Unit 205 Schools As Organisations

Name: Csilla Zoltan

Unit 205 Schools as organizations

Outcome 1 Know the different types of schools in the education sector

1.1 Identify the main types of state and independents schools

In the United Kingdom there are many different types of schools and other education settings for children age 0-19 years. This can be organized into four main phases of education.
Nursery School for children aged 3 and 4, they had their own head teacher and staff. Some are state founded, others run privately way (though children might be eligible for free part-time place).
Nursery Classes are attached to primary schools. They may have separate building and playground away from the main school but share the same head teacher and staff.
Primary school cater for children aged 4-11.While at primary school, children start with Early Years (Foundation) curriculum, followed by Key Stage 1 and Key Stage 2 of the National Curriculum.
Secondary Schools are cater for children aged 11-16 or 19. They take pupils trough Key Stage 3 and 4 of the National Curriculum.
Sixth from colleges are cater for young people aged 16-19 years old. Student study for A levels and other qualifications that they can do after the age 16, eg BTEC National Certificates.

1.2 Describe characteristics of the different types of schools in relation to educational stages and school governance

All children aged 5-16 are entitled to a free place at state school. Most families take up this place. A few –around 6.5%-choose to pay for a place at an independent (also called private, or-confusingly –public) school. Parents pay fees towards the cost of running in independent school. There are four main types of state schools founded by local authorities. They all follow the National Curriculum and are inspected by Ofsted (the government’s Office for Standard in Education, Children’s Services and Skills).
Community Schools are run by the local authority, which employs school staff, owns the land and buildings, and set the entrance criteria (such as catchment area) that decide which children are eligible for a place.
Foundation and Trust Schools are run by the governing body which employs the staff and sets the entrance criteria. Land and buildings are owed either by the governing body or by a charitable foundation. Trust schools are similar, but are run together with an outside body-usually a business or charity- which has formed an education trust.
Voluntary-aided schools are religious or faith schools. Just like foundation schools the governing body employs the staff and set the entrance criteria. School buildings and land are usually owed by charity often a church.
Voluntary-controlled schools are a cross between community and voluntary-aided schools. The local authority employs the staff and sets the entrance criteria, like a community school, but the land and the school buildings are owed by a charity, often a church, which also appoints some members of the governing body.
Specialist Schools are state secondary schools what often specialize, which means they have an extra emphasis in one or two subject. School can specialize in: the arts, maths and computing, business and enterprise, music, engineering, science, humanities, sports, languages, and technology.
Academies are independently managed schools set up by sponsors from business, faith or voluntary groups in partnership with the local authority and government Department for Children, Schools and Families.
City Technology Colleges are urban based, independently managed secondary schools geared towards science, technology and the world of work. They offer a range of vocational qualifications as well as GCSEs and A levels.
Special Schools which usually been assessed and given a statement of special educational needs (SEN). These may include learning disabilities or physical disabilities. Some special schools are founded by the local authority. These could be community, voluntary-aided or controlled, or foundation special schools. Some special schools are independent.
Free Schools are normally brand-new schools set up by teachers, charities, community or faith groups, universities and groups of parents where there is a parental demand. They will be set up as Academies and will be funded in the same way, directly from central government. They also share with academies a greater control over their finances, the curriculum, and teacher’s pay and conditions.

Outcome 2
Know how schools are organized in terms of roles and responsibilities

2.1 Describe roles and responsibilities of:

a) School Governor have three main roles are provide strategic direction for the school, act as a critical friend to the head teacher, ensure accountability.
They also carry out a number of other important duties, which include: Determining how the school's budget is spent, appointing and dismissing of staff, hearing appeals and grievances, forming policy on the school's curriculum and collective worship, setting standards for pupils' behaviour and discipline, making sure school buildings are welcoming and safe, setting and monitoring the school's aims and policies.

b) Senior Management Team
The SMT is usually made up of the head teacher and deputy head - but then depending on the size of the school, the team can be bigger and more varied. Often can be found Assistant head teachers 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 is doing the best it can for the children that attend.

c) Other statutory roles eg SENCO
The Special Needs Co-coordinator works closely to other staff of the school and has responsibility to day to day operation to the SEN school policy. They coordinated provision for pupils at the School Action plus levels together with provision of any child who may have statement of SEN.

Admit pupils to the school within the admissions policy of the Local Authority regardless of the child’s special educational needs. Draw up and implement a school policy for special educational needs. Monitor and evaluate the effectiveness of the SEN provision made and to report annually to parents on this. Have regard to the Code of Practice on the identification and assessment of Special Educational Needs. Ensure that all staff in schools know the importance of identifying pupils with SEN and providing for them. Make every effort to identify and meet the needs of SEN pupils. Make sure that all teachers know which pupils in their classes have SEN and how to provide for them. Ensure that where a child has SEN of any sort parents are fully informed and involved in planning, provision and review of these needs.
Ensure that children receive their entitlement to a broad, balanced and accessible curriculum matched to need. Inform the LA about all pupils who may need a statement of SEN. Ensure that pupils with SEN can appropriately access all the activities of the school for their age. Ensure that any provision named in a child’s statement of SEN is made.
In order to fulfil these duties, governing bodies will need to identify the funding to be made available for making SEN provision at a school level. They should also consider, when recruiting new staff, the need for appropriate skills and attitudes with regard to the identification and assessment of pupils with SEN and in making suitable provision for them.

d) Teachers
School teachers develop schemes of work and lesson plans in line with curriculum objectives. They facilitate learning by establishing a relationship with pupils and by their organisation of learning resources and the classroom learning environment.
School teachers develop and foster the appropriate skills and social abilities to enable the optimum development of children, according to age, ability and aptitude. They assess and record progress and prepare pupils for examinations. They link pupils' knowledge to earlier learning and develop ways to encourage it further, and challenge and inspire pupils to help them deepen their knowledge and understanding.

Tasks are broadly the same for all school teachers and include: teaching all areas of the primary curriculum; taking responsibility for the progress of a class of actual-age pupils; organising the classroom and learning resources and creating displays to encourage a positive learning environment; planning, preparing and presenting lessons that cater for the needs of the whole ability range within their class; motivating pupils with enthusiastic, imaginative presentation; maintaining discipline; preparing and marking work to facilitate positive pupil development; meeting requirements for the assessment and recording of pupils' development; providing feedback to parents and carers on a pupil's progress at parents' evenings and other meetings; coordinating activities and resources within a specific area of the curriculum, and supporting colleagues in the delivery of this specialist area; working with others to plan and coordinate work; keeping up to date with changes and developments in the structure of the curriculum; organising and taking part in school events, outings and activities which may take place at weekends or in the evening; liaising with colleagues and working flexibly, particularly in smaller schools; working with parents and school governors (in England, Northern Ireland and Wales) or School Boards (in Scotland) to maximise their involvement in the school and the development of resources for the school; meeting with other professionals such as education welfare officers and educational psychologists, if required.

e) Support staff
Learning support staff work with teachers in the classroom, helping pupils progress with their learning. They include teaching assistants (TAs) and higher level teaching assistants (HLTAs). Administrative staff provide essential back-up services for the whole school. Welfare and pupil support:-Pupil support staff are responsible for the welfare of pupils outside the classroom including during break, lunchtime and outside school hours. Specialist and technical staff are on hand in schools to provide valuable know-how and resources that support teaching and learning.Site staff play an important role in schools ensuring that the environment is clean, safe and tidy and that meals are available at lunchtime.

2.2 Describe the roles of external professionals who may work with school eg educational psychologist

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 and statementing procedures 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. Part of the educational psychology role is to work at a strategic level, carrying out research and advising on educational policy development. Other areas of work include delivering training on issues such as behaviour and stress management. Direct work with children and young people includes assessing their learning and emotional needs using methods such as interviews, observation and test materials. Interventions are then developed to support the child or young person with the problems they are experiencing.

There are many external agencies available to early year’s settings. Below are some of the agencies my setting interacts with:
OFSTED - Inspect provision of care in the setting. They ensure all of our staff are up to date on training, we are providing a healthy and safe environment for children and following the EYFS. Ofsted provide support and advice for staff and the setting itself.

Police – In cases of emergency the police will provide help and support. They will be contacted if a problem arose such as child missing, breaking an entry, suspicious persons and they may also be a point of contact if there is a suspected case of abuse or violence.

NHS & Health Services – Provides us with up to date information about any illnesses and medical outbreaks such as measles etc. They are there for information, help and support.

Health Care Professionals – Where a child has a developmental need, we often work with a range of health professionals such as speech and language therapists. Their function is to provide information and advice using different methods to help the child overcome or improve a difficulty.
The speech therapist will have regular contact with the child, parent and GP to ensure the best possible outcome for the child. Staff of the school can contact health professionals at any required time or if an issue arises within the setting.

I have written about some agencies previously to Unit 202/1.2 CPIU, Health Visitors, School Nurses, NSPCC.

Bibliography
- Teena Kamen- Teaching Assistant's Handbook Level 2, Level 3
- Michael Cole and Sheila Cole- The development of children
- The Data Protection Act 1998
- Beeston Fields Primary School Policies
- Every Child Matters
- Working Together To Safeguard Children
- Equality Act 2010
- Oxford English Dictionary

Wesites www.dshs.wa.org www.education.gov.uk www.pathwaycare.com www.crae.org.uk www.unicef.org.uk www.bbc.co.uk www.tes.co.uk