1.2 Explain The Role Of External Professionals In Education
There could be any number of different external professions called in to support a child during their education depending on the individual needs of the pupil. The more common professionals who may be called upon are educational psychologists, speech and language therapists, specialist teachers, education welfare officer and physiotherapists/Occupational Therapists. These specialists will be called in to assist a pupil with Special Educational Needs. They will work closely with the pupil, the parents and the other members of the team around the child.
The School Improvement Partner (SIP) works with the Head Teacher to develop the school through school self-evaluation and pupils progress. They will have good experience having either held a leadership role in a school or the local authority. They review both the schools educational abilities and also their extended provision, such as breakfast and after school …show more content…
clubs to look at ways in which the school can develop and improve itself.
Page 4 of 12 6. Explain how the ethos, mission, aims and values of a school may be reflected in working practices.
You should be able to tell from walking around a school that the schools ethos is being reflected in the working practices of the school. The children should be at the centre of everything that happens at the school and the pupils should feel that their learning and development is celebrated and rewarded in many different ways throughout the school.
The attitudes of both pupils and staff should promote a positive environment for the pupil to learn. It should be clear that the pupils work well together and help one another to achieve their learning objectives. All pupils should be included in this way of working regardless of any diversity. Equal opportunity is something that all pupils should be offered as well as being rewarded for when they demonstrate an inclusive attitude towards others. It is something that they should be able to rely on as a member of their school community. The wider community outside of the school can also be involved by the school being open to forming links with external members of the community; such as inviting upstanding members of the community to share with the school their skills and knowledge. This broadens the pupils vision and allows them to see what they can achieve after education.
7. Evaluate methods of communicating a school’s ethos, mission, aims and values.
It is important to communicate a schools Ethos, Mission, Aims and Values by external facing forms of communications, as this is where prospective parents will look first for information about a school they are considering of applying to.
The School website, the printed prospectus and in displays within the school itself are where a school can make a great first impression.
8. Summarise the laws and codes of practice affecting work in schools.
There are nine key areas of legislation that schools are obliged to operate under.
Data Protection Act 1998
UN Convention on Rights of the Child 1989
Education Act 2002
Children Act 2004
Childcare Act 2006
Freedom of information Act 2000
Human rights Act 1998 Page 5 of 12
Special Educational Needs (SEN) Code of Practice 2001
Disability Discrimination Act – now the Equality Act.
The Data Protection Act: Use information only for the purpose that it was intended and to keep that information secure and CONFIDENTIAL. For example, people who are working closely with a child need to be provided with the information with which they need to be able to work alongside the child, people who are enquiring for their own desire for information do not need to be given access to that information.
UN Convention on Rights of the Child 1989: There are 54 articles contained within the convention and those that are directly related to schools are as follows; 2, 3, 12, 13, 14, 28, 29.
In summary, these set out a number of rights which the child is afforded. Right to protection of discrimination, best interests of the child being the primary consideration, right to receive information (which doesn’t damage others), Right to freedom of religion, equal right to education and the right to develop to the fullest and learn to live in
peace.
Children Act 2004 and Childcare Act 2006: Alongside the Every Child Matters Framework the Children Act was implemented and it has a huge impact on how school address issues of care, welfare and discipline. The Childcare Act places more responsibility on the local authority to improve the wellbeing of the young people under its jurisdiction, ensure that there is sufficient childcare to allow parents to work and it also introduced the Early Year Foundation Stage (EYFS) for the under 5’s.
Freedom of information Act 2000: Introduced to promote transparency in the public sector; it is fully retrospective which means that data can be requested anytime from the past. There is of course confidential information which may be being requested and a school should seek guidance on the release confidential data.
Human Rights Act 1998: Introduced after the Second World War, this act gives particular rights and freedoms to individuals in the UK, but these are balanced against the rights and freedoms of others.
The Special Educational Needs (SEN) Code of Practice and Disability Discrimination Act 1995 and 2005 and Equality Act 2010: These areas of legislation combine to give parents and Children with SEN requirements an increased right to mainstream education. Ensures provision of access for disabled pupils and ensures that children are not excluded from school because of their disability or special educational needs.
The School Improvement Partner (SIP) works with the Head Teacher to develop the school through school self-evaluation and pupils progress. They will have good experience having either held a leadership role in a school or the local authority. They review both the schools educational abilities and also their extended provision, such as breakfast and after school …show more content…
clubs to look at ways in which the school can develop and improve itself.
Page 4 of 12 6. Explain how the ethos, mission, aims and values of a school may be reflected in working practices.
You should be able to tell from walking around a school that the schools ethos is being reflected in the working practices of the school. The children should be at the centre of everything that happens at the school and the pupils should feel that their learning and development is celebrated and rewarded in many different ways throughout the school.
The attitudes of both pupils and staff should promote a positive environment for the pupil to learn. It should be clear that the pupils work well together and help one another to achieve their learning objectives. All pupils should be included in this way of working regardless of any diversity. Equal opportunity is something that all pupils should be offered as well as being rewarded for when they demonstrate an inclusive attitude towards others. It is something that they should be able to rely on as a member of their school community. The wider community outside of the school can also be involved by the school being open to forming links with external members of the community; such as inviting upstanding members of the community to share with the school their skills and knowledge. This broadens the pupils vision and allows them to see what they can achieve after education.
7. Evaluate methods of communicating a school’s ethos, mission, aims and values.
It is important to communicate a schools Ethos, Mission, Aims and Values by external facing forms of communications, as this is where prospective parents will look first for information about a school they are considering of applying to.
The School website, the printed prospectus and in displays within the school itself are where a school can make a great first impression.
8. Summarise the laws and codes of practice affecting work in schools.
There are nine key areas of legislation that schools are obliged to operate under.
Data Protection Act 1998
UN Convention on Rights of the Child 1989
Education Act 2002
Children Act 2004
Childcare Act 2006
Freedom of information Act 2000
Human rights Act 1998 Page 5 of 12
Special Educational Needs (SEN) Code of Practice 2001
Disability Discrimination Act – now the Equality Act.
The Data Protection Act: Use information only for the purpose that it was intended and to keep that information secure and CONFIDENTIAL. For example, people who are working closely with a child need to be provided with the information with which they need to be able to work alongside the child, people who are enquiring for their own desire for information do not need to be given access to that information.
UN Convention on Rights of the Child 1989: There are 54 articles contained within the convention and those that are directly related to schools are as follows; 2, 3, 12, 13, 14, 28, 29.
In summary, these set out a number of rights which the child is afforded. Right to protection of discrimination, best interests of the child being the primary consideration, right to receive information (which doesn’t damage others), Right to freedom of religion, equal right to education and the right to develop to the fullest and learn to live in
peace.
Children Act 2004 and Childcare Act 2006: Alongside the Every Child Matters Framework the Children Act was implemented and it has a huge impact on how school address issues of care, welfare and discipline. The Childcare Act places more responsibility on the local authority to improve the wellbeing of the young people under its jurisdiction, ensure that there is sufficient childcare to allow parents to work and it also introduced the Early Year Foundation Stage (EYFS) for the under 5’s.
Freedom of information Act 2000: Introduced to promote transparency in the public sector; it is fully retrospective which means that data can be requested anytime from the past. There is of course confidential information which may be being requested and a school should seek guidance on the release confidential data.
Human Rights Act 1998: Introduced after the Second World War, this act gives particular rights and freedoms to individuals in the UK, but these are balanced against the rights and freedoms of others.
The Special Educational Needs (SEN) Code of Practice and Disability Discrimination Act 1995 and 2005 and Equality Act 2010: These areas of legislation combine to give parents and Children with SEN requirements an increased right to mainstream education. Ensures provision of access for disabled pupils and ensures that children are not excluded from school because of their disability or special educational needs.