Schools_as_Organisations

TDA 3.2 Schools as organisations 1 The structure of education from early years to post-compulsory education 1.1 Entitlement and provision for early years education Early years education is the first stage in the education of children up to the age of 5 and takes place in nurseries and reception classes. All 3-and 4-year-old children in England receive a free part-time education of up to 15 hours per week for 38 weeks of the year as part of Every Child Matters agenda[Its main aims are for every child, whatever their background or circumstances, to have the support they need to :be healthy ,stay safe ,enjoy and achieve ,make a positive contribution ,achieve economic well-being] and the Childcare Act 2006[ work with their NHS and Jobcentre Plus partners to improve the outcomes of all children up to five years of age and reduce inequalities between them]. Early years provision in school is based on the concept of learning through play, which is more facile for the children and it is about supporting very young children. On the one side the children learn by participating in activities that involve specific concepts ( using numbers, language activities) with adults alongside. On the other side they learn independently and this encourages them to develop their autonomy. 1.2 Characteristics of the different types of schools in relation to educational stage(s) and school governance There are four main types of mainstream schools who are funded by local authorities and have to follow the National Curriculum, and include: a)- Community schools - are run and owned by the local authority - the local authority support the school , determine the admissions policy and may develop the schools facilities by local groups b)- Foundation and trust schools - are run and owned by their own governing body - the governing body of the school in consultation with the local education authority determines the admissions policy - a Trust school will form a charitable Trust with an outside partner , the school will have to buy in any support services and the decision to become that type of school will be made by the governing body in consultation with parents c)- Voluntary schools - * voluntary aided schools - are mainly religious, run by their own governing body but the land and buildings are owned by a religious organization or charity ; they are funded partly by the governing body , partly by the charity and partly by the local education authority * voluntary controlled schools - are run and funded by the local authority who employs the staff and provides services but the land and buildings are owned by a charity d)- Specialist schools - are secondary schools with a specialist status , they will receive additional government funding.In England 90 per cent of schools are specialist schools. Independent schools - are set apart from the local education authority, they are funded by parents, investments, gifts and charitable endowments. The Head Teacher and governors decide on the admissions policy and they do not have to follow the National Curriculum. Academies - have been set up by sponsors from various business areas, they have close links with the local education authority but are not maintained by it and have more freedom than state schools. 1.3 Post - 16 options for young people and adults The post-16 options are either to leave the school and start employment, or to stay and continue with the studies. [The Education Funding Agency (EFA) is responsible for the funding of 16-19 provision in academies, general further education colleges, sixth-form colleges and independent provision. The EFA also distributes resources to local authorities for them to pass on to those schools that are not academies. Our objectives include allocating 16-19 revenue funding and learner support budgets to providers accurately and on time, maintaining and developing funding systems for 16-19 education and for learners with learning difficulties and/or disabilities up to age 25, ensuring general funding compliance and tendering and funding the youth contract allocations for disengaged 16- and 17-year-olds.] The government guarantees that by the end of September of the year that each young person leaves compulsory education, they will have a place in further learning available. [The September Guarantee is an offer, by the end of September, of a suitable place in education or training to young people completing compulsory education. The Guarantee was implemented nationally in 2007 and was extended to 17 year olds in 2008 to allow those who enrol on one year or short courses further opportunities to engage in learning. The participation age will be raised to 18 in 2015. The offer must be one of the following: • full or part-time education in school, sixth form college, independent learning provider or FE college; • an apprenticeship or programme-led apprenticeship (this must include both the training element and a job or work placement); • Entry to Employment (e2e); • Employment with training to NVQ level 2.] 2. Understand how schools are organised in terms of roles and responsibilities 2.1 The strategic purpose of members of the school team a) School governors - a variety of people who have links with the school and local community and who are responsible with running the school - set aims and objectives for the school - adopt new policies for achieving the aims and objectives - set targets for achieving the aims and objectives b) Senior management team - the more experienced staff with managerial experience. - they will meet once a week to discuss issues which have come up , to make decision about the running of the school and will spread this information to teachers and support the staff c) The SENCO - plays a vital role in leading the coordination of provision for children and young people with SEN and/or disabilities in schools. [There's certain basic information that every SEN governor should know: • how the school identifies children with SEN - make sure you understand how the school identifies a pupil with SEN and what happens once a pupil has been identified; • how SEN money from LAs is allocated and spent - different LAs organise SEN funding in different ways. You should understand how your LA provides SEN resources and how your headteacher and governing body decide how these resources are spend for all pupils with SEN in your school; • the school's SEN policy - you should know your school's policy on SEN and make sure it's reviewed regularly. Regular reviews are vital to ensure that the SEN provision reflects the changing needs of the school, its circumstances, and the law; and • develop good relationships in the school - developing good relationships with the key people involved in the school is essential. It's particularly important to get to know the head and the SEN coordinator (SENCO).] d) Teachers - have the responsibility of the planning and preparation of the curriculum for pupils in their class A teacher must: • establish a safe and stimulating environment for all pupils • set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions • be aware of pupils’ capabilities and their prior knowledge, and plan teaching that can build on these • guide pupils to reflect on the progress they have made and their emerging needs • demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching • encourage pupils to take a responsible and conscientious attitude towards their own work and study. • to communicate and consult with the parents of pupils • to communicate and co-operate with persons or bodies outside the school • promote a love of learning and children’s intellectual curiosity • set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired • adapt teaching to respond to the strengths and needs of all pupils • know when and how to differentiate appropriately • demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development • have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them. • know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements • give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback. • have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy e) Support staff roles . Types of support staff may be : •breakfast, after-school or extended school staff •midday supervisors and catering staff •office or administrative staff •caretakers or site managers •teaching assistants •individual support assistants for SEN children •specialist or technicians •learning mentors or parent support workers The roles of each of these members of staff may be different and their job descriptions should reflect this. 2.2 Roles of external professionals. There will be a huge range of external professionals who may work with a school on a regular basis. The school should have an educational psychologist allocated to it through the local SEN department. Educational psychologists work in a variety of different ways to address the problems experienced by children and young people in education. They have a central role in the statutory assessment for children with special educational needs (SEN). They work directly with children and young people individually or in groups and with a wide range of other professionals to deliver their work. They may also lead meetings with parents and make recommendations for work with individual pupils. 3 Understand school ethos, mission, aims and values 3.1 Ethos - the school’s values and beliefs and how it “feels”. Mission - the school’s overall intention , as set out by the Head Teacher Aims - will be in the prospectus and in other school literature Values - the moral code of the school The Leedon School’s mission is : [ Always try to be the best you can be] and can be found on the school’s website as well as on the designated walls of the school. Leedon’s School values and beliefs are: *Succes - they celebrate their successes in all areas of their lives *Challenge - they learn something new every day, take risks and learn from their mistakes *Identity - they are all special and are valued as individuals *Safety - the school is a safe haven for learning *Aspirations - they have hopes and dreams for their future *Belonging - the school is valued by everyone and they make positive contributions to the success and development of their school 3.2 The school’s aims and values will need to be communicated as much as possible in school literature and on its website as well as in school. 4. The legislation of schools 4.1/ 4.2 Laws and codes of practice and the implications for the schools The Data Protection Act 1998 - schools need to keep ( securely on site , locked in cabinets or computers ) and use information only for the purpose for which it was intended ; all information about pupils are confidential - The UN Convention of Rights of the Child 1989 - children have a right to protection from any form of discrimination ; - the interests of the child are the primary consideration - children are entitled to express their views - children have a right to receive and share information without damaging to others - children have a right to freedom of religion - all children have an equal right to education - children’s education should develop each child’s personality, talents and abilities Education Act 2002 - includes a duty of schools to promote community cohesion; the schools are required to work alongside other community-based organizations Children Act 2004 -it is about the way in which schools address issues of care, welfare and discipline Childcare Act 2006 - more responsibility on local authorities for more ‘joined-up’ work between schools and other agencies for the best interest of children Freedom of information Act 2000 - schools have a duty to provide advice and assistance to anyone who requests information Human Rights Act 1998 - the right to education; the right to respect private and family life; the right to freedom of expression - all have a direct link to school provision The Special Educational Needs Code of Practice 2001- children have an increased right to a mainstream education Disability Discrimination Act 1995 - schools are built with all the provision for pupils with disabilities and the pupils should not be excluded from any aspect of school life due to disabilities 4.3 The roles of regulatory bodies - to monitor and enforce the legislative framework The Health and Safety Executive - carry out risk assessments and appropriate measures; complete and hold appropriate paperwork which may be requested for inspection; have a school health and safety policy, and inform all staff about this School-specific regulatory bodies - to regulate and inspect the provision and education of children and young people, and to report their findings 5 The purpose of school policies and procedures 5.1 The school policies and procedures are so that parents, staff, governors and others who are involved in the running of the school are able to work from a comprehensible set of guidelines. 5.2 Schools may have policies and procedures relating to: *staff - pay policy, performance management policy *pupil welfare - safeguarding policy, health and safety, behaviour management policy *teaching and learning - curriculum policy, early years policy, marking policy *equality, diversity and inclusion - equal opportunities, gifted and talented policy *parental engagement - home-school agreement, homework policy 5.3 Schools need to ensure not only that policies are in place , but also that they are revised and updated on a regular basis. Depending on the policy, the school’s senior management team or person responsible for a curriculum area may draft a policy and then have it checked by other staff during a staff meeting. 6 The wider context in which schools operate 6.1 The roles of the Department of Education : * be responsible for education and children’s services * funding research into education-based projects * developing workforce reform * promoting integrated working for all those who work with children and young people The local government departments will provide services to schools in the area in the form of advice and support : * staff training and development * special educational needs * the curriculum * school management issues * promoting community cohesion * behaviour management * the development of school policies 6.2 Schools have been developing their role in local communities through projects such as the extended schools programme. Schools need to develop their own policies in line with national requirements and are expected to know about and show that they are working from national policies. 6.3 The impact of a closer working relationship between organisations can only be beneficial to all concerned and is in the best interests of the children. References : L.Burnham , B.Baker (2010) , Supporting Teaching @ Learning in schools (Primary) www.governornet.co.uk ; www.education.gov.uk ; www.tda.gov.uk ; www.ssatrust.org