be:- * UN Convention on the rights of the Child * Education Act 2002 * Children Act 2004 and Childcare 2000 * Human Rights1998 * Health and Safety Executive (HSE) * Common Assessment Framework * Special Educational Needs (SEN) code of practice 2001 and Disability Discrimination Act 1995/2005 * CRB checks * Escorting visitors * Attendance * Disability act * Drug and PSHE * The Data Protection Act 1998. * Freedom of information Act 2000 CRB
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the idea of special educational needs statements of SEN‚ an approach‚ based on common educational goals for all children regardless of their abilities or disabilities: namely independence‚ enjoyment‚ and understanding. It introduced a number of suggestions as to how with these needs should be supported – through access to the curriculum‚ changes to the curriculum and changes to the environment. It influenced the Special Educational Needs (SEN) Code of Practice 2001 through its focus on inclusion
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Q4a) Summarise the laws and codes of practice affecting work in schools There are a number of pieces of current legislation which govern the work in schools and although these are large in number it is important to recognise the key pieces of legislation and how these affect work in schools. The key pieces of legislation are listed below with a brief outline of how each piece affects work in schools: a) The Data Protection Act 1998 This Act sets out the guidelines in relation to how schools use
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The Act impacted on the number of SEN children being allowed to remain in mainstream schools and the number of trained adults required supporting their educational needs. The Code of Practice gives guidance on what training is required by the staff supporting the SEN children’s diverse range of needs. Disability Discrimination Act 1995/2005 As all children have the right to be included and involved
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E1 People who have a special need disability means that they have a physical or mental impairment that has a long term effects on their ability to do the normal and same things as other people. There are a number of ‘models’ of disability which have been defined over the last few years. The two most frequently mentioned are the ‘social’ and the ‘medical’ models of disability. Medical Model of disability looks at disabled people as a problem. For example if a child couldn’t get into the setting
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schools are inspected by OFSTED. Special school Special schools are state run schools. They cover from reception age to year 11‚ but not necessarily at the same location. The school is for children with special educational needs. Some children with SEN can go to community primary schools or ordinary
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3.Following these measures‚ if the child is still not benefiting from the programme being provided‚ he/she is then assessed. 4. SEN is confirmed with an assessment statement. Once SEN is confirmed the individual planning process then begins. This involves a cyclical process in which the Planning Team design the child’s individual Plan to meet his/her SEN; the Plan is then carried out during the Implementation stage (<12 months); the Plan is Reviewed; and the results of the Review feed
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1.0 Introduction This report will look at developing professional practice in Business Education. The report will analyse the effectiveness of teaching a scheme of work and the lessons delivered during the time at Batley Business and Enterprise College. The report will also look at how teaching has promoted the learning of pupils and how the scheme will affect future teaching practice. 2.0 The school Batley Business and Enterprise College is an 11-16 community comprehensive school with strong
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Unit 6 – A4 Legislation affecting schools Legislation Summary Impact on schools Human Rights Act 1998 Linked to the 1950 European Convention on Human Rights. Under this Act individuals in the UK have particular rights and freedoms however these have to balance against the rights and freedoms of others. Some articles which have a direct link to education/schools are: Article 2: The first protocol – the right to education (however this does not mean the right to a particular school). Article 8: The
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To effectively assess children in a class‚ there are different types of assessment put in place in order to assess and track a child’s progress and modify‚ and improve teaching methods. Two common assessment methods used are formative assessment and summative assessment. Formative assessment is mainly about improving and monitoring where a child is up to in terms of their understanding of a current topic. The process involves the teacher providing ongoing feedback and identifying a student’s strengths
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