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
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including‚ verbal‚ physical‚ damaging property‚ stealing‚ inappropriate language via electronic messaging‚ gossiping‚ excluding people from groups and spreading rumours. It is known that bullying will not be tolerated and that as a setting we will support both child and parent and provide an environment where all can learn without stress. Incidences of bullying will be recorded and then dealt with in line with DfE guidance published in July 2013‚ which means in some cases referral. The school understands
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the author of the Horrid Henry books‚ Francesca Simon. We decided that the display should be bright and bold as Horrid Henry is a very bold young boy‚ I have created a story board below to detail how the display was all put together. As we have 3 separate display boards to cover we used the outside ones to display the children’s work and the centre board was used to display the title of our display along with the oversized painting. Our school policy and things we needed to consider when choosing
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economic or physical circumstance. We need to ensure that the curriculum meets the individual needs‚ this does not mean treating pupils the same but understanding the barriers which exist and providing the necessary intervention such as additional support which can be put in place before the pupil falls too far behind. Improving participation- there should be opportunity for everyone within the school to become involved in the development and review of school policies‚ Achieving participation formally
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their class and be able to report back to parents and other members of staff. As a teaching assitant my main role is to support the class teacher whilst the ongoing assessment of pupils takes place. The teacher can measure the progress of each pupil by carrying out lessons and setting the children clear learning objectives. At the beginning of the lesson the learning support practitioner will need to be aware ob the learning objective and need to know what they are going to be supporting‚ once they
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TDA 3.2 Schools as Organisations. TDA 3.2-1.1 Summarise entitlement and provision for early year’s education. Thanks to the Every Child Matters and the Childcare Act 2006 all 3 and 4 years olds in England receive free part-time (12 ½ per week) for 38 weeks a year. This is government funded and the idea is for all children to have 2 years of free education before they even start school. Early year’s provision for these very young children varies greatly from the education they will
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PIN 30284926 TDA 3.2 1.1 As part of the Every Child Matters agenda and the Childcare Act 2006‚ every three and four year old in England receives free part-time early years education for 38 weeks a year‚ for 15 hours a weeks. These 15 hours can be shared amongst different
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communicate boundaries and make children aware that breaking rules will result in consequences‚ if this is explained in the right way then a fair punishment can be decided and fairness will result in respect from each part. For a very young child round age 3 I would communicate with them by coming down to their level changing my voice so it sounded soft and gentle‚ I would be warm and open to them‚ I would observe and then join in their game. I would talk about whatever they were doing I would leave open
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young people. Equal opportunity does not mean treating pupils the same‚ but ensuring that the curriculum meets the individual needs of all pupils. This involves understanding the barriers which exist. Intervention strategies‚ such as additional support‚ can then be put into place at an early stage before children fall too far behind. High expectations‚ of all children‚ are fundamental to raising achievement. Participation involves everyone within the school. There should be opportunities to talk
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TDA 2.5 2.1 School governor’s work together to form a governing body which works with the school & do not intervene in the day to day running of the school unless something is seriously wrong. Their responsibilities & powers have to have the backing & co-operation of the head teacher & staff. Governors & their decisions help to make the school a place that can produce a high quality education & a safe environment for staff & children. Governing committees will address
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