Tda_3.2_Schools_Organisations

Schools as organisation TDA 3.2 Area 1 Summarise entitlement and provision for early years education;- All children aged 0-5years are entitled to education, this may be in the form of a childminder, nursery, pre-school or a sure start children’s centre. Sure start work with infants and parents from birth, providing education, family support, cover any health issues and also offer advice on learning, training and employment. Nursery schools provide education and learning for children between the ages of three and five. Most nurseries are based at primary schools and sure start children’s centres. Preschools and playgroups are often run by voluntary groups which offer part-time play and learning for children under the age of five. Three and four year olds are entitled to 15 hours of early years education, this is usually in the form of a government grant. Day nurseries provide early years education and learning from birth to five years old. These can be independent businesses or voluntary groups. Explain the characteristics of the different types of schools in relation to educational stage(s) and school governance;- Community Schools. These are run and owned by the local authority. The LEA (Local Education Authority) employs school staff. They deal with new admissions, and they also own the land in which the school is situated. The governors deal with finances, budgets, appointing and dismissing staff. Foundation and trust schools Foundation schools are run by their own governing body which determines the admissions policy in consultation with the LEA. The governors appoint the staff and also own the land in which the school is situated on. A trust school may form a trust with another business or outside agency. The school will have to buy in any support services. The school trust and parent consultation meetings decide whether the school should become a trust school or not. Federation There are two types of federation schools:- Hard- have the same governing bodies - in 2 or more schools Soft- different. Explain the post-16 options for young people and adults By the time a child reaches year 11 there are many options available to them for the future. They can continue their education, this could be choosing a new course, entering employment or attending a training course. These options can help build stability for a successful career. Post 16 Attending college/sixth form or entering full time education. Depending on their results they may be able to choose from the list below. Post 17 Upon completion of a one year course following year 12, some may decide to continue in full-time education and study further , some may decide to look for work or training courses. Post 18 After completing year 13 they will encounter many choices regarding their future. They may continue to study or attend further training courses. Some may study and work part-time, or enter full-time employment. List of options for post 16, 17 and 18. Course at entry level- Entry level courses do not require any exam passes and usually take one or two years to complete, a course at this level is an – Entry Level Certificate. Course at Level 1(foundation Level) - Foundation level courses do not usually require any exam passes. Depending on which course they do it usually takes either one or two years to complete. Examples of courses at this level are: -Introductory Certificates/Diplomas -National First Award (level 1) -National certificate/Award (level 1) -GCSEs -NVQ Level 1 AREA 2 The purpose of having a school governing body is to: 1. Help set high standards, set targets and plan for the schools future. 2. Keep the pressure up on school improvement (set by OFSTED) 3. Offer support and advice, be a critical friend to the school. 4. Offer support to parents and within the community. 5. Make the school accountable to the public for what it does. 6. Work with the school on planning, developing and reviewing. 7. Exercise its responsibilities and powers in partnership with the head teacher and the staff. 8. Will NOT intervene within the day to day running of the school unless needed, ie weaknesses 9. Can appoint or dismiss staff, they can also give disciplinary action where needed. 10. Keeps the school running within the allocated budget. Senior Management Team – This is usually the head departments, Head teacher, Deputy head and head of year. The special needs co-ordinator could also come under this category. Their role is to set and manage the strategic direction of the school. They also lead changes and generally make sure that the school is doing its best to deliver the strategic direction for the pupils that attend the school. SENCO A SENCO teacher has the responsibility of co-ordinating areas within the school for those with special educational needs. According to Cowne and Jones 2001 a SENCO can be looked upon as a main figure in making institutional change, and is also seen as a leadership role within a school community. TEACHERS The main role of a teacher is to communicate effectively with learners, continuously assess the learner’s progress and develop practice. To develop lesson plans and engage in learning activities, also monitor and report any issues which may arise, and deal with any classroom conflicts appropriately. SUPPORT STAFF ROLES Support staff work alongside the teacher, offering guidance and support where needed. They work under observation and guidance from the teacher and are not expected to deliver direct teaching however they may supervise a class with the direct absence of teacher. Support staff must be aware of safeguarding children and must monitor and report back to the most senior person on duty in confidence. Some support staff may not be based in the classroom; however they may have similar responsibilities. EXTERNAL PROFESSIONALS There are many external professionals that work within an educational setting. They come in and work with the head and other staff when needed. There are many children in schools with psychological issues and behavioural needs. The educational psychologists can offer support for teachers, parents, carers and other staff involved in the direct care of the individual. They work closely with the SENCO, spending time observing and monitoring behaviour and any other issues they may be faced with. Delivering their findings to parents/carers in the form of advice and support. SPEECH AND LANGUAGE THERAPY(SALT) The speech and language therapist comes in to assist with communication in some children who have problems communicating and expressing themselves and finding socialising difficult. They also work with children who have trouble eating and drinking, they are also able to assess for swallowing problems. They will work alongside the parents, other health professionals and those involved in direct care. They will help the child reach full communication potential. SPECIALIST TEACHERS Specialist teachers specialise in a certain area of learning and can support a teacher within their specialised area. The role of a specialist teacher is important to ensure children receive the best level of education. EDUCATIONAL WELFARE OFFICER An educational welfare officer is responsible for the welfare of children, they work alongside the schools support system, pupils and families offering guidance and support and resolving any issues. The support from a welfare officer can be extended to home visits. Evaluate methods of communicating a schools ethos, mission, aims and values The mission is what the school intends to achieve, this is set by the head teacher and is often seen as a motto or slogan for the 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 Kingfisher special 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. The above is communicated in regards to ones individual needs, this can be in the form of Braille, sign language, picture boards, leaflets, newsletters, emails, telephone conversations and notices. Explain how the ethos, mission, aims and values of a school may be reflected in working practices. 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 Kingfisher special 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. Summarise the law and codes of practice affecting work in schools The Convention on the rights of the Child (1989);- Developed by unicef, it has promised all children the same rights. It is a human rights treaty for children. The Education Act (1981), (1993) and (1996) The Children Act (1989) and (2004) The Equality Act (2006) The Care Standards (2000) The Special Educational Needs and Disability Act (2001) The Race Relations Act (1976) and amendment (2000) The Disability Discrimination Act (1995) and (2005) The Public Order Act (1986) The Religious Hatred Act (2006) Explain how legislation affects how school work Legislations do influence how a school work because they need to fully act in accordance with with legal requirements. These put in place to encourage equality and abolish discrimination, it will also have an effect on the way I work with children. All schools are obligatory to have a range of policies and procedures; this is a legal necessity so that staff, governors, parents and everybody involved within the school has a set course of action to follow. The policies and procedures are reviewed every twelve months by the school, if altered in agreement these are then communicated through team meetings.