Schools as organisations Section 1 1 1 Summarise

Schools as organisations

Section 1 1. 1 Summarise the entitlement and provision for Early Years Education 1. 2 Explain the characteristics of the different types of schools in relation to educational stage(s) and school governance 1. 3 Explain the post 16 options for young people and adults

Early years provision https: //www. gov. uk/free-early-education Free childcare and education for 2 to 4 -year-olds All 3 to 4 -year-olds in England can get 570 hours of free early education or childcare per year. This is usually taken as 15 hours each week for 38 weeks of the year. Some 2 -year-olds are also eligible. You can start claiming free childcare after your child turns 3. The date you can claim will depend on when their birthday is.

The free early education and childcare can be at: all types of nurseries and nursery classes playgroups and pre-school childminders Sure Start Children’s Centres You can’t continue to claim free childcare once your child starts reception class in a state school.

2 -year-olds Some 2 -year-olds in England can get free early education and childcare. You must be getting one of the following: Income Support income-based Jobseeker’s Allowance (JSA) income-related Employment and Support Allowance (ESA) support through part 6 of the Immigration and Asylum Act tax credits and have an annual income under £ 16, 190 before tax the guaranteed element of State Pension Credit the Working Tax Credit 4 -week run on (the payment you get when you stop qualifying for Working Tax Credit) Universal Credit

Children are also entitled to a place if: they’re looked after by a local council they have a current statement of special education needs (SEN) or an education health and care plan they get Disability Living Allowance they’ve left care under a special guardianship order, child arrangements order or adoption order If your child is eligible, you can start claiming after they turn 2. The date you can claim will depend on when their birthday is.

http: //www. newcastlefis. org. uk/kb 5/newcastle/fsd/home. page Childminders Crèches Day nurseries Help with the costs of childcare Holiday clubs Nannies, home child carers and babysitters Nursery schools and classes Out of school clubs Playgroups and pre-schools Working and training in childcare

Types of school All children in England between the ages of 5 and 16 are entitled to a free place at a state school. Most state schools have to follow the national curriculum. The most common ones are: community schools, controlled by the local council and not influenced by business or religious groups foundation schools, with more freedom to change the way they do things than community schools academies, run by a governing body, independent from the local council - they can follow a different curriculum grammar schools, run by the council, a foundation body or a trust - they select all or most of their pupils based on academic ability and there is often an exam to get in

Special schools with pupils aged 11 and older can specialise in 1 of the 4 areas of special educational needs: communication and interaction cognition and learning social, emotional and mental health sensory and physical needs Schools can further specialise within these categories to reflect the special needs they help with, eg Autistic spectrum disorders, visual impairment or speech, language and communication needs (SLCN).

Faith schools can be different kinds of schools, eg voluntary aided schools, free schools, academies etc, but are associated with a particular religion. Faith schools are mostly run like other state schools. They have to follow the national curriculum except for religious studies, where they are free to only teach about their own religion. The admissions criteria and staffing policies may be different too, although anyone can apply for a place.

Free schools are funded by the government but aren’t run by the local council. They have more control over how they do things. They’re ‘all-ability’ schools, so can’t use academic selection processes like a grammar school. Free schools can: set their own pay and conditions for staff change the length of school terms and the school day They don’t have to follow the national curriculum. Who can set up free schools? Free schools are run on a not-for-profit basis and can be set up by groups like: charities universities independent schools community and faith groups teachers parents businesses

Types of free school University technical colleges specialise in subjects like engineering and construction - and teach these subjects along with business skills and using IT. Pupils study academic subjects as well as practical subjects leading to technical qualifications. The curriculum is designed by the university and employers, who also provide work experience for students. University technical colleges are sponsored by: universities employers further education colleges Studio schools are small schools - usually with around 300 pupils - delivering mainstream qualifications through project-based learning. This means working in realistic situations as well as learning academic subjects. Students work with local employers and a personal coach, and follow a curriculum designed to give them the skills and qualifications they need in work, or to take up further education.

Academies are publicly funded independent schools. Academies don’t have to follow the national curriculum and can set their own term times. They still have to follow the same rules on admissions, special educational needs and exclusions as other state schools. Academies get money direct from the government, not the local council. They’re run by an academy trust which employs the staff. Some academies have sponsors such as businesses, universities, other schools, faith groups or voluntary groups. Sponsors are responsible for improving the performance of their schools.

City technology colleges State boarding schools Private schools

Post 16 options It pays to keep learning After Year 11, they have a lot more choice about what young people want to do. Whichever route they choose, it pays to keep learning. More and more, employers are looking for people with higher level skills and qualifications. Although qualifications cannot guarantee people a job, people with the right skills and qualifications have a better chance of finding a job with good prospects and more money. They may also have more job security.

Staying in full-time education They’ll find a much wider range of subjects and qualifications than they’ve been able to choose from up until now. As well as A levels, young people can choose from a growing range of workrelated qualifications. Selected schools and colleges are also offering the Diploma qualification for 14 to 19 -year-olds. Depending on what they want to study, they could decide to stay on at school, or go to a sixth form college, specialist college or further education college. If they have a disability or learning difficulty, it’s also worth checking how their school or college could provide extra help to ensure that they’re assessed fairly.

Learning at work If young people want to start work, it’s important to pick a job that offers them planned training leading to a nationally recognised qualification. There are lots of ways to improve their skills and get qualifications, from Apprenticeships to the ‘Entry to Employment’ scheme. As an alternative, they may be entitled to ‘Time off for Study or Training’.

Section 2 2. 1 Explain the strategic purpose of: a) school governors b) senior management team c) other statutory roles eg. SENCO d) teachers e) support staff 2. 2 Explain the roles of external professionals who may work with a school eg. educational psychologist

Know how schools are organised in terms of roles and responsibilities • • • School governors Senior management team Other statutory roles – SENCO Teachers Support staff In pairs discuss the roles and responsibilities of the afore mentioned groups.

School Governors • • 10 – 12 people Responsible for the running of the school Links with the school and local community There should be at least 1 parent, 1 member of staff and the head teacher • There may also be a support staff governor • There will also be a local authority governor, appointed by the LA • A local community governor who will usually work or live in the community served by the school • Governors will work closely with the head teacher and the senior management team • Their main duties are * to set aims and objectives for the school * to adopt new policies for achieving the aims and objectives * to set targets for achieving the aims and objectives www. governornet. co. uk

Senior Management Team (Leadership) • • • Works closely with the head Usually made up of more experienced staff Primary Deputy head teacher Year group leaders SENCO Foundation Stage Leader Secondary Same as above without the foundation stage leader Subject leaders Usually meet once a week to discuss issues and make decisions concerning the running of the school or around the implementation of the school improvement plan (sets out priorities for the school over 4/5 years). They will then decide how to implement it to the rest of the school staff.

Other statutory roles • SENCO – responsible for managing and monitoring the provision for children with SEN • Ensure liaison with parents and other professionals in respect of children with SEN • Advise and support other practitioners in the school • Ensure that appropriate IEPs are in place • Ensure that relevant background information about individual children with SEN is collected, recorded and updated

Foundation stage manager • Ensure that the early years is being run effectively and according to the statutory requirements • Making sure that observations, assessments and record keeping are up to date • That all staff in the EY are trained in its implementation

Teachers • • • Teach the pupils Planning and preparation of the curriculum As well as own class they will usually be responsible for another area of responsibility in the school In small schools may have more than one area of responsibility Expected to know about developments in their area and feed back to the rest of the staff Advise and support other teachers in their subject and monitor teaching (peer observation) Attend subject leader forums organised by LA Communicate and consult with parents Assess, record and report on development, progress and attainment of pupils Co-operate with other agencies (Speech therapist etc)

Support staff roles • • • Teaching assistants HLTAs Breakfast, after school staff Midday supervisor and catering staff Office staff Caretakers/site managers Individual support assistants for SEN children Technicians Learning mentors and parent support workers

Teaching assistants • • Plan and prepare work alongside the teacher Support learning activities effectively as directed by the teacher Assess and evaluate pupils’ work as directed by the teacher Report any problems or queries to the teacher Give feedback to the teacher after carrying out the planned activities Create and maintain displays Build relationships

External professionals Educational welfare officer School improvement partner External professionals Physiotherapist/occupat ional therapist Educational psychologist Speech and language therapist Specialist teachers

Section 3 3. 1 Explain how the ethos, mission, aims and values of a school may be reflected in working practices 3. 2 Evaluate methods of communicating a school’s ethos, mission, aims and values

Example 1. . . is founded upon the Gospel of Jesus Christ, His teachings and values as seen in the light of the tradition of the Society of the. . . The Society has always devoted itself to promoting the education of women and the pursuit of academic excellence.

Example 2 Valuing its Christian foundation and conscious of its history, culture and the charitable intentions of its founder, . . . prepares boys with diverse backgrounds and abilities for a life of learning, leadership, service and personal fulfilment.

Example 3 ‘Steadfast in faith’ we aim to produce the next generation of Ulama, Huffaz, professionals and Daes who have a broad and balanced education in Islamic Theology and National Curriculum such that they are God conscious and productive British citizens who are able to make pioneering contribution to society in a way that promotes peace, harmony and tolerance.

Example 4 At. . . all children are encouraged to achieve success and develop a life-long love of learning through a relevant, broad, balanced, stimulating and memorable curriculum. We will provide a happy, healthy and secure environment that develops good communication and nurtures confidence, social skills and mutual respect. We will promote an understanding of local and global issues enabling us all to make a positive contribution to society.

Example 5 At. . . we aim to enable each pupil to : • communicate and interact effectively with others and the world around them. • become independent learners. • value themselves and their own achievements and accept and show tolerance of others. • enjoy being part of the school community. • participate in and contribute to the wider social community. • lead a safe, happy and fulfilling lifestyle

What is the ethos, mission, aims and values of your school? Use the school brochure or website to find this imformatiom to share with your table. How similar are they? How are the key aims reflected in what happens in school each day?

How do schools communicate ethos, mission, aims and values of your school? Examples may be Pupil fundraising activities for local charities Develop links with businesses and encourage visitors from the community Career information days The work of school governors Encouraging visits and support from parents Visitors from local churches or other places of worship Events such as school fairs

http: //www. sacredheart-high. org/information/ethos

http: //www. harrowschool. org. uk/1764/overview/the-school%27 spurpose/

http: //www. londonislamicschool. org/missionandethos. html

http: //www. westwalker. newcastle. sch. uk/site/1 5544 -school-information

http: //www. thomasbewick. newcastle. sch. uk/sit e/15646 -parent-information