Schools

Unit title: School as organisations 1.1 1. Mainstream State schools 2. Community Schools 3. Foundation and Trust schools 4. Voluntary aided schools 5. Voluntary controlled schools 6. Academies 7. City technology colleges 8. Community and foundation special schools 9. Faith schools 10. Grammar schools 11. Maintained boarding schools 12. Independent schools 13. International schools 1.2 Type of School Description Mainstream State schools Foundation to Key Stage 2 (5 to 11 years) Every child is entitled to a place, most schools admit boys and girls, however there is a few that are single-sex. They follow National Curriculum and receive funding from local authorities. They are inspected by Ofsted. Community Schools Foundation to Key Stage 2 (5 to 11 years) National Curriculum Is run by local authorities this means they employ staff, own the land and buildings, and decide on the admission criteria. They also have strong links to the community and at times the schools facilities can also be used for adult education and childcare. Foundation and Trust schools Foundation to Key Stage 2 (5 to 11 years) National Curriculum A foundation schools is run by their own governing body, they employ staff and set admission criteria, they own the land building sometimes with the extra help of a charitable foundation. A trust schools the same except they can also partner up with a business or educational charity. Parents also participate in discussions on the functionality of the school. Voluntary aided Schools Foundation to Key Stage 2 (5 to 11 years) National Curriculum extra lessons in religion/faith Generally a faith or religious school, the governing body, employs staff sets admission criteria, land and buildings are owned by religious organisation. They also receive funding from the governing body and local education authority. Voluntary controlled schools Foundation to Key Stage 2 (5 to 11 years) National Curriculum extra lessons in religion/ faith Land and buildings are generally owned by religious organisation or charities who are members of the governing body. The school is run by the local authority that employs staff and set the admission criteria. State Secondary Schools Key stage 3 & 4 (11 to 16yrs) National curriculum Run by local authority, who employ staff and own buildings Academies Key stage 3 & 4 (11 to 16yrs) National curriculum Independently managed by a sponsor business, faith or voluntary groups in partnership with department for education and local authority. They own the land and buildings and the government funds the running costs City Technology colleges Key stage 3 & 4 (11 to 18yrs) National curriculum Independently managed, non-fee paying schools. They offer a range of vocational qualifications as well as GCSES and A LEVELS. More specific on science, technology and world of work subjects. Community and Foundation special schools Key stage 3 & 4 (11 to 16yrs) National Curriculum Cater for specific educational needs, including physical disability or learning difficulties. Faith schools Key stage 3 & 4 (11 to 16yrs) National curriculum Religious education is added to curriculum and will reflect on admissions and staffing policies. Grammar Schools Key stage 3 & 4 (11 to 16yrs) National curriculum Select their students based on academic ability. Maintained or boarding schools Key stage 3 & 4 (11 to 16yrs) National curriculum Free tuition but there are fees for board and lodging. Independent schools (5-16 years) There are approximately 2300 in England. They set their own curriculum and admission polices. Funding comes from parents and income from investments, most have charitable status (claim tax exemption). They have to be registered with Department for education. They are regularly monitored by either ofsted or an inspectorate approved by the secretary of state. It is important to note that due to a change in law there is currently a transition period and some students and then eventually all students will be required to stay in education until the age of 18. 2.1 Roles Responsibilities School Governors School governors lead schools, they don’t manage them. They are there to give a long-term strategic direction to how the school is run, to be critical friends to the school and to ensure the school is accountable for its actions. Governors discuss and have input on: School policies, such as discipline, dress, sport, bullying and homework Long term plans and the future of the school How the school budget will be spent How the school will try to reach performance targets Drafting the annual report to parents Appointment and dismissal of staff Complaints from pupils, staff and parents Repair and maintenance of school buildings Use of school premises outside school hours The governing body often appoints sub-committees of governors to look at specific issues such as the school’s finance, staffing, curriculum and premises Senior Management Team The SMT is usually made up of the headteacher & deputy head - Often you'll find Assistant headteacher or senior teachers with particular responsibilities - like leading one of the key stages or something like assessment across the school. The Special Needs Co-ordinator (SENCO) might be a member, and increasingly the school business manager (SBM) is also a member. Their role is to set the strategic direction of the school and then manage this, lead any changes and generally make sure that the school delivering to students. SENCo A special educational needs co-ordinator (SENCO) is a teacher who is responsible for special educational needs within schools. All schools have a SENCO and they work teachers and with parents to ensure that the needs of pupils, who are identified as having special educational needs. If a child is identified as having special educational needs and does not progress sufficiently with extra help from a teacher, the SENCO will become involved. They make sure, the parent or carer, are kept informed about the child's special educational needs, support the staff and other professionals working with the child, make sure that an individual education plan is in place and all are kept updated with progress Head Teacher The head teacher provides vision, leadership and direction for the school and ensures that it is managed and organised to meet its aims and targets, which are established by the Governing Body. • is responsible for the internal organisation, management and control of the school • advises on, and implements the governing bodies strategic framework • formulates aims and objectives, policies and targets for the Governing Body to consider adopting • implements the policies for leading the school towards the set targets • gives the Governing Body enough information to ensure that the governors are confident that delegated responsibilities and the head teacher’s responsibilities have been met • Is accountable to the Governing Body for the school’s performance Deputy Head Works closely alongside the headteacher on a daily basis to manage the school and advise staff, when the headteacher is absent they are responsible for the management of the school. The deputy head will usually still have a teaching role, they also manage day to day arrangements like organising supply staff, setting up training and Teacher Is responsible for delivering early years / National Curriculum to their pupils, by planning and organising activities to their educational needs. To manage and guide other members of staff within the classroom and ensure a safe environment. To communicate with parents and prepare reports of pupils progress. To attend meetings within the school to maintain educational standards and attend any training. Teacher Assistant To work closely with teacher in preparing and planning daily activities. To assist pupils in helping them to understand work more clearly. To report back to teacher of any problems or noticeable progress of pupils. Complete required progression reports to monitor pupil’s attainment levels. 2.2 Speech and Language therapist SLTs will come to school to work with individual pupils to develop speech, language, vocabulary, pronunciation and improve overall communication, they report back and work closely with teachers and parents so that the activities and progress are monitored closely and mirrored at home and in the classroom. Educational Psychologist Support the SENCO by observing and assessing individual pupils, and identifying specific needs. Together with SENCO they will participate in meetings with parents and provide recommendations for pupils, and their family on the needs of the child. They are from the local authority special educational needs department. Education Welfare Officer From local authority will visit and meet with headteacher to discuss student’s attendance and provide guidance if there are any particular issues. They will also meet with parents to discuss absent pupil, excluded pupil to guide them in the right direction or prepare pupils return to school