Unit 205 Schools as organisations

6 June 2016

State schools are run by the local authority, children can start school from the age of 4 years to 17 years old, those schools are free they are funded by the local authority and taxes. There are four types of state schools which are funded by the local authorities : Community schools

Foundations and Trust schools Voluntary schools Specialist schools

Unit 205 Schools as organisations Essay Example

Independent schools Academies Free schools

Each key stage consist on a range of school Years, there are many within the key stage Early years foundation stage covers the age of 3 to 5which its call Reception, Key stage 1 applies to children of the age 5 to 7 years which are year 1 to 2, Key stage 2 applies from the age of 7 to 11 which are years 3 to 6, Key stage 3 applies to age of 11 to 14 which are years 7 to 9, Key stage 4 applies to age of 14 to 17 which are years 10 to 12. Nursery schools are for children of age 3 and 4, Primary schools cater for children of age 4 to 11, Secondary schools cater for children age 11 to 17 which will be change in 2014 at the age of 18years old. Nurseries and Nursery Classes provide early learning and child care for young children age 3 to 4 years, Nurseries have normally their own head teacher and staff where Nursery Classes are attached to the primary school and they have the some head teacher and staff as the school.

Community schools are run by the local authority which employs school staff owns the land and buildings, and sets the entrance criteria, pupils have to follow the national curriculum. On those schools normally we can also find the facilities for adult education and childcare, within the Community schools they have Primary and Secondary schools. Foundation schools are run by a governing body which employs the staff and sets the entrance criteria, the governing owns the land and buildings or sometimes could also be a charitable foundation. Trust schools are very similar but run together with an outside body business or charity. They are required to teach the national curriculum those schools are both Primary and Secondary schools.

Voluntary schools; there are 2 types of voluntary schools: Aided schools are mainly religious or faith schools, the governing body employs the staff and sets the entrance criteria. School buildings and the land are usually owned by a charity which quiet often it’s a church, those are Primary and Secondary schools. Controlled schools are similar to voluntary aided school, the school is funded by the local education authority, they provide support services, and pupils have to follow the national curriculum. The land and buildings are owned by a charity. Controlled schools are mainly Secondary schools. Specialist schools are often secondary schools those schools normally aim to extend opportunities available to pupils to help them with their needs and interest like: Arts, business and enterprise, humanities languages, music, sports and technology. The schools are funded by the local authority and those are Secondary schools.

Independent schools don’t have to follow the national curriculum and the admissions policy is determined by the head teacher along with the governing body, those schools are not maintained by the local authority and are independent of their finances the governing body is responsible for the day to day running of the school and the school is funded by fees paid by parents and also sometimes by charitable trust funds. The head teacher with the help of the governing body employs the staff. Independent schools are both Primary and Secondary schools. Academies are independently- managed schools, they have more freedom from local authority control the ability to set their own pay and conditions for the staff, freedom how to deliver the curriculum and they can also change the lengths of terms and the school days. Academies schools are direct funded by the Department for Education but they are independent from local government, the governing body employs the staff, they are required to have at least two parent governors. Within Academies we can find Primary and Secondary schools.

Free schools are normally a new school which is set up due to the local response what local people say in order to improve education for the children in the community, teachers, charities, community groups and a group of parents help the procedure, they are state funded schools, all admissions must be fair schools are expected to be open to children of all abilities for the area. Free schools are both Primary and Secondary schools.

The school governors must have a chair and a vice-chair and there should be at least one parent governor, one staff governor and the head teacher. There are many different types of governors, authority, foundation, partnership and sponsor governors. Their responsibilities are to set targets for pupil achievements, managing the school finances, reviewing staff performance and pay. The school senior management team works very close with the head teacher, normally its made up of more experience staff within the management positions, they meet at least once a week or sometimes on more regular, they discuss how information is given to teachers and support staff, make decisions concerning the running of the school.

Every primary school will have a Senco (Special Educational Needs Coordinator) they are responsible for overseeing that policy is in place and follow on the daily basis working together with the teachers, advising and helping when necessary to make sure that all records are correctly and in place. Ensuring that relevant background information about individuals with special needs is available recorded and updated. They also help with internal training for other staff like teachers and support teachers, to communicate and consult with parents.

Foundation stage manager are responsible for Nursery and Reception been run properly as per requirements of the statutory, they have to make sure all training, observations and assessments are correctly in place and recorded and up to date. To make sure that all staff are trained as per requirements.

Teachers role is to plan, prepare and deliver lessons to access record and report on the development and progress to communicate and consult with parents. Teachers responsibilities are to help pupils improve their education for the future, to identify emotional, intellectual, physical issues, to present a caring but professional approach to the children. To show respect and teach them to respect others. Teachers have normally another area of responsibility in the school e.g. a subject area which the teacher will be responsible to represent.

Support staff provides a service to the whole school from the day to day office support to financial and business management. The following are some of the positions of the support staff: Learning support staff they work with the teachers in the classroom helping pupils with their progress in learning Administrative staff those provide backup services for the whole school Welfare and pupil support are responsible for the welfare of pupils outside the classroom at the break, lunchtime. Specialist and technical staff they are available in schools Site staff those include caretakers, cleaners, caterers and site managers, they ensure a clean, safe, tidy school environment and they provide meals at lunch time. Learning mentors and parent support reading and helping pupils.

There are various range of external professionals which works close with the schools on a regular basis, the following are some of the positions available: Educational psychologist Specialist teachers Education welfare officer School improvement partner Physiotherapist Educational psychologist-most schools will have one person allocated to the school through SEO (special educational needs department) they work direct with children which includes assessing their learning and sometimes emotional needs by using various methods such as interviews and observations. Interventions are then put into place to develop the child which is experience problems. Specialist Teachers- are qualified teachers that work with children with speech, language and communication difficulties such as autism, they go to the schools to help and support children with various needs, they identify suitable resources and materials, monitor the progress of the children. They support therapy programmes if necessary, working together with the speech and language therapist and teachers at the school.

Speech and language therapist- They work with parents to identify if a child has speech, language difficulties, communication and eating issues, they will assess any problems that children may have or can impact at the school, they will then decide how can the child be helped how to reach their full communication potential. They work closely with children, parents and the teachers accordingly to the national and local priorities. Education welfare officer works with schools children and families to resolve any issues of poor attendance. Their role is to meet with the Head Teacher, school staff, pupils and parents to identify issues and solve them when possible. To advise parents about their legal responsibilities and to help them tom receive any benefits they might be entitle to. They will also make home visits where required and help arranging alternative education for children who are excluded from the schools.

School Improvement Partner will visit the school to advise and support the Head Teacher a SIP (school improvement partner) will have previous experience as Head teacher, local authority and education consultant. They focus on evaluations and support, arrange training and have a five day allocation within a year. Provide an objective review of the school’s performance, discuss the school’s targets and priorities for the coming year. They challenge the school where necessary and provide advice and guidance to the governing body. Physiotherapist/Occupational therapist- they are responsible for the planning, delivery and evaluation of various programmes and they also help to promote the child physical potential. There are many ways where this can be done, by assessment, group work and physical education. They also work close to other areas in the schools, they encourage teachers who have similar jobs in the schools to meet up and discuss their practice and ideas this helps teachers with similar expertise.

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