Stl Tda 3.2

Topics: School types, Education in England, School terminology Pages: 21 (5901 words) Published: July 7, 2012
TDA 3.2 Assignment Schools As Organisations

1. Know the structure of education from early years to post compulsory education.

1.1 Summarise entitlement & provision for early year’s education.

From 0-5 years the framework of learning, development & care forms the Early Years Foundation Stage (EYFS), which has four guiding principles:

• The Unique Child. Every Child is a competent learner from birth, who can be resilient, capable, confident and self-assured

• Positive relationships. Children learn to be strong and independent from a base of loving and secure relationships with parents, carers and or a key person

• Enabling environments. The environment plays a key role in supporting and extending children's development and learning.

• Learning and development. Children develop and learn in different ways and at different rates. All areas of learning and development are equally important and interconnected.

In line with the Every Child Matters agenda and the Childcare Act of 2006 all children in England and Wales are entitled to free part time early year’s education between the ages of 3 and 4 which becomes effective the term after their 3rd birthday. This entitlement extends to 12.5 hours per week over 38 weeks per year and is funded by the Government for up to 2 years before a child joins school as a rising 5. Any additional hours required for individual children have to be contributed to by their parents or carers. Early years have to be fully inclusive & cater for the needs of all children including those with special educational needs. Extra funding can be applied for to support these children fully.

The foundation curriculum is for children aged 3-5 years & therefore forms the children’s first year at school (reception). EYFS which came into effect in September 2008 sets out a standard framework from birth to the end of reception and aims to achieve the Every Child Matters outcomes and aims. The principles of EYFS continue in Year 1 until the end of the autumn term. It is distinct from Key Stage 1 in that the emphasis is placed very firmly on learning through play rather than more formalised teaching.

When moving on from EYFS the children pass through different Stages within Primary School defined as Key Stages 1 and 2 and a further 2 (stages 3 and 4) in secondary schools until they attain the age of 16. During these stages they are gradually introduced to a more formal way of learning, initially with adults working alongside children on focused activities, which over time as they progress through their education leads to them becoming independent learners and able to self-govern themselves both in their studies and lives.

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

Any school funded by the local authorities is by law committed to following the National Curriculum, however as independently funded schools do not access local authority funds but obtain theirs from fee paying parents and private investors they do not have to follow the National Curriculum and can set their own admission policies without external reference or input. Whilst they have to register with the Department of Education (DfE) and need to be monitored this does not have to be by Ofsted but can be by the Independent Schools Inspectorate (ISI).

In direct contrast to the Independent School, there is a high level of control and monitoring for the other four main types of schools which all receive direct Local Authority funding. These are:-

• Community Schools which are owned and run by the local authority who also support the services and develop links between the schools and other communities within their locality. This may lead to an increased usage of facilities for and by many different groups utilising availability and avoiding duplication of available provisions within a local area. The Authority will...
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