School_as_Organisation

Ncfe Level 2 Certificate in Supporting Teaching and Learning in Schools | School as organisation | UNIT – 10 Knowing the different types of schools in the education Element 1.1 Identify the main types of state and independent schools |Maintained |Non-Maintained | | | | |Community School |Independent school | |Foundation/Trust School |Independent schools | |Voluntary schools (aided, Controlled) |Academies | |Specialist schools | | | | | Element 1.2 Describe the characteristics of the different type of schools in relation to educational stage and school governance Community schools A community school is both a place and a set of partnerships between the school and other community resources. Its integrated focus on academics, youth development, family support, health and social services and community development,leads to improved student learning,stronger families and healthier communities. Using public schools as hubs,community schools bring together many partners to offer a range of supports and opportunities to children, youth, families and communities -before, during and after school, and on weekends. A community school in England and Wales is a type of state-funded school that is run wholly by the local education authority (LEA). The LEA is responsible for the school's admissions, owns the school's estate and employs the school's staff. In the mid-19th century, government involvement in schooling consisted of annual grants to the National Society for Promoting Religious Education and the British and Foreign School Society to support the "voluntary schools" that they ran, and monitoring inspections of these schools. The Elementary Education Act 1870 imposed stricter standards on schools, and provided for the setting up of locally elected school boards in boroughs and parishes across England and Wales, empowered to set up elementary-level board schools where voluntary provision was insufficient. A number of voluntary schools, especially those of the BFSS, chose to become board schools. Parents were still required to pay fees, though the fees of the poorest were paid by the board. The Education Act 1902 abolished school boards, transferring their functions to counties and boroughs acting as Local Education Authorities. The board schools were thus renamed county schools. The Act also introduced county secondary schools, which were greatly expanded during the 20th century. The schools were renamed community schools in the School Standards and Framework Act 1998. Approximately 61% of the state-funded primary and secondary schools in England are community schools. Foundation and Trust schools Foundation schools are run by their own governing body, which employs the staff and sets the admissions criteria. Land and buildings are usually owned by the governing body or a charitable foundation. A Trust school is a type of foundation school which forms a charitable trust with an outside partner - for example, a business or educational charity - aiming to raise standards and explore new ways of working. The decision to become a Trust school is taken by the governing body, with parents having a say. In England and Wales, a foundation school is a state-funded school in which the governing body has greater freedom in the running of the school than in community schools. Foundation schools were set up under the School Standards and Framework Act 1998 to replace grant-maintained schools, which were funded directly by central government. Grant-maintained schools that had previously been voluntary controlled or county schools (but not voluntary aided) usually became foundation schools. Foundation schools are a kind of "maintained school", meaning that they are funded by central government via the Local Education Authority, and do not charge fees to students. As with voluntary controlled schools, all capital and running costs are met by the government. As with voluntary aided schools, the governing body employs the staff and has responsibility for admissions to the school, subject to rules imposed by central government. Pupils follow the National Curriculum. Some foundation schools, also called trust schools, have a foundation or trust that owns the land and buildings. Otherwise the land and buildings are owned by the governing body. The foundation usually appoints about a quarter of the school governors, as in voluntary controlled schools, but in some cases it appoints the majority of governors, as in voluntary aided schools. Within the maintained sector in England, approximately 2% of primary schools and 15% of secondary schools are foundation schools. Almost all of these are non-faith schools. The proportion is considerably smaller in Wales, where four primary schools and eight secondary schools have foundation status. Voluntary-aided schools Voluntary aided schools are a kind of "maintained school", meaning that they receive all their running costs from central government via the local authority, and do not charge fees to students. 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 rest of the capital costs, owns the school's land and buildings and 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. . Prior to the 19th century, there were a variety of schools in England and Wales, from charity schools providing basic education for the poor to endowed schools (often grammar schools) providing secondary or all-age education. Early in that century, the British and Foreign School Society and the National Society for Promoting Religious Education sought to provide elementary schooling for poor children, setting up non-denominational British schools and Church of England national schools respectively. From 1833, the state began to provide grants to support these elementary schools and the less wealthy endowed schools. They were joined by the Catholic Poor School Committee, which established Roman Catholic elementary schools and received its first state grant in 1847. Secondary education also expanded at the same time, including a series of Roman Catholic secondary schools established by religious orders. The state began to provide elementary education in 1870 and secondary education in 1902, but also continued to increase funding to the schools run by private organisations, now known as voluntary schools. In return these schools were increasingly influenced by the state, and were subject to jointly administered inspections. In 1926, voluntary secondary schools were required to choose between being "grant-aided" by the Local Authority, or receiving a "direct grant" from central government. Under the Education Act 1944, most of the direct grant schools became direct grant grammar schools. The Act also imposed higher standards on school facilities, and offered the remaining voluntary schools a choice in funding the costs this would incur: Voluntary controlled schools would have all their costs met by the state, but would be controlled by the Local Education Authority. Voluntary aided schools would be only partly funded by the state, with the foundation responsible for 50% of capital works but having greater influence over the school. The Catholic Church chose to retain control of its schools, while more than half of Church of England schools became voluntary controlled. The state contribution to capital works for VA schools was increased to 75% by the Education Act 1959, and is now 90%. By the 1970s, most local authorities were in the final stages of reorganising secondary education along comprehensive lines. Although the Roman Catholic hierarchy supported this change, many non-Catholic voluntary aided grammar schools opposed it. Local authorities could not compel voluntary aided schools to change any aspect of their admissions, but they could submit a proposal to the Minister to cease to maintain a school. This was done in cases where the local authority and school could not agree. Some of these schools became independent schools. Voluntary-controlled schools Voluntary controlled schools are a kind of "maintained school", meaning that they are funded by central government via the local authority, and do not charge fees to students. The land and buildings are typically owned by a charitable foundation, which also appoints about a quarter of the school governors. However, the Local Education Authority employs the school's staff and has primary responsibility for the school's admission arrangements. Pupils follow the National Curriculum. Within the maintained sector in England, approximately 15% of primary schools are voluntary controlled, almost all of them associated with the Church of England. Only 3% of secondary schools are voluntary controlled, of which about half are Church of England schools. Prior to the Education Act 1944, voluntary schools were those associated with a foundation, usually a religious group. That Act imposed higher standards on school facilities, and offered voluntary schools a choice in funding the costs this would incur. Voluntary controlled schools would have all their costs met by the state, but would be controlled by the Local Education Authority. Voluntary aided schools would be only partly funded by the state, with the foundation responsible for 50% of capital works but having greater influence over the school. The Roman Catholic Church chose to retain control of its schools, while more than half of Church of England schools became voluntary controlled. Independent schools An independent school is a school that is independent in its finances and governance; it is not dependent upon national or local government for financing its operations nor reliant on tax payer 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. There are around 2,300 independent schools in England. These schools set their own curriculum and admissions policies. They are funded by fees paid by parents and income from investments. Just over half have charitable status. Every independent school must be registered with the DfE. Standards are regularly monitored by either Ofsted or an inspectorate approved by the Secretary of State, ensuring that the school maintains the standards set out in its registration document. The terms independent school and private school are often synonyms 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. In the United Kingdom, independent education has grown continually for the past twenty years. In England, Wales and Northern Ireland but not in Scotland, the more prestigious independent schools are known as "public schools", sometimes categorised as major and minor public schools. Although some may regard membership of the Headmasters' and Headmistresses' Conference as what defines a school as a public school (though this includes many independent grammar schools), the term refers to the schools being for the public and controlled by a board of governors drawn from the public. Academies Academies are independently managed, all-ability schools. They are set up by sponsors from business, faith or voluntary groups in partnership with the Department for Education (DfE) and the local authority. Together they fund the land and buildings, with the government covering the running costs. Academies benefit from greater freedoms to innovate and raise standards. These include: -freedom from local authority control -the ability to set their own pay and conditions for staff -freedoms around the delivery of the curriculum -the ability to change the lengths of terms and school days. -We are also making plans for further freedoms for academies in the way they engage in local partnerships and deliver 14-to-19 education, subject to successful. The Academies Act 2010 will allow the creation of free schools and allow all existing state schools to become academy schools. Free School A Free School is a school in England funded by the tax-payer, non-selective and free to attend but not controlled by local authorities. Free schools are part of reforms by the Conservative-Liberal coalition following the 2010 general election whereby it will be possible for parents, teachers, charities and businesses to set up their own school. The concept of free schools is based upon a similar model found in Sweden as well as US charter schools. In Sweden profit-making and non-profit making organisations can set up schools. Free schools would be able to set their own admissions policies. To set up a free school groups would first have to apply to the Department for Education. Conservative Education Secretary Michael Gove said he had ruled out religious fundamentalist groups being able to set up free schools. Specialist Schools The specialist schools programme is a UK government initiative which encourages secondary schools in England to specialise in certain areas of the curriculum to boost achievement. The Specialist Schools and Academies Trust is responsible for the delivery of the programme. Currently there are nearly 3,000 specialist schools, or 88% of the state-funded secondary schools in England. The government plans that eventually all schools in England will specialise. The Education Reform Act 1988 introduced a new compulsory subject of Technology, but there were insufficient funds to equip all schools to teach the subject. A first attempt at developing centres of excellence, the City Technology College programme between 1988 and 1993, had produced only 15 schools. In 1994, the Conservative government, at the urging of Sir Cyril Taylor, designated 35 grant-maintained and voluntary aided schools as Technology Colleges. The schools were required to arrange private sponsorship of £100,000, and would then receive a matching government capital grant and increased recurrent funding. The following year the programme was opened to all maintained schools, and specialism in Languages was added. Specialisms in Arts and Sport were added in 1996. In 2002 the government introduced the Partnership Fund, funded at £3million per annum, to make up the shortfall for schools that were unable to raise the required £50,000 of private sponsorship. Specialisms in Humanities and Music were added in 2004. By 2008 approximately 90% of maintained secondary schools had become specialist schools. Extension of the specialist programme to primary schools is being trialled at 34 schools in England, starting in 2007. The specialisms involved in the pilot are Arts, Music, Languages, Science and Physical Education/Sport. A specialist schools programme has been trialled by the Department of Education of Northern Ireland from 2006, with 44 schools being awarded the status by September 2009. Gaining specialist school status To apply for specialist school status, a school must demonstrate reasonable standards of achievement, and produce a four-year development plan with quantified targets related to learning outcomes. The school must also raise £50,000 in private sector sponsorship. Private sector sponsorship includes charitable trusts, internal fund raising and donations from private companies. In some cases donations can be made in cash from entities in the private sector such as Arcadia and HSBC, but may also be donations "in kind" of goods or services. The total sponsorship to date is of the order of £100m. A school may specialise in any of the following fields, or combine specialisms in two of them (at the same level of funding): Arts (can be Media, Performing Arts, Visual Arts, or combination of these) Business & Enterprise Engineering Humanities Languages Mathematics & Computing Music Science Sports Technology Specialist schools must still meet the full requirements of the English national curriculum, so the specialism is seen as adding value to the existing statutory provision rather than being a radical departure from it. The important aspect in the eyes of the government is the focus that the specialism provides for providing leadership in the quest for whole school improvement. The reward for achieving specialist status is a government grant of £100,000 to go with the £50,000 in sponsorship for a capital project related to the specialism and an extra £129 per pupil per year for four years to support the development plan. This is normally targeted on additional staffing and professional development, though up to 30% may be spent on equipment. Schools that make a good attempt at achieving their targets over the 4 year development plan period normally have their grants renewed at 3-year intervals with no further need to raise sponsorship. However since 2008, the government has sought to encourage long-term relationships with business partners by offering a matching grant to redesignating specialist schools that are able to raise a further £25,000 in private sponsorship. 2. Knowing how schools are organise in terms of roles and responsibilities Element 2.1 Describe the role and responsibilities of school governors, senior management team, SENCO, Foundation stage manager, Head teacher, Deputy Head teacher, teachers and support staff. School governors Governors have a key role in decision-making and are expected to prepare for and attend meetings of the governing body and any committees of which they are members. As well as supporting the school, governors need to ask challenging questions to be sure that the school is providing the best possible education. This role is often called ‘being a critical friend’. The governing body's main role is to help raise standards of achievement. It’ is accountable for the performance of the school to parents and the wider community - Plan the school’s future direction - Selects the head teacher - Makes decision on the school’s budget and staffing - makes sure the national curriculum is taught - decides how the school can encourage pupil's spiritual, moral and social development makes sure the school provides for all its pupils, including those with special needs - reviews pupil exclusions and deals with any cases of staff dismissal appeals Governors are at the heart of how a school operates. It is important they get things right. How they do their job affects the interests of pupils, staff morale and how the school is seen by parents and others in the community. Governors support and challenge heads by gathering views, asking questions and deciding what's best for the school. Governors are responsible for how the school is performing. They are not there to rubber stamp decisions. They have to be prepared to give and take and be loyal to decisions taken by the governing body as a whole. Senior management team A designate role with first- line responsibility for a safe and effective use policy should be assigned to a senior manager. This may be a Safety Coordinator, Information and Communications Technology (ICT) Coordinator or teacher in a sufficiently senior role. Lead in embedding safe Internet practices into the culture of the school. A designated senior management role of Internet Safety Co-ordinator, with day to day responsibility for all Internet safety issues within the school: ensuring that policies are in place, current and adhered to; instances of breaches and misuse are monitored and reported, and that all staff received relevant information about emerging issues. A school Internet safety policy team to review and advise on Internet safety policies with membership including, for example, the ICT co-ordinator, network manager and pastoral care staff as well as governor, pupil and parent representatives. The knowledge and relevant perspective of each team member will contribute to the depth and breadth of the school’s Internet safety policies and programme. Special Educational Needs Co-ordinator (SENCO): As education moves towards “inclusive practices” and a growing awareness of the rights of all children to be educated within mainstream education, the role of the SENCO or Special Educational Needs Coordinator has also grown significantly. The development of the potential of pupils with SEN in mainstream schools requires a high level of expertise. SENCO’s have in-depth knowledge of SEN. However, it is also necessary for them to be skilled leaders, managers and administrators in order to deal with the broad range of skills required of them. The Special Educational Needs Coordinator (SENCO) is the key person in the SEN process. This person is trained to undertake the duties of the SENCO in line with the DfES guidelines. There is a code of practice which indicates how much time, resources and support that must be made available for the SENCO to function effectively. The duties of the SENCO will fall into five broad areas; - Teaching and Learning - Recording and Assessment - Leadership - Standards and Quality Assurance - Other Duties and Responsibilities. This is the standard catch all in local authority job descriptions. On a day to day basis the SENCO is responsible for: - The day to day operation of the school’s SEN policy - Answering requests for advice from teachers - The coordination of provision, including liaison with al teachers involved - Maintaining the SEN Register for all pupils with SEN - Establishing and contributing to SEN in-service training - Liaison with external agencies - Keeping written notes of all correspondence, tests and contacts with parents and other parties However research shows that there is considerable diversity throughout the UK in the terms and conditions under which SENCO’s work. Their career structures and promotional prospects also vary widely. Foundation stage manager To undertake the duties and responsibilities in accordance with the Conditions of service and in addition to teaching a class of primary school children (see class teacher’s job description) to take on the responsibility for the Foundation Stage within the school. To carry out such other professional duties as may be considered by the Head teacher to be necessary or appropriate to the efficient and effective running of the school and the welfare of the pupils Head teacher A head teacher is the most senior teacher and leader of a school, responsible for the education of all pupils, management of staff, and for school policy making. Head teachers are the most senior teachers and leaders of primary and secondary schools, sixth-form colleges and, less commonly, further education colleges. There are around 18,000 primary school and 3,500 secondary school head teachers in England. Head teachers are ultimately responsible for the smooth running of a school, the academic achievement of its pupils and the management of its staff. Although they are usually teachers with many years’ experience, the emphasis of their role is to provide educational vision and direction rather than teaching in classrooms. Head teachers lead, motivate and manage staff by delegating responsibility, setting expectations and targets and evaluating staff performance against them. It is a job which requires a strong presence around a school and in some cases the local community, as well as a certain amount of desk work. Some head teachers have a few teaching responsibilities, but in general the large proportion of their work is the day-to-day management, organisation and administration of the school in order to create a productive, disciplined learning environment. Specifically, the head teacher’s main responsibilities involve: Formulating overall aims and objectives for the school and policies for their implementation Working with governors and senior colleagues to deploy staff effectively and recruit new staff Meeting with other education professionals, and representing the school at conferences and other events outside the school in the local community and nationwide Motivating, training and disciplining staff Ensuring the motivation of the pupils Ensuring an infrastructure is in place in which all members of staff and pupils feel they can register their opinions on serious matters, and have a route via which they can communicate problems to senior members of staff Ensuring the good financial management of the school Ensuring the school is up-to-date with innovations, from teaching practices to new technologies Reporting on the school’s performance to a range of audiences, including governors, the Local Education Authority, the local community, Ofsted and others Managing accommodation (e.g. classrooms) effectively to meet the needs of the curriculum and Health & Safety requirements Assuming responsibility for other legal matters in the day-to-day running of the school Assuming responsibility for pastoral care of pupils where necessary Resolving major disciplinary issues with pupils, including working in partnership with the police and social services. In some schools, head teachers must also establish and maintain links or partnerships with businesses. Deputy Head teacher A deputy head teacher’s role is a combination of teaching, management and leadership. In some schools, a deputy head is the third most senior teacher, coming after the senior deputy head. The senior deputy will run the school in absence of the head teacher, hence making it much like the role of assistant head, as opposed to deputy head. Teacher There are many duties and responsibilities a teacher has. The following is a general overview. - prepare lessons, making them as interesting as possible - prepare homework, assignments and assessment - research information to ensure the knowledge they impart is current - mark homework and pieces of assessment - identify the needs of individual students in their classes, and work to help each child develop his or her own potential - prepare resources for the classroom - confer with students over their work - assist children to learn, not judge their inability to learn - identify emotional, intellectual, physical, etc issues which may be hindering the student from learning to his/her best potential, and research and recommend courses of action - conduct parent-teacher interviews - provide a sounding board (for both students and teachers) and allow for open discussion - attend professional development sessions to improve his/her own teaching methods and curriculum - present a professional but caring persona at all times - treat students with respect, and teach them to treat others with respect. Support Staff Teaching Assistants are also often referred to as Classroom or Learning Support Assistants. This is an important role which compliments the Class Teacher and supports learning for all pupils. As a Teaching Assistant, you would work under the guidance of the Class Teacher and would not be expected to undertake any direct teaching responsibilities or lead the class. However you may be required to supervise the class in the temporary absence of the teacher. Duties and responsibilities can include: planning, delivering and evaluating teaching and learning activities with the Class Teacher, helping to prepare for lessons, assisting pupils who require additional support, observing pupil performance and behaviour, setting up resources and using ICT. Element 2.2 Describe the role of educational psychologist, EWO, speech and language therapist, physiotherapists, occupational therapists, specialist teachers. The Role of the Educational Psychologist The educational psychologist is employed by the Local Authority. They are qualified in teaching but also have a master's degree. The educational psychologist works in schools to apply psychological knowledge of social, emotional and cognitive development. Advises parents/carers, teachers and therapists on interventions based on psychological theory and research. Is part of the team that assess reviews and supports learning through the identification of learning abilities and styles. Provides consultation and advice to school staff based on a sound knowledge of child and adolescent development which draws on knowledge of psychological theory and advises on how theory can translate into practice. Consults on gathering evidence - IEP data, reading scores, national curriculum or standard attainment tests (SATS), the progress of targeted individuals, analysing this data and supporting the school in the use of such data to target set and plan development work. Carries out statutory LEA work, where necessary, such as preparing psychological advice for formal assessment and attending annual reviews. Carries out assessment with children and young people for a range of purposes, including clarification of individuals' strengths and difficulties. The Role of education Welfare Officer 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 state meeting process. The Role of the Speech and Language Therapist The speech and language therapist is employed by the NHS and is based in clinics as well as working in school settings. The speech and language therapist works with children to assess their speech, language and communication difficulties. The speech and language therapist: Assesses speech, language and communication skills, investigating the possible reasons for any difficulties. Liaises with parents and other professionals on how the child's strengths and difficulties will affect learning experiences and the implications for the curriculum. Provides intervention to support all aspects of speech and language, including attention, listening, ways in which children understand and use language and the sounds they can make. Advises and monitors programmes and strategies, as discussed and planned with the teacher, on appropriate communication to access the curriculum. Discusses activities to support speech, language and communication development at home with parents/carers Participates in joint planning and contributes to the Individual Education Plan IEP. Provides information for statutory assessment. Submits reports for the annual review process. Liaises with parents/carers and with other professionals. The Role of physiotherapist The physiotherapist is concerned with the gross motor skills and mobility of a child.  In cases where there has been an obvious physical difficulty the child will have been receiving support well before starting school. The physiotherapist is often involved with children who have dyspraxia, are blind or have cerebral palsy, hydrocephalus, congenital syndromes, such as Downs Syndrome,  spina bifida,  and progressive muscular conditions such as muscular dystrophy.  He/she may also be involved post-operatively where a child has a temporary physical difficulty, e.g. after an accident. Although physiotherapists are happy to give advice to teachers, referrals must be done through the child’s medical practitioner and it is advisable to discuss concerns with parents first. As part of the multidisciplinary team the physiotherapist is also asked to write a report as part of the statutory assessment which then will be used to draw up the child’s Statement of Special Educational Needs if the child has any physical problems which impact on his/her access to the curriculum. In school the physiotherapist will advise the teacher and classroom assistant on the kinds of activities which will be helpful, e.g. exercise routines and games which could be done during P.E. lessons. Specialist Teacher The specialist teacher is employed by the Local Authority and is a qualified teacher. They either have or are working towards a specialist qualification in speech and language/learning/communication difficulties. They are part of the Access to Learning Specialist Teaching Team (see link to document below). The specialist teacher: Works with children with speech, language and communication difficulties with a specific focus on their ability to access the curriculum and school life. Specialist Teacher works in schools or in pre-school settings to support individual children to take part in learning. They liaise with the speech and language therapist and teachers, school staff and parents/carers regarding children's speech, language and communication. They advise on strategies to support all aspects of speech and language, and to support the therapy programme as necessary. They also provide information for statutory assessment and submit reports for the annual review process. Understanding how schools uphold their aims and values Element 3.1 Define the meaning: Aims Normally school aims will be find in the school prospectus or in other school documents to indicate the performance and quality of schools, also what the school is trying to achieve. Giving the children an opportunity to learn about its procedures and develop their own responsibilities towards it. Possible people to set-up will be the head teacher, working together with parents, the community and staff. Values A school's vision and mission statement will indicate some principles or core values which can inform and support the way the school develops. Core values are therefore a useful vehicle for realising the school's educational vision and its mission. Element 3.2 - 3.3 Describe with examples how schools may demonstrate and uphold their aims and values At the Bridge we schools offer a secure developing environment for all pupils. An expert, dedicated and experienced team provides education that is adapted to pupils' individual abilities. This, alongside a careful and considered assessment process, specialist support network and a partnership approach ensures that we can meet the needs of each and every child.  Our commitment to working effectively with the most challenging children and young people has enabled us to achieve consistently excellent outcomes for our pupils. we have an innovative and unique approach to teaching and caring for children and young people with the most profound and challenging needs. We develop each pupil's communication skills to their full potential, equally valuing all ways of communicating provide a tailor made, flexible curriculum which address the individual needs of every pupil ensure that pupils learn and interact in a caring, happy, safe and secure environment provide a curriculum and environment which facilitates and develops pupils' independence believe in the importance of friendships and encourage good, trusting relationships professionals in decision making maximise inclusion opportunities within multi-cultural community and peer group settings We believe in a long-term approach, not a quick fix. We are committed to supporting children and young people for as long as it takes to help them make positive changes in their lives, so they can achieve their full potential. throughout the school and in the community provide the guidance and support needed to build confidence, self esteem and independence involve pupils, their parents, therapists, family and other Element 4.1 – 4.2 Identify the laws and codes of practice affecting work in school – and Describe how these promote people well being and achievement [UN Convention on the Rights of a Child 1989, Education Act 2002, Children’s Act 2004 and 2006, Freedom of Information Act 2000, Human Rights Act 1998, The SEN Code of Practice 2001, Disability Discrimination Act 2005 and the Data Protection Act 1989] UN Convention on the Right of a Child 1989 UNCRC is an agreement by the governments of the world saying what rights children should have. It covers rights on just about everything and applies to everyone under 18 years of age. Education Act 2002 This sets out the responsibilities of Local Education Authorities, governing bodies, head teachers and all those working in schools to ensure that children are safe and free from harm. Children’s Act 2004 and 2006 2004 Act places a new duty o LEA’s to promote the educational achievement of looked after children. This covers the universal services which every child accesses, and more targeted services for those with additional needs. Included the five Every Child Matters outcomes, which at present is on hold due to cuts in budget. 2006 Act is to make provision about the powers and duties of local authorities in England in relation to the provision of children and the provision of information to parents and other persons to make provision about the regulation and inspection of childcare provision. The Freedom of Information This Act is the implementation of freedom of information legislation in the United Kingdom on a national level. It is an Act of Parliament that introduces a public “right to know” in relation to public bodies. Human Rights Act 1998 Gives further legal effect in the UK to the fundamental rights and freedoms contained in the European Convention on Human Rights. These rights not only impact matters of life and death, they also affect the rights you have in your everyday life: what you can say and do your beliefs, your right to a fair trial and other similar basic entitlements. Most rights have limits to ensure that they do not unfairly damage other people's rights. However, certain rights – such as the right not to be tortured – can never be limited by a court or anybody else. You have the responsibility to respect other people's rights, and they must respect yours.  Special Education Needs Act 2001 This applies to any setting or school that receives Government funding. The Code of Practice states that children have SEN if they have al learning difficulty that calls for special educational provision to be made for them. Disability Discrimination Act 2005 To place a duty on schools and services to eliminate barriers to ensure that all individuals have access. Brought in measures to prevent discrimination against disable people. Part 2 of the Act is based on the principle that disable people should not be discriminated against in employment or when seeking employment. It also protects disabled people engaged in a range of occupations Data Protection Act 1998 This requires schools to keep information secure and it can only be used for the purpose it was gathered for. Element 5.1, 5.2 Describe why schools have policies and procedures and 2 identify the policies and procedures schools may have in relation to: -Staff -Pupil welfare -Teaching and Learning Element 5.1 All schools should have policies and procedures in place to support staff in their management of situations that might involve violence, threatening behaviour or abuse. 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 behaviors 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. Element 5.2 Identify the policies and procedures schools may have in relation to |Area |Policies and procedures | | | | |Staff |Staff need to ensure they use confidentiality where | | |needed. They have to be aware where they discuss sensitive information and with whom| | |they are discussing to. They have to make sure the all documents such as report and | | |records are used appropriately. They also have to be professional and how they | | |present themselves to children and young people, other staff, other agencies, | | |parents/carers. | |Pupil welfare | | | |This policies are related to child protection, | | |behaviour and PSHE. These have in depth strategies. Tells us how to follow up if a | | |child discloses. | | | | | | | | | | |Teaching and Learning | | | |This teaching and learning policy has been approved by the staff and Governors and | | |will be reviewed annually. It aims to ensure that the children at our school are | | |provided with high quality learning experiences that lead to a consistently high | | |level of pupil achievement. | | |Children learn through their total experience. This policy guides what children do, | | |what teachers do, how time is managed, the organisation of the classroom and what | | |the school as an organisation does to create an effective and well-managed learning | | |environment in which the individual needs of each child can be met. | Element 6.1- 6.2 Identify the roles and responsibilities of national and local government for education policy and practice and identify the role of schools in national policies relating to children, young people and families Right now in the country we have a coalition government between Liberal and conservative were the national government is looking in which ways it can improve the services available to nurseries and schools, a single child under the “five outcomes of Every Child Matters” which will unfortunately suffer with the present cut backs that will have to put future policies on hold or doesn’t make things easier because Government departments have settled on their ministers' remits, but where do responsibilities reside in the Lib-Con coalition for the full range of policies relating to children, young people and families' CYP Now brings you the definitive guide. National government The Department for Education plays the role of being responsible for children and young people’s education services. Which includes, being responsible for drawing up education policies, such as setting the National Curriculum and early year foundation stage from which the nurseries operate and also looking into new ways to improve the quality of service available to children under the five outcomes of Every Child Matters. Unfortunately, the present government has put future policies on hold or has scrapped some of outcomes completely. Their roles also include; promoting integrated working for all those who work with children and young people, funding research into education- based projects and those which are concerned with children and young people and developing the role of the third sector such as organizations which are non- governmental- voluntary, community organizations and charities and others which work with children. Local government The role of LEAs is not to control schools, but to challenge all schools to improve and support those which need help to raise standards' (DfEE 1997). A local education authority (LEA) is a local authority in England and Wales 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. Element 6.3 Describe the roles of other organisations working with children and young people and how these impact on the work of schools. [ Social Services, Children services, Youth services, National Health Service] |Organisation |Role | |Services Social |Social workers help people and their families adjust to problems in their lives such as serious| | |illness, child abuse, substance abuse, mental illness, handicaps, juvenile delinquency, and | | |anti-social behaviour. | | | | | |Social services will link with senior manager in schools and families to protect vulnerable | | |children or ones with issues or issues concerned with the operation of the Child Act 1998 | | |Children’s services may be to help you solve any problems by: | |Children Service |Giving you a chance to talk about the problems. | | |Providing information, advice, practical help and support in your home. | | |Helping with information about local nurseries, child minders, playgroups, parent and toddler | | |groups, and short breaks for children with special needs. | | |Supporting young people with their problems. | | |Helping you appropriately share concerns about a child’s safety or welfare with the right | | |people who can make a difference. | | | | | |Play a key role in improving outcomes for all young children and reducing inequalities in | | |outcomes between the most disadvantaged children and the rest. (Linked with the Every Child | | |Matters.) | | |Youth and community workers have close contact with children and young people and should be | |Youth Services |alert to signs of abuse and neglect and how to act upon concerns about a child's welfare. Local| | |Authority youth services should follow procedures which are consistent with ‘What to Do If | | |You're Worried, a Child Is Being Abused' and these procedures. Youth and community workers | | |should consult his/her line manager about concerns they may have about a child or young person.| | |Where Children's Services fund local voluntary youth organisations or other providers through | | |grant or contract arrangement, they will ensure that proper arrangements to safeguard children | | |and young people are in place. This should form part of the agreement for the grant or | | |contract. The organisations may seek advice on how to do so from their national bodies | |Organisation |Role | | | | |National Heath |Provide healthcare from a multi-disciplinary team including dieticians, occupational therapists, | |Service |paediatricians, physiotherapists, specialist school nurses and speech and language therapists. | | | | | |They offer assessment and diagnosis of children who have severe and complex delays in their development (or | | |disorders). | | | | | |Where appropriate they will arrange a programme of treatment and care. They will do this in partnership | | |with parents, education and social care colleagues in order to meet the needs of the child. | | | | | | | | |They will share information with other agencies, such as the child’s school and GP. However, they will ask | | |for consent before their share information. | | | | | |The Strategic Health Authority, Primary Care Trust, | | |NHS Trusts (including Mental Health NHS Trusts), all other NHS Providers and NHS Foundation Trusts have a | | |duty under Section 11 of the Children Act 2004 to safeguard and promote the welfare of children. | | |Other Health staff, such as those working in Ambulance Trusts, | | |NHS Direct sites and within the independent sector, have a responsibility to safeguard and promote the | | |welfare of children. |