TDA 2.5

Describe why schools have policies and producers.
1.1 Identify the main types of state and independent schools.
. Community schools
. Foundation and Trust schools
. Academies
.Free schools
.Community schools
2.1 describe the characteristics of the different types of schools in relation to educational stages and schools governance.
Community schools- Community schools are run by the local authority, who will then employ the school staff, they will also set the entrance criteria such as catchment area and will decided which children will be able to get a place in the school. They will also own the land and building.
Foundation schools- are run by a governing body which employs the staff and sets the entrance criteria. Land and buildings are owned either by the governing body or by a charitable foundation.
Academies- are independently managed schools set up by sponsors from business, faith or voluntary groups in partnership with the local authority and the government Department for Children, Schools and Families.
Free schools- free schools are funded by students by students that go to the schools (the are able to do this as the local government will give them funding). Free schools don’t have to follow the national curriculum, and are able to decide on their own term dates and the schools timetable. They chose how much staff members get paid, these schools run on a non-profit normally, they are mainly set up by charities.
Community Schools- are run by the local government, they control the admissions for the schools, and the schools have to follow the national curriculum. As the local government control the schools, the school grounds can be used for outside actives as it brings in more funding for the school, this is sometimes called private money used to maintain the school.

2.1
2.2 describe the roles of external professionals who may work with schools e.g education psychologist.
Educational psychologist- help children with their learning and development and they aim to bring about positive change for children. They have skills in a range of psychological and educational assessment techniques and in different methods of helping children and young people who are experiencing difficulties in learning, behaviour or social adjustment.
Teachers
Teachers prepare lessons and try to make them as interesting as possible. Their knowledge. They feedback to parents on the students progress.
The senior management team is usually made up of the head teacher and deputy head. However depending on the school size the team could be bigger and more varied. Often you will find assistant head teachers or senior teachers with particular. Meeting with and advising fellow teachers, managing learning support assistants, overseeing the records of all children with special educational needs.
Meal time assassinates has many responsibilities, such as preparing food, laying out the tables, making sure the tables are cleaned correctly, basically making sure everything is done in time for lunch time, they also have to look after the children playing in the playground and have first aid to know how keep the children safe if one is hurt.
Teaching assistants have to have the class room ready for the children, help children with their work, they have to put up displays, look after the children if they are upset,
The care taker has many important roles, such as maintaining the building, this would include the lights, heating for example if a door had broken then they would have to fix it,

3.1 define the meaning of aims and values.
Aims- the meaning of aims is to achieve something, for example ‘’To achieve our vision, we aim for all pupils, staff, governors and parents to: Work in unity to make High View Primary school a welcoming, stimulating and successful school. Encourage good manners, self-discipline and the desire to be enthusiastic learners who grow into forward thinking responsible citizens who respect, value and care for themselves and others’’
Values-Important and lasting beliefs or ideals shared by the members of a culture about what is good or bad and desirable or undesirable. Values have major influence on a person's behaviour. For example ‘’our values. Respect, kindness, responsibility, Aspiration, Achievement, Excellence’’
3.2 Describe how schools may demonstrate and uphold their aims
.C/R
3.3 Describe with examples how schools may demonstrate and uphold their aims.
Aims-Aims are what the school hope to achieve throughout the year. To have a caring atmosphere. High standards in the school environment, To find ways to engage a child in learning, to get children involved with each other to encourage learning, to care for their school and its environment in the surrounding area, to involve parents in a child’s education, through the schools website, to recognise that their school is a multi-cultural place with no barriers placed against race or religion and to respect.
Values- schools values are to strive to be a really good school. To have no bad language, to make sure there is no racism or bullying, that the children and staff respect each other. To be friendly to each other, truthful and respect to each other.
4.2 Describe how laws and codes of practice promote pupil wellbeing and achievement Every early years, childcare and educational organisation needs to have policies and practices that put these laws into action:
Codes of practice- Codes of practice provide guidance and system of rewards and sanctions should be used to support the code of conduct. Positive behaviour and regular attendance should not be taken for granted. They should be actively encouraged.
The education act-
The Education Act was put into place to provide guidance on what can and cant be done in schools.The Act includes measures to increase the authority of teachers to discipline pupils and ensure good behaviour, with a general power to search pupils for items banned under the school’s rules, the ability to issue same-day detentions and pre-charge anonymity when faced with an allegation by a pupil of a criminal offence.
The children act-
The Children Act was made to show, provides for support from local authorities, in particular for families whose children are in need; and legislates to protect children who may be suffering or are likely to suffer significant harm.
The equality act-
The equality act was put into place to stop anyone from being treated unfairly. There are 7 different laws to protect people from any sort of discrimination.
• Race
• Sex
• Sexual orientation (whether being lesbian, gay, bisexual or heterosexual)
• Disability
• Religion or belief
• being a transsexual person
• having just had a baby or being pregnant The Special Educational Needs and Disability Act- the Act introduces the right for disabled students not to be discriminated against in education (mainly for students), including further and higher education institutions and sixth form colleges. Student services covered by the Act can include a wide range of educational and non-educational services, such as field trips, examinations and assessments, short courses, arrangements for work placements.
The Race Relations Act-T

5.1
Reasons for policies and producers are because of legal requirements that up hold the current legislation, they also protect the child, staff and parents. So everyone knows what to do in case of an emergency, for example if a fire was to happen then policies would be in place so people would know what do to do.
5.2

6.1
Idilities of national and local government for education policy and practice. The Secretary of State for Education in England is Michael Gove , he makes many important choices in his job, he chooses how much funding schools get, also chooses the grades , polices schools, and chooses who goes into schools for example ‘ofsted’. The local government chooses how much funding goes into each school and how its spent, staffing, training staff and works how out polices are put into place.
6.2
Describe the role of schools in national policies relating to children, young people and families.
Schools are expected to work from policies related to children, young people and their families, schools need to develop their own policies, from the national requirements. Some schools could used to take part in trials, for example some schools were aloud to become an Academy before they became a real academy.
6.3
Describe the roles of other organisations working with children and young people and how they may impact on the work of schools.
Schools have many different organisations coming into schools talking to the children or young people.
.Theatre groups- Groups such as M&M productions would come into a schools and show plays that would be fun for the children but also would have a meaning, such as ‘Stanger danger’ this would be fun for the children and also help safe,
Police officers- They go in to schools and talk about the job that they do and what it involves, also shows how people how to be aware of dangers, this would impact ask it would shouldn’t break the law.
Life caravan- this goes to different schools and talk about general life, problems that could happen to a young person and talks about drugs and alcohol, smoking and sexual health. This impacts on young people by teaching them about things that they would maybe only get a few hours on in school.
Artist- they come into schools and teach people how to draw, its fun for the children or young people but its also giving them a lesson on art .
History speakers – they come into schools and talk about history, for example speakers about world war 1 would teach the children or young people but they would also effect there emotions as they would be hearing horrible things that would impact their lives.