Tda 2.5: Schools as Organisations

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1.1. Identify the main types of state and independent schools.
Primary schools
Secondary schools
Academies
Nurseries
Colleges
Grammar schools
Free schools
Faith schools
Foundation schools
Private schools
Private nurseries
Special needs schools

1.2 Describe the characteristics of the different types of schools in relation to educational stage(s) and school governance. Primary schools - Funded by the Government and cover key stages 1 & 2. Secondary schools - Funded by the Government and cover key stages 3 & 4. Academies - State maintained but independently run and cover key stages 3 & 4. Nurseries - Funded by the Government and cover the Early Years Foundation stage. Colleges - For 16- 18 year olds offering vocational training and A levels. Grammar schools - Funded by the Government and cover key stages 3 & 4 but pupils are selected by Academic ability. Free schools - Funded by the Government but run and governed by teachers and parents, they cover key stages 1, 2, 3 & 4 Faith schools - Funded by the Government and have an allegiance to a particular faith. Covers key stages 1, 2, 3 & 4. Foundation schools - Are run and funded by their own governing body, which employs the staff and sets the admission criteria. Cover key stages 1, 2, 3 & 4. Private schools - These schools set their own curriculum and admissions policies. They are funded by fees paid by parents and income from investments. Just over half have charitable status. They are monitored by the Department of education. They over Key stages 1-4. Private nurseries - Are funded by fees paid by parents and cover the EYFS stage. Special Needs schools - Funded by the Government and cater for children who have special educational needs, cover key stage 1, 2, 3 & 4.

2.1 Describe the roles and responsibilities of:
School governors
Senior management team
Other statutory roles e.g. SENCO
Teachers
Support staff
School governors are accountable for the performance of the school. They monitor and review the performance of the school and make decisions about the budget and staffing. Governors make sure the school provides for all its pupils, including those with special educational needs. They have to be prepared to support and challenge their head teacher by gathering views, asking questions and deciding what’s best for the pupils. The senior management team of a primary school will respect the position of the head teacher who bears the ultimate responsibility for success or failure of the school. They must be prepared to support of the head teacher’s initiatives, helping to turn them into practical action. They must also be confident in putting forward their own ideas and points of view in a constructive and cooperative way.

Special Educational Needs Co-ordinators liaise with parents/carers and other professionals in respect of children with Special Educational Needs. The advice and support other practitioners in the setting and ensure appropriate Individual Educational Plans are in place. They are also responsible for ensuring that relevant background information about individual children with Special Educational Needs is collected, recorded and updated. Special Educational Needs Co-ordinators oversee the day to day operation of the schools SEN policy, manage learning support assistants and liaise with external agencies including the LEA’s support and educational psychology services, health and social services, and voluntary bodies.

The role of a teacher in the lifelong learning sector is to create effective and stimulating opportunities for learning through high quality teaching. Teachers plan their sessions by doing lesson plans, prepare teaching materials, assess their learners, evaluate themselves and their delivery, complete attendance records, maintain records of learner...
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