the Assessment Framework. Partake in court action to safeguard and protect children. Co- ordinate the implementation of the child protection plan for children on the child protection register. Ensure that looked after children are safeguarded in a foster family, children’s home or other placement Explain how the ethos, mission, aims and values of your school may be reflected in working practices and evaluate methods of communicating your school’s ethos, mission, aims and values. (3.1, 3.2) The Ethos of the school should be recognisable when entering the school setting as it is part and parcel of the environment of the school and the daily practice of the staff and pupils there. I am aware that all adults that work and are part of the setting at Wheelwright lane Primary School have an important responsibility in modelling standards of behaviour, both in their dealings with children who attend the school and amongst colleagues, as their own example has a momentous influence on the children. Good associations and strong collaborations between adults will encourage the good behaviour in children. All adults within the school should aim to create an optimistic and positive environment that holds high but reasonable expectations of every child who attends the school, emphasise the significance of being respected as an individual within the school. Encourage, through example, truthfulness and politeness while encouraging children to have relationships based on fairness, kindness and understanding of the needs of the other children within the school. The ethos and mission of a school is often referred to as the same thing, however, they are both very different. The mission of a school is based upon what the school intends to achieve in a more physical and academical way as set out by the head teacher. This is often seen as a motto and slogan as you enter a school. The Ethos of a school is more related to the beliefs and feelings of a school. The Ethos of the school should be recognisable when entering the school environment as it is part of the nature and daily practice of the staff and pupils who work there. The ethos is set out for the whole school to be aware of and is reinforced through daily activities. It enforces that children’s safety is paramount and with the purpose of children are at the centre of everything. The aims of the school are set out by the head teacher in partnership with the parents, staff and the community which should provide all members of the school community with a safe and respected environment which is paramount in obtaining a successful learning environment. The aims for the children at Wheelwright Lane School are to increase each pupils understanding of the world around them and to provide each pupil with the appropriate balance of both challenge and support in the learning, to provide for the spiritual, moral, intellectual and physical development of the pupils regardless of their disability, gender, race or ethnic background. Wheelwright Lane Primary School is a happy, caring community of learners where all are welcome and valued. We aim to motivate and challenge children to have a thirst for learning through a wide variety of planned and spontaneous experiences which celebrate creativity and enjoyment in a secure and healthy environment. By understanding what our children already know we provide for the needs of each individual and through high quality teaching enable them to achieve high standards. We aim to develop thoughtful and responsible young people who know how to persevere when faced with difficulties and accept failure as a learning experience. By providing an effective partnership with parents and the community we strive to ensure our children develop respect for themselves, their families and others and approach learning as a tool for life. Complete the table. (4.1, 4.2 and unit 306 1.1, unit 333 1.1) |Laws and codes of practice: |Summarise the laws and codes of practice and explain how this legislation is implemented in your school | | | | |Data Protection 1998 and Freedom of |Data protection act outlines how information is to be stored and kept and to be used only for the purpose for which | |Information Act 2000 |it is intended and must be kept secure. | | |Schools have a duty to provide advice and assistance to anyone who requests information whilst protecting | | |confidentiality under the Freedom of Information act 2000. | | | | | |Freedom of Information Act 2000 | | |This act provides access to information held by public authorities. If a member of the public wishes to obtain | | |access data held by the school they should make a subject access request under Data Protection Act 1998. | | |Under the Freedom of Information Act 2000 the school is not allowed to disclose certain sensitive information such | | |as court proceedings, or information provided in confidence. | | | | | | | | |Wheelwright lane has a confidentiality policy with is followed by all members of staff breach of this is very | | |serious and would lead to disciplinary action being taken. | | | | | |The aim is to protect the child at all times and to give all staff involved clear, unambiguous guidance as to their | | |legal and professional roles and to ensure good practice throughout the school which is understood by pupils, | | |parents/carers and staff. | | | | | |Wheelwright Lane Primary School seeks to put the child at the heart of the learning process and to provide a safe | | |and secure learning environment. It seeks to implement the underlying principles of the Every Child Matters Agenda | | |and to address the issues, which may arise about confidentiality. It is committed to developing creative and | | |positive ways for the child’s voice to be heard whilst recognising the responsibility to use, hold and safeguard | | |information received. Sharing information unnecessarily is an erosion of trust. | | | | | |The Head teacher has responsibility for monitoring this policy. Following any curriculum monitoring a positional | | |statement is written which contributes to the School Development Plan. | | | | | |Wheelwright Lane Primary School has a duty of care and responsibility towards pupils, parents/carers and staff. It | | |also needs to work with a range of outside agencies and share information on a professional basis. The care and | | |safety of the individual is the key issue behind this document. | | | | | |Personal information on the children such as date of birth, doctor and other sensitive family information is kept in| | |a secure cabinet within the classroom and general office. Only people who need access are allowed it, and it is not | | |duplicated or passed on in any way. | | | | |Human Rights |Individuals have particular rights and freedoms which must be balanced against the rights and freedoms of others. | |Act 1998 |As the schools is a public body it allows all children the right to an education and a right to a due process | | |whereby decisions can be challenged. | | | | | | | | |All children in wheelwright Lane have equal rights no matter what culture or background. Everyone is given the | | |freedom to beliefs and opinions and the right of privacy to help everyone achieve the best possible standard of | | |education. | | | | | | | | | | | | | | | | | | | | | | | | | |Equality Act 2010 |Sets out the legal responsibilities of public bodies including schools to provide equality for all children and | | |adults. | | | | | |Wheelwright lane has an equality police which is followed by all staff and also available to parents and guests on | | |request or via website. | | | | | |Central to the purpose of this policy is the belief that: | | | | | |Every pupil has an entitlement to a balanced and broadly based curriculum; | | |The prime aim of the curriculum is to pursue high individual achievement; | | |All schools should ensure equal access and opportunity to the curriculum regardless of pupils’ background, ability, | | |gender or ethnicity. | | | | | | | | | | | |In the event of any act of discrimination within the School, all staff respond with the following intentions in | | |mind: | | | | | |Intervene and stop any further derogatory action | | | | | |Discourage any further discrimination or stereotypical thinking through the use of appropriate teaching and learning| | |strategies; | | | | | |Share the incident and subsequent action with other members of staff in order to positively reinforce appropriate | | |behaviours and understanding and to identify any weaknesses in the implementation of the school policy. | | | This is the international human rights treaty, ratified by the UK in 1991 which sets out the rights of all children| |UN Convention on Rights of the Child 1989|to be treated fairly. There are 54 articles in the treaty all surrounding the welfare of children without | |(UNCRC) |discrimination, but there are 7 articles which are directly linked to schools: Article 2 ‘children have the right to| | |protection from any form of discrimination’. Article 3 ‘the best interests of the child are the primary | | |consideration’. Article 12 ‘children are entitled to express their views, which should be given consideration in | | |keeping with the child’s age and maturity’. Article 13 ‘children have a right to receive and share information as | | |long as that information is not damaging to others’. Article 14 ‘children have the right to freedom of religion, | | |although they should be free to examine their beliefs’. Article 28 ‘all children have an equal right to education’. | | |Also Article 29 which say ‘children’s education should develop each child’s personality, talents and abilities to | | |the fullest. They should also learn to live peacefully and respect the environment and other people.’ Within the | | |school it is covered many ways by the schools policies and procedures and attitudes of the staff and pupils. But is | | |clearly demonstrated on RE days where pupils are free to examine other religions and understand the world around | | |them. It is covered in the Anti- Bulling policy, Inclusion policy and the use of PSHE lessons where they are able to| | |use their freedom of thought and speech to develop their knowledge of themselves and of those around them. | | | | | | | | | | | | | | | | | | | | | | | |Came in alongside every child matters framework and sets out requirements for services to work more closely. Places | |Children Act 1989, 2004, 2006 including |more responsibility on local authorities. It promotes safeguarding and mental and emotional wellbeing of all | |Every Child Matters 2003 |children. | | | | | |Wheelwright Lane takes the safety of its children very seriously. They have a safeguarding and child protection | | |policy. | | | | | |There is a designated Senior Member of Staff for Child Protection. | | |It is ensured that every member of staff knows: | | |• the name of the designated person(s) and her/his role; | | |• that they have an individual responsibility for referring child protection concerns using the proper channels | | |• Where the Inter-Agency procedures and school/education support service Child | | | | | |Protection procedures are located; | | |Provide training for all staff from the point of their induction, and updated every three years (minimum half day/3 | | |hours), so that they know: | | |• their personal responsibility; | | |• the local procedures; | | |• the need to be vigilant in identifying cases of abuse; | | |• how to support and to respond to a child who tells of abuse. | | | | | |Ensure that all staff and volunteers recognise their duty and feel able to raise concerns about poor or unsafe | | |practice in regard to children and that such concerns are addressed sensitively and effectively in a timely manner | | |in accordance with agreed policies. | | | | | |We recognise that high self-esteem, confidence, supportive friends and good lines of communication with a trusted | | |adult help to protect children. The school will therefore: | | |Establish and maintain an ethos where children feel secure and are encouraged to talk, and are listened to; | | |Ensure children know that there are adults in the school whom they can approach if they are worried or in | | |difficulty. | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |Education Act 2002/2011 |Sets out responsibilities of local education authorities (LEAs) and schools to ensure children are safe and free | | |from harm. | | | | | |Working with the local authorities Wheelwright Lane ensures that all children have a safe and secure environment and| | |that all children get a good standard of education with a balanced curriculum, which promotes spiritual, moral and | | |physical development of children. | | | | | |Wheelwright Lane Primary School recognises the responsibility it has under Section 175 of the Education Act 2002 to | | |have arrangements in place to safeguard and promote the welfare of children. | | | | | |The school has a safeguarding and child protection policy. | | | | | |Wheelwright Lane follows the national curriculum which is then tailored to the children’s individual needs and | | |abilities. | | | | | | | | | | | |Parents and SEN children have an increased right to mainstream education, since 2001. Schools have to ensure that | |Special Needs Code of Practice 2001 |they are accessible enabling physically disabled to access facilities. | | | | | |This helps schools put in place recourses needed to support SEN children making it possible for them to achieve a | | |mainstream education and also the non SEN pupils to be more aware of other people’s differences and disabilities. | | | | | |We have many SEN children there are 4 just I the class I work with. My class teacher has regular meetings with the | | |SENCo and we have additional members of staff in this classroom. | | | | | |The school has a disability and equality policy and all staff have regular training with the SENCo. I recently took | | |part in an Autism Awareness course whilst on my placement. | | | | | | | | | | | | | | | | | | | | | | | |This sets out how schools and individuals work together to safeguard and ensure the welfare of children and young | | |people are followed in relation to the Children’s Act 1989 and the Children’s Act 2004. | |Working together to safeguard children | | |and young people 2010 |The school works alongside other professionals such as nurses, social workers in order keep children safe from abuse| | |and neglect. | | | | | |This act protects both staff, pupils and visitors through procedures to prevent accidents. It states | |Health and Safety at Work Act 1974 |responsibilities for everybody to follow, such as how to report any hazards and for individuals to make sure that | | |they do not harm themselves or others. It also insures that safety equipment is provided and that it is safe and | | |appropriate to use. | | | | | | | | | | | | | | | | | | | Explain the roles of regulatory bodies relevant to the education sector which exist to monitor and enforce the legislative framework, including: (4.3) a) General bodies such as the Health and Safety Executive HSE has a number of operational inspectors and visiting staff who target their inspections on areas of greatest risk. A range of inspection methods are available including: • On-site visits (announced and unannounced). • Investigation of accidents and complaints. • Providing guidance and support at visits, by phone or at education industry events. • Safety and health awareness days (SHADs). • Enforcement where necessary. • Make sure that any, illness accident or diseases are recorded in the correct way (RIDDOR). • Reporting to the LA incidents of crime and loss where appropriate. HSE works with Education stakeholders across GB to ensure that education duty holders are managing any significant risks arising from school activities and from the school premises e.g. meeting the requirements to manage asbestos; slips and trips. The Sector encourages stakeholders to adopt a common sense approach to risk management, making clear that schools are about providing children with a range of valuable learning experiences within which risks should be managed proportionately and sensibly b) School specific regulatory bodies. Ofsted The current Office for Standards in Education, Children's Services and Skills (Ofsted) came into being on 1 April 2007 and brought together the wide experience of four formerly separate inspectorates: • the previous Ofsted • the children's social care remit of the Commission for Social Care Inspection (CSCI) • the inspection work of the Adult Learning Inspectorate (ALI) • the inspection remit of Children and Family Court Advisory and Support Service (CAFCASS) from Her Majesty's Inspectorate of Court Administration (HMICA). Ofsted inspects and regulates care for children and young people. It also inspects education and training for learners of all ages. Ofsted is a non-ministerial government department. Initially known for its role in inspecting state schools, Ofsted also includes the inspection of further education, local authority children's services, teacher training institutions and some independent schools. During 2001, Ofsted became responsible for inspecting all 16-to-19 education and for regulating Early Years childcare, including childminders. Department for Education Responsible for education and children’s services in England. They work to achieve a highly educated society in which opportunity is equal for children and young people, no matter what their background or family circumstances. They are responsible for: •teaching and learning for children in the early years and in primary schools •teaching and learning for young people under the age of 19 years in secondary schools and in further education •supporting professionals who work with children and young people •helping disadvantaged children and young people to achieve more •making sure that local services protect and support children Local Education Authority (LEA) A local education authority (LEA) is a local authority in England that has responsibility for education within its jurisdiction. Since the Children Act 2004 each local education authority is also a children's services authority and responsibility for both functions is held by the director of children's services. Local education authorities have some responsibility for all state schools in their area. • They are responsible for distribution and monitoring of funding for the schools • They are responsible for co-ordination of admissions, including allocation of the number of places available at each school • They are the direct employers of all staff in community and VC schools • They have a responsibility for the educational achievement of looked-after children, i.e. children in their care • They have attendance and advisory rights in relation to the employment of teachers, and in relation to the dismissal of any staff • They are the despondent owners of school land and premises in community schools Explain why schools have policies and procedures (5.1) All schools have policies and procedures in place to support staff in their management of situations these may involve violence, threatening behaviour or abuse amongst other policies which are all legal requirements within the setting of a school, you must adhere to these policies and familiarise yourself on where these policies can be found within the school surroundings. At our school all policies can be found in Mrs Browne the headmistress’s office within a contained cupboard all labelled up with titles on the folders. Policies are intended to provide a framework that ensures consistent principles are applied to practice across a school. They are not intended to detail every conceivable event that might be applied within the policy framework. Policies can also provide prospective employees, governors and parents of prospective pupils with valuable information. For example, a prospective parent might wish to see a school’s homework policy or behaviours policy before deciding whether to apply for their child to attend the school. Similarly, a prospective employee may wish to see the school’s staff development policy, its performance management policy or its leave of absence policy before deciding whether to accept a position at the school. Closer to home, prospective governors should be made aware of any policies relating specifically to governors. These might include a governors’ induction policy, a governors’ allowance scheme or a governors’ training policy. Policies should also enable school staff, governors, parents, LEA officers and Ofsted inspectors to see at a glance what principles they can expect to see applied at your school. They are also important as it is very important that all staff are consistent, As if they were not this would cause confliction and confusion amongst other staff members and also the children. Complete the table (5.2) | |Summarise the policies and procedures schools may have relating to: | |a) staff | | | | | |Grievance Policy |This is in place for staff to raise any concerns relating to their employment to the Head teacher. They are able to do | | |this without fear of victimisation. | | | | | | | | | | | | | | | | | |Allows staff access to training to equip them with necessary skills and equipment in order to teach. | | | | |Training Policy |Within this there would be the Confidentiality Policy-schools have clear policies which explain the situations in which| | |a teacher may have to disclose information about a pupil. | | | | | | | | | | | | | | | | | |This covers Assessments, Literacy, Numeracy and Marking. It lays out expectations of teachers and promotes continuity | | |and cohesion across school. Schools approach subjects in order to promote public and parents understanding of the | | |curriculum. | |Teaching and Learning Policy | | | | | | | | | | | | | | | | | | | | | |This sets out suitable learning challenges and responds to pupils diverse learning needs. It aims to overcome potential| | |barriers to learning and assessment for individuals and groups of pupils. | | | | | | | |Equal Opportunity Policy | | | | | | | | | | | | | | | |This is in place to ensure that all staff are paid fairly and without discrimination for the work they do. | | | | | |All schools must maintain this it reflects the statutory requirements of School Teachers Pay and Conditions Document, | | |along with conditions and employment for support staff. Pay Policy should also clarify how schools will apply | |Pay Policy |discretions afforded to them under these terms and conditions. | | | | | | | | | | | | | | | | | | | | | | | |This is followed to protect staff and pupils from accidents, or serious injury. It states that children between 5 and 7| | |should not be taught in classes of more than 30 pupils. | | | | | |It states that parents should only allow children to attend school in good health, for example they would not allow | | |their child into school with a contagious illness like chicken pox. Children as they get older are allowed to take | | |increasing personal and social responsibility as they progress through the school. | | | | |Health and Safety Policy |Children are regularly told not to run in school. | | | | | |Teachers educate children to be safety conscious ensuring that they understand the needs for codes of practice, whilst | | |also taking care of themselves and others. Also to be careful and vigilant. | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |b) pupil welfare | | | | | |Anti – bullying |This policy aims to protect the bully and the person doing the bullying, it is in place to deal with incidents of | | |bullying quickly, effectively, consistently and with sensitivity to the needs of the individual. | | | | | | | | | | | | | | | | | |This is in place for the classroom, whole school and playground. If a child breaks the rules by behaving poorly they | | |must understand there are consequences. | |Behaviour Policy | | | |To promote a positive ethos within school through encouraging a shared understanding of the values which underpin the | | |school ethos. | | | | | |This creates a consistent environment that expects, encourages and recognises good behaviour and one in which everyone | | |feels happy and safe. | | | | | |To help pupils develop self-respect, self-control and accountability for their own behaviour | | | | | |To further promote self-esteem through success, positive relationships and awareness of how poor behaviour impacts on | | |ourselves and others. | | | | | |Children learn behaviour through adult role modelling. | | | | | |There can be personalised programmes and support from outside agencies for individual children. | | |Attendance Policy-This lays down the law that children should attend school by law, unless sick, medical appointment. | | |Children who are poor attendees are monitored. | | | | | | | | | | | |Safeguarding Policy-This covers child protection, and the procedures to be followed if we believe a child to be | | |suffering from abuse or neglect. It follows ECM and the 2004 Children Act. | | | | | | | | | | | |PSHE Policy-Personal, Social, Health and Economic. This teaches children about different religions and also the | | |personal side to protect them where possible from abuse. | |c) teaching and learning | | | |This policy is in place for teachers to teach pupils effectively. All teachers. Teaching assistants and interacting | | |staff are to contribute to this process and partake in training. It is in place to keep children and staff alike | | |focussed. It also covers marking and planning. | | | | | |To provide a safe stimulating learning environment for all pupils and teachers. All pupils to be able to achieve their | | |full potential through learning in many different ways. The national curriculum will be followed along with exam board | | |specifications; these will motivate and engage pupils. School will also teach children vital life skills to equip them | | |for life outside and after school. | |d) equality, diversity and inclusion |This ensures that all pupils and staff receive equal opportunities regardless of their age, gender, ethnicity, and | | |physical ability, and attainment, social economic background, gifted or talented. | | | | | |Schools have a legal duty to promote fairness and eliminate unlawful discrimination and therefore promote good | | |relationships within them. Everybody should be treated fairly regardless of their lifestyle and given equal access to | | |services. This policy is about being transparent, in all that it does and socially inclusive. Schools value | | |stakeholders and employees | |e) parental engagement |The Home School Agreement has been in place since the School Standards and Framework Act 1998 agreed that all schools | | |in England and Wales have a signed home school agreement from 1999. | | |Home school agreement, this in place for parents and carers to agree to support their children at home with homework. | | |It also states information regarding attendance of pupils. | | |It lays out the school aims and values, responsibilities and parental responsibilities and expectations of its pupils. | Evaluate how school policies and procedures may be developed and communicated (5.3) Every school and business must have policies and procedures in place. A school's policies and procedures are adopted from laws passed by the Government. These are in place to ensure the school is run correctly, and that staff, pupils, and any other individuals involved with the school are protected and meeting expectations and guidelines. There are usually a large number of policies in place within a school. These can include policies such as Child Protection, Health and Safety, Fire Safety, Confidentiality, Anti-Bullying, Teaching and Learning, Homework, and many more. These policies and procedures are relevant to staff, pupils and parents. These policies must be updated regularly, and some of the content revised, in order to keep them relevant. Some of the policies in place relating to staff could be a pay policy, performance management, or grievance policy. These should be in place to enable staff to feel protected in the workplace as well as remaining professional. The school polices are an agreement between parents, staff, governors and volunteers with the school rules which they all need to follow up. Educational policies and procedures need to be reviewed on a regular basis to keep them up to date with the changes within the school establishment and government legislation. Senior members of staff will gather together in a meeting to discuss what needs amending and updating within the policies and procedures. A senior member of staff will then draft the new policy or procedure and send it over to the governors to be agreed and finalised. Each current policy is available view online, including liable for governors to details of its effective date and its next review date. When the policy is coming up for review, the system sends an Email reminder to the clerk to prompt them to initiate the review process. It’s important that all members of staff are made aware of any new policy or changes to existing policy. They can be communicated on the schools website or email. Any new policies could be sent out in letter form for parents. Summarise the roles and responsibilities for education policy and practice of: (6.1) National government: The department of Education is responsible for education and children’s services. They will write polices such as the National Curriculum and Early Years Foundation Stage (EYFS0 ) which schools will use operate. It will also look into developing the quality of services available under the five outcomes of Every Child Matters. It also sets up and administers the schools league tables. The Department for Education is responsible for education and children’s services. Basically, this means that they are responsible for. • Setting the national curriculum. • Early year’s foundation stage. Which the schools and nurseries operate and also looks into new ways to develop the quality of service available to children under the five outcomes of every child matters. • Enjoy and achieve. • Stay safe. • Be healthy. • Achieve economic well-being. • Make a positive contribution. Other roles and responsibilities of the Department of Education. • Funding research into Education based projects concerning children and young people. • Developing workforce reform such as the 2020 children’s workforce strategy. • Promoting integrated working for those who work with children and young people. • Develop the role of the third sector, which is non-government organisations, such as voluntary, community organisations and charities that work with children and young Local government: Local Government departments for education will support and advise schools in; • Staff development • SEN • The curriculum • Promoting community cohesion • School management issues • Behavioural management • The development of schools policies Local authorities need to provide documents which sets out their own aims, vision and boundaries. They will have policies which communicate their own leadership for schools in the community. The local authority will employ specialist advisers for different aspects of the curriculum. They will also have people with their own area of expertise in place for pupils with challenging behaviour and special educational needs. Majority of these services will be provided free to schools by the LEA, but in some circumstances the school could be expected to pay, this will be when specialist teachers need to come into the school setting. The LEA will be responsible for informing the schools in the community of changes to the education policy and they will then be given extra training within the area of changes. It is the responsibility of all the schools to make sure they are up to date with all the current policies which are put in place for children, young people and their families. One of these being The every child matters frameworks which is one of the largest provisions which has been put in place for developing their roles in the community. They should have their own policies in place that will meet the expected national requirements and also follow the LEA guidelines. There will be some schools which could be chosen to trial new ideas to develop the national policies and the curriculum, if this is successful then these will be put in place. Explain the role of schools in national policies relating to children, young people and their families (ref: 6.2) Schools are expected to know and show that they are working from National Policies, An example of this id the every child matters framework which has had a huge impact on the provisions for children. As part of this and the community cohesion schools have been developing projects- like extended schools. Schools have also needed to develop their own practice in particular the safeguarding policy. As part of the National Governments incentive to help provide backing and encouragement to practitioners in schools 2 new funding programmes were introduced by the Department for Children, Schools and Families as part of the Government Children Plan. These programmes; Every Child a Talker (ECAT) and Social and Emotional Aspects of Development (SEAD). These were launched to increase the skills of early year’s specialists and were a part of the government’s wider pledge to the education workforce development. These packages were designed to address the need for children in schools to experience a language rich setting through staff in ensuring that they work successfully with both parents and families. Through SEAD, staff in schools would gain the knowledge and understanding to help engage parents more effectively in order for them to be better prepared to support their child’s social and emotional needs. It was the abuse and ultimate death of Victoria Climbie in 2000 which prompted changes in children’s services. The Every Child Matters paper set out a national agenda and plan with the aim of providing more services that were accessible for the needs of children, young people and families which stated that schools and other child care providers must demonstrate ways that they could work towards each of the outcomes. The 5 key aims and intentions were; Be healthy: schools needed to play a leading part in health education towards children and young people which included questioning the significance of snacks and the nutritional contents of school meals, as well as enabling children to enjoy a good physical and mental health by being part of a healthy lifestyle. Stay safe: a survey among 11~16 year olds in mainstream schools claimed that almost 46% had been the victim of some form of bullying, in order to break these statistics it is vital that pupils need to feel that they are being protected in school, in order for schools to do this they must continue to make behaviour management and anti-bullying an significant issue. Enjoy and achieve: in order for students to get the most out of life and develop the necessary skills for adulthood children and young people must enjoy their lives and achieve their potential. In order for schools to assist with this they must make improvements in failings across different ethnic groups and unauthorised absences that are unacceptable. Contribute: children and young people need to be involved in their community rather than involve themselves in anti-social behaviour. Schools can teach children the ethics of social responsibility and a feeling of ‘belonging’ by providing link to a pupils own community and how they can become a part of it. Achieve a good standard of living: children and young people with parents who are unemployed or existing on low incomes must be encouraged to aspire to a better career and lifestyle for themselves. Schools can develop strategies to enable all students to reach their full potential. At Wheelwright Lane School we are part of a walk to school programme which encourages pupils at the school to walk rather than take other forms of transport, for every child who participates they are awarded with a different badge at the end of each month which they proudly display on their bags. We also are part of War Child International; this is a charity which works across the world to support children that are affected by war. Each Christmas the children at our school are asked to provide a shoe box filled with items that would be suitable for a child living in a war torn country. The children feel a great deal of fulfilment and happiness when they know they are helping a child and that gives them a sense of realization about children who have a lot less than themselves.