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schools as organisastions

By andielogue1 Feb 27, 2015 8742 Words
Schools as Organisations Unit 302Andie Logue Education choices for children
1) Early Years – 0-5
2) Primary – key stages 1 and 2
3) Secondary – key stages 3 and 4
4) Further education – post 16
5) Higher education – post 18
0 year – 5 year old
Day nurseries deliver care, play and education for children from about 2 months to 5 years. They are normally open all day between 8am and 6pm and will be registered with Ofsted. 3 and 4 year olds can access a fund to get 15 hours /week for 38 weeks per year free. There is no guarantee of a funded place and the nursery must be registered with the scheme. If a parent is on a low income and possibly receiving benefits then they may be eligible for a funded early education place. Day nurseries are great for giving children a variety of organised activities and for fostering important social skills, like sharing. The day nurseries who cater from babies to four year olds (in separate rooms and with separate staff) can offer continuity of care for children and parents. Sure-Start

Sure Start Children’s Centre work with parent’s right from the birth of their child, providing early years education for children, full day care, short-term care, health and family support, parenting advice as well as training and employment advice. Pre-schools

Children usually start pre-schools between ages 2 and 5 years. They often offer session that are mornings and afternoons, or all day. It gives children a chance to build confidence, social and cognitive skills, and provide a good transitional base between home and 'big' school. The preschool will offer the children a chance to learn through play, including various activities such as painting, reading stories, playing with toys, art and craft and outdoor activities. They are registered by Ofsted and follow the Foundation Stage. Most groups are open term-time only. In nearly all cases 3 and 4 year olds can access the Nursery Education Fund to get 15 hours/week for 38 free. Child-minders

Child-minders are normally self-employed and typically look after children in the child-minder’s own home. This type of care is ideal if a family wants their child to be cared for in an informal family setting. Child-minders must be registered and inspected by Ofsted. They should have a DBS check and they should also have first aid training. Home help

Nannies, mothers help and au pairs look after children in the parent’s home and nannies are more often used by people with a higher income. It can also be a good option if parents work unusual hours, or if there are different needs within the family such as disabled children. Before and after school clubs and holiday play schemes

A lot of schools offer breakfast clubs and after school clubs care for children before or after school. Holiday play schemes run like out of school clubs but during school holidays. Alternative options for Early Years

Montessori founded by Dr. Maria Montessori in 1907;
In a nutshell: Children thrive in an environment of consistency, order, and empowerment. Teachers are only facilitators and not the primary focus. Most classes are large (25-30 kids), with a two- to three-year age span. Children are treated as responsible individuals, cleaning up their own spills, cutting up raw fruit and veggies to make their own snacks, going to the bathroom without assistance, and sweeping and dusting at the end of the day Waldorf founded by Rudolf Steiner in 1919;

In a nutshell: Children need to develop their five senses, free from the distractions of TV, the computer, and video games. This is a homelike environment where open ended, creative play is viewed as the work of the young child. Fantasy is integral. In a Waldorf school, a broom can be a spaceship, or a horse, unlike in a Montessori school, where it would never be used that way – since the whole point is a reality based program. Waldorf schools use "toys" like pebbles, wood sticks, or yards of cloth to encourage children to imagine what they can become. HighScope founded by Dr. David Weikart in 1970

In a nutshell: Originally created for at-risk urban youth, this program has been highly successful with Head Start students. HighScope emphasizes individualized attention, and is especially good for children with developmental delays, since it is tailored to meet each individual student's level and pace. The day is divided into blocks of time, some small group, some large group. Each day starts with a plan-do-review sequence: first, kids plan what they will do for the day (who they will play with, what areas they will visit, which materials they will use), then they have an hour of work time in which to carry out their plans, and finally they discuss what they've learned and done. Computers are a key component in the classroom. Once a child reaches 5 they would normally be in some kind of education.

Academy schools
Free schools
Maintained schools
What are they?
Academies can either have been struggling state schools, or highly performing schools. The former would be given a new provider, perhaps a sponsor like David Ross, and the latter would be a choice by the school to gain autonomy. These are the new state schools, and may include independent schools. They were introduced by the Conservative –Liberal Democrat Coalition. Most state schools are ‘maintained’ by the Local Authority. These include: Community schools; Foundation and trust schools; Voluntary Aided schools; Voluntary Controlled schools. These differ depending on such issues as who owns the land, who controls the admission arrangements and who employs the staff. Independent, otherwise known as Private schools – these are independent from national and local government in finances, governance and operations. They are regulated by the government, but only lightly, and are inspected but not necessarily by Ofsted.

Who set them up?
Business men, higher or further education colleges, charities. Parents, teachers, charities or businesses.
These include such schools as Faith schools, and they are often run either by the Local authority or by their governing body. These vary from historical schools, to new schools set up by brand new companies. How are they run?

Academies are directly funded by central government and independent of direct control by the local authority. They are free from local authority, and are held accountable through a contract with the Government. It is either the governing body or the local authority that run these schools. These are funded by school fees, gifts or endowments.

Like Free Schools, and Independent Schools, Academies are exempt from following the National Curriculum. They do however, have to teach Maths, English and Science and do have to offer a balanced curriculum. They are required to assess the students according to the funding agreement. These are free to change their school hours and term lengths. Regarding SEN there should be a clear code of practise.

Regarding the student outcomes, the schools are monitored by OFSTED and they must reach national targets. Like Academies, and Independent Schools, Free Schools are exempt from following the National Curriculum. They do however, have to teach Maths, English and Science and do have to offer a balanced curriculum. They are required to assess the students according to the funding agreement. These are free to change their school hours and term lengths. Regarding SEN there should be a clear code of practise.

Regarding the student outcomes, the schools are monitored by OFSTED and they must reach national targets. State schools must follow the national Curriculum.
Students must be assessed at all key stages.

Required to stay within the school hours set by the regulators and if wanting to change then would have to go through lengthy processes.

Must follow the Local authority code of practise regarding SEN

Regarding the student outcomes, the schools are monitored by OFSTED and they must reach national targets. Like Free Schools, and Academies, Independent Schools are exempt from following the National Curriculum. They are required to give pupils a rounded education.

Not required to follow any national assessments.
These are free to change their school hours and term lengths. Must make sure that provisions for those with SEN are suitable. There is no national inspection needed here, and there are no outside targets set. Students

The age restrictions for these schools can be anywhere between the age of 5 – 19. No selection of students is permitted however, up to 10% of secondary pupils on ability can be prioritised. When looking at how many students are allowed in a class in a primary school there is a maximum of 30 pupils, and in a secondary there is no limit. The age restrictions for these schools can be anywhere between the age of 5 – 19. No selection of students is permitted however, up to 10% of secondary pupils on ability can be prioritised. Up to 50% of Faith schools can be prioritised.

When looking at how many students are allowed in a class in a primary school there is a maximum of 30 pupils, and in a secondary there is no limit. The age restrictions for these schools can be dependent on what the Local authority agrees. No selection of students is permitted however, up to 10% of secondary pupils on ability can be prioritised. Grammar schools are allowed to use a selection process when determining admissions. When looking at how many students are allowed in a class in a primary school there is a maximum of 30 pupils, and in a secondary there is no limit. There is no age restriction in an independent school and there a selection process is allowed. There is no cap on any amount of students in a class in the independent school. Finance

Funding is from a formula calculated by the DfE and often topped up by the academy sponsor Revenue per child is similar to other state schools in the area. The academies have full flexibility to allocate funds themselves. Funding is from a formula calculated by the DfE.

Revenue per child is similar to other state schools in the area. The schools have full flexibility to allocate funds themselves. The funding in state schools come from the Local Authority.
Its revenue per child depends on how the Local Authority decides. Schools are free to spend their funds but the Local Authority do hold back some for other services . The source of finance in independent schools are private.

The revenue per child differs depending on the fees charged. Schools are fully free to spend how they see fit.
Personnel Management
Minimum QTS teachers are required to work here
These schools are free to hire non-teaching staff as they like. Regarding performance motivations, the schools are free to set their own pay and conditions rules. Performance management is managed as required. Ofsted inspects. It is not required to have QTS but a training or development plan is needed. These schools are free to hire non-teaching staff as they like. Regarding performance motivations, the schools are free to set their own pay and conditions rules. Performance management is managed as required.

Minimum QTS teachers are required to work here
State schools hire non-teaching staff within the rules of their particular school Schools have to follow national pay and conditions.
Performance is managed by the Local Authority.
No QTS is needed to work in an Independent school
These schools are free to hire non-teaching staff as they like. Regarding performance motivations, the schools are free to set their own pay and conditions rules. Performance management is managed as required.

Charitable trusts govern the physical assets.
Trustees and Governing bodies make the final decision and have Fiscal responsibility. Academies are allowed to sub contract parts of the running of the school to outside agencies and private companies. Non-Charitable trusts govern the physical assets.

Trustees and Governing bodies make the final decision and have Fiscal responsibility. Free Schools are allowed to sub contract parts of the running of the school to outside agencies and private companies. The local authority govern the physical assets but sometimes the buildings or the land may be owned by a group or governing body. Trustees and Governing bodies make the final decision and have Fiscal responsibility. Academies are allowed to sub contract parts of the running of the school to outside agencies and private companies. Trusts sometimes govern the physical assets, but their governance are mostly private. Trustees and school governers make the final decision and have Fiscal responsibility. Private schools can be fully or partly privately run.

Analysis is monitored by Young People's Learning Agency and all results are made public. Analysis is monitored by the DfE and Ofsted and all results are made public. Analysis is monitored by the DfE and Ofsted and all results are made public. Ofsted reports results of exam results, but there is no requirement for public reporting.

While education is compulsory in the UK for children between the ages of five and sixteen, school is not. In law, Section 7 of the Education Act 1996 applies to England and Wales in regards to compulsory education:

Duty of parents to secure education of children of compulsory school age

The parent of every child of compulsory school age shall cause him to receive efficient full-time education suitable—

a: to his age, ability and aptitude, and

b: to any special educational needs he may have,

either by regular attendance at school or otherwise.
Nothing in English law says parents are required to provide information on an annual basis, however, the practice throughout England and Wales is extremely variable. Many local authorities will wish to make annual visits to the family home or will ask the parents for a written report. Home educating families are not required to follow the National Curriculum, or any other curriculum or educational system. Staffing Structure

Principle The principle is held accountable for the strategic direction of the academy, along with the governors and David Ross. She is also accountable for the safety and wellbeing of the students, for student progress and for the Academy improvement Plan. She is responsible for the Academy budget and the responsible person for SIMS (the intrenet); the academy policies; for Child Protection; for mid-year admissions. She checks Annual reports, is the trips co-ordinator and is also line manager for the Maths and SENCO department. Vice Principle These should assume the duties of the Principle in her absence. Collectively the 2 vice principals take responsibility for the following: running the academic diary; managing staff absences; co-ordinating the staff document; being responsible for the curriculum, timetable, examinations; Quality Assurance Systems; transition arrangements; Pupil premium; being Line Manager for English, Science, Heads of House, Cover supervisors; and also performance management.# Assisstant Principle these take slightly less responsibilities and collectively are responsible for the following: data on how the students are performing; interim reports; line managing; Teaching and Learning; NQT staff; Literacy and Numeracy co-ordinators; and also performance management. Heads of House collectively the roles of the Heads of House is more of a pastoral role. They deal with the social, cultural and emotional sides of the students and their well-being. They support the Behaviour Support Unit and also offer counselling services to the children. They are supported by SEN and the Behaviour Mentor as well as the BSU. Subject Responsibility these consist of the subject leaders, the teachers and the instructors, who should all model good practise and aim to give the students the best chance in succeeding academically. Student Support the rest of the staff who have direct dealings with the students in an academic way, are the SEN co-ordinators, the literacy and numeracy co-ordinator; the behaviour mentor; grievance counsellor; cover supervisors and teaching assistants. Apart from these, other staff are within the staff structure: Technical Support: network manager; ICT technician; technology technician; science technician. Admin Support: Business manager; site manager; examination officer; transport manager; admin assistants. Catering: catering manager; cook; assistant cook; catering assistants. The other vitally important people to run the academy are the governors. Governors

The governing body is responsible for the conduct of its academy and promotes high standards of educational achievement at the school. It is the schools accountable body and therefore it does the following things: It provides a strategic view of the school by establishing a vision and setting the purpose and aims of the school within an agreed policy framework. It appoints and performance manages the principle, agreeing the school improvement strategy which includes setting statutory targets with supporting budgets and staffing structures. It also monitors and evaluates the work of the school by reviewing the performance of the head teacher, the effectiveness of the school improvement strategy. It also signs off the self-evaluation process and responds to school improvement service and Ofsted reports as necessary. In addition it holds the head teacher to account for the performance of the school and ensures that parents are involved, consulted and informed as appropriate, with information to the community being made available as required.

The Governors consist of the following:
Chairman of the Governing Body
Vice-Chairman of the Governing body
2 x Elected Parent Governors
1 x Elected staff Governor
Clerk to the Governors
7 other Governors
The Governors then have separate committee’s:
Data, Standards and Personnel Committee
Finance & Resource, and Health & Safety Committee
Strategic Management Committee
Appeals & Complaints Committee
Disciplinary Committee
Redundancy Committee
They also take care of the following other responsibilities: SEND
Equality & Diversity Opportunities
Safeguarding and Child Protection
Health & Safety
Looked After Children
Core Subjects
Foundation Subjects


Here is an example of some of the external professionals that come in to the academy:

1. Careers – a career officer comes in and advises the students on their future 2. Behaviour mentor - Learning mentors provide a complementary service to teachers and other staff, addressing the needs of learners who require assistance in overcoming barriers to learning in order to achieve their full potential. 3. School nurse - School nurses work closely with pupils, parents, carers and teachers, offering support and advice on a range of issues from obesity to sexual health. They play a vital role in children’s development, carrying out immunisation and screening programmes, managing medical conditions and acting as a point of contact on child protection issues. 4. Education welfare officer - these officers work with schools, pupils and families to support regular school attendance. They help to sort out problems in school or at home. 5. CAHMS - Children and young people and their families can be referred to CAMHS if children are finding it hard to cope with family life, school or the wider world. If these difficulties are too much for family, friends or GPs to help with, CAMHS may be able to assist.

Below is the Mission Statement of King Edward VI Academy. There is also a statement from the David Ross Education Trust. Both have the Mission Statement “Broadening Horizons” in their logo, and both include the phrase in their statement about the school. The mission statement is appropriate because it refers to broadening the horizons of teachers, trustees as well as students. It doesn’t commit to anything that cannot be fulfilled, and therefore looks brilliant in practice.

"We believe that we can offer each child the opportunity to develop to his or her full potential." Our Academy
Ethos and Values of King Edward VI Academy
Our sponsor’s vision is to broaden young people’s horizons by creating a world-class academy, providing excellent teaching and learning and offering a wide range of outstanding academic and co-curricular opportunities for students. This is appropriate because this is exactly what the academy tries to achieve. David Ross is definitely trying to achieve this and has insisted that all his academies achieve an ‘outstanding’ within 5 years of becoming the sponsor. Already the Academy has gone from a ‘requires improvement’ to a ‘good’ within 2 years. The academy will have the following hallmarks:

The environment will be characterised by a calm, warm and welcoming atmosphere, which engenders a sense of personal worth and confidence. It will be business-like and orderly. The Academy has a very welcoming atmosphere and this has been highlighted by the many visitors when they have been. Students will be supported in developing self-esteem and self-worth. This is definitely the case. I can speak from personal experience as one of the key aims for me and the one man that I work with I to increase his self-esteem. The academy will strive at all times to ensure that everyone feels included in what is going on. Confirmation of this has recently been shown when the principal has recently left and a special assembly was held and extended form time was given to ensure the students were aware of what was going on and that they felt that they were included in what was happening. The academy is based upon a belief that every student, whatever their circumstances, has the potential to make something of themselves and their futures, with the ability to grow into enterprising and successful adults who can make a difference to, and for, their communities and themselves. By offering a wide range of different opportunities, there will be something at which everyone can excel and this in turn will enhance all students’ enjoyment of their education and their willingness to work harder to improve other aspects of their learning. This statement is open enough to be correct. The possibilities for every child are endless and there are a lot of opportunities if a child is interested. Again, talking personally, the young man that I work with, has not had a hugely favourable upbringing is showing signs of being a talented athlete. And this is being recognised for the first time, with opportunities for competing at different levels. This is something he would never have had an opportunity to have had a go at, and if he is keen on furthering it, then the school, and the trust will support him. David Ross Education Trust

King Edward VI Academy is sponsored by the David Ross Education Trust. After the David Ross Foundation established Havelock Academy, Grimsby, The David Ross Education Trust was set up to develop a network of unique and diverse schools and academies. By supporting the needs of each academy, our mission is to ensure that each of these academies is recognised as outstanding, by supporting and broadening the horizons of staff, governors and, most importantly, students to enable them to be the best they can be. The Trust believes that each of its academies should have a unique ethos and character that responds to the needs of its local community. We strongly believe that parents should have choice and diversity and be able to choose from a range of schools within their area to best meet the needs of their child, but that once that choice has been made we will do everything possible to meet the needs of the child and ensure that they become successful learners and develop into young people who the family, academy and community can be proud of. The above statement from the David Ross Education Trust highlights what they expect from the school and how they will support the school both individually and also as a group. The science area in the school was very outdated and the trust supported the school by renovating the science block. This is an example of how the trust supports the school.

The National Curriculum
The National Curriculum was introduced into England, Wales and Northern Ireland as a nationwide curriculum for primary and secondary state schools following the Education Reform Act 1988. It does not apply to independent schools and it ensures that state schools of all Local Education Authorities have a common curriculum. Academies, while publicly funded, can choose to diverge from the National Curriculum if they want. The Education Reform Act 1988 dictates that all state students be taught a Basic Curriculum of Religious Education and the National Curriculum. In 1987, the Education Secretary of the time, Kenneth Baker, announced a statutory national curriculum in England and Wales. It was brought in in 1988. It was brought in because there were concerns there were inequalities in the curriculums being offered by schools. The national curriculum set out what children should be taught, with the aim of ensuring each pupil was given the same standard of education. A national curriculum is a common programme of study in schools that is designed to ensure nationwide uniformity of content and standards in education. It is usually legislated by the national government, and may involve coordination with state or other regional authorities which have administered school curriculum. The reason for the National Curriculum is to validate the content taught across schools to enable assessment, which then allows the compilation of league tables which gives information on how the state schools the state schools are doing. Whilst only certain subjects were included to begin with, more subjects were added and now it is almost a complete curriculum. All maintained schools in England must be teaching the following programmes of study from September 2014.

There has been a recent disruption of the National Curriculum, and it has all been changed. According to the BBC website, the rewritten national curriculum has been described by the prime minister as "rigorous, engaging and tough". Former education secretary Michael Gove has said changes were necessary for England to keep pace with the most successful education systems in the world.

The new-look curriculum puts a stronger emphasis on skills such as "essay writing, problem-solving, mathematical modelling and computer programming". This is already in place in KEVI Academy, where there has been Computer science brought to the new year 7’s.

All state schools must make provision for a daily act of collective worship and must teach religious education to pupils at every key stage and sex and relationship education to pupils in secondary education.

State schools in England must follow the statutory national curriculum which sets out in programmes of study, on the basis of key stages, subject content for those subjects that should be taught to all pupils. All schools must publish their school curriculum by subject and academic year online.

All schools should offer personal, social, health and economic education, drawing on good practice. Schools are also free to include other subjects or topics of their choice in planning and designing their own programme of education. When looking specifically at King Edward V1 Academy we can see how the National Curriculum is developed and used for its own. This is taken from the Curriculum Policy in the Academy:

All students at King Edward VI Academy will:
have a personalised curriculum with personalised and tailored support have an individual, personal and supportive relationship with the academy. achieve 5 A*-C GCSE grades or equivalent as part of a broad educational experience. have a responsive curriculum that meets the need of all students access to a developing curriculum offer including enhancements for higher ability students

A Personalised Curriculum
This curriculum is being introduced in order to support the focus of the majority of students making 3 levels of progress and will include: student choice of optional subjects in Years 9,10 and 11

differentiated work within subjects, suitable to individual ability and target grades/levels differentiated homework suitable to individual ability and target grades/levels extra-curricular intervention, revision and support groups

identification of students as gifted and talented with consequential special provision identification of students with special educational needs consequential special provision opportunities for student participation in extra-curricular clubs and activities suited to their interests and talents

The SEN code of Practise (2014)
From September 2014 the provisions of the Children and Families Bill, its associated regulations and the new SEN code of practise will be in force. The code of practise (2014) is different to the 2001 one, in the following ways: it now covers a 0 – 25 age range

there is more focus on the children and the young adults decision making within their lives it includes guidance on joint planning with other services
there is new guidance on supporting students within the educational setting there is more support in enabling those with SEN to achieve their maximum in their education and also on helping them in their transition to adulthood it supports those with a more complex needs through the assessment and the new Education, Health and Care Plan. The main principles of the Code of Practise are:

to allow for the views and feelings of both the children and the parents helping the children and parents make their own decisions and supporting them with information to do so to offer them the support to be able to have the best possible education and transition into adulthood local authorities must work together to help identify those with needs and to help assess and support those with SEN to give the parents more control and autonomy over their support to have some control over their budget within a school setting to ensure that there is high quality of teaching and that it is differentiated for the students needs Chapter 6 in the Code of practise specifically discusses schools and the practise, and amongst other things these are in the list: there must be a member of staff directly responsible for SEN children there should be appropriate interventions for those with SEN support should be planned and reviewed by the teachers, in collaboration with parents, SENCO’s and the children teachers are responsible for the progress and development of the students, even when there is support staff in place for the students high quality teaching is the first step to supporting students with SEN once a special need is identified there are 4 types of action to follow: Assess; Plan; do; Review where a child makes little or no progress then the academy should involve outside agencies where a student is receiving SEN support termly meetings with parents should happen to discuss activities and support an assessment can be now requested by a child’s parent, a young person over the age of 16, or a person acting on behalf of a school or post 16 institution The Education Act

The Education Act 2011 is an Act of the Parliament of the United Kingdom. It was the first major piece of education legislation to be introduced by the coalition government, and makes changes to many areas of educational policy, including the power of school staff to discipline students, the manner in which newly trained teachers are supervised, the regulation of qualifications, the administration of local authority maintained schools, academies, the provision of post-16 education, including vocational apprenticeships, and student finance for higher education. The Act includes measures to increase the authority of teachers to discipline pupils and ensure good behaviour, with a general power to search pupils for items banned under the school’s rules, the ability to issue same-day detentions and pre-charge anonymity when faced with an allegation by a pupil of a criminal offence. The Act changes accountability in schools, with more concentrated Ofsted inspections and wider powers to intervene in under-performing schools. The Act also makes provisions for 2 year olds to have free nursery education for disadvantaged families. Part 6 in the Education Act refers to academies specifically. Here are some annotated points taken from a summary: Part 6 removes the need for academies to have a specialism in one or more specific subject areas, as well as providing for the creation of specific '16-19 academies' and 'alternative provision academies' instead of the currently one size fits all academy. Section 55 makes it necessary for the Secretary of State to involve the appropriate religious body in the decision making process to convert a foundation school, a voluntary aided school or a voluntary controlled school to an academy, whilst Section 56 places a requirement on the governing bodies of maintained schools to consult all those who they see fit before they opt to convert to academy status. Section 58 clarifies that a local authority is not prohibited from providing an academy with assistance, financially or otherwise, should it believe it would be beneficial, whilst Section 59 makes technical amendments to the power held by the Secretary of State by virtue of the Academies Act 2010 regarding the transfer of properties and other liabilities from the local authority to a new academy. Section 62 gives academies with a religious character the same rights as maintained school to employ a number of "reserve" teachers who are capable to teaching religious education in accordance with the religious denomination of the school, as well as the power to appoint people specifically because of their religious character. Section 64 places academies on the same basis as maintained school with regards to the power of a parent, pupil, or the Secretary of State, to refer the academy's admissions arrangements to the School Adjudicator, and thus extends many of the Adjudicator's power to include academies.

OFSTED is the Office for Standards in Education, Children’s Services and Skills. They report directly to Parliament and they are meant to be completely independent and impartial. They inspect and review services which care for children and young people, and those providing education and skills for learners of all ages, such as schools, academies, pre-schools and nurseries. OFSTED regularly come into the school premises, and thoroughly inspect how the schools is run, from every day teaching to audits and looking at school books. Schools get a few days warning, to prepare for the inspection and after the visit a report is drawn up. The school is graded between 1-4, 1 being ‘outstanding’ 2 being ‘good’ 3 being ‘requires improvement’ and 4 being ‘inadequate’. When a school is labelled ‘inadequate’, in one or more areas, it might be placed into special measures especially if the inspectors have decided it does not have the capacity to improve without additional help. Schools placed into special measures receive intensive support from local authorities, additional funding and resourcing, and frequent reappraisal from Ofsted until the school is no longer deemed to be failing. Furthermore, the senior managers and teaching staff can be dismissed and the governing body may be replaced by an appointed Interim Executive Board (IEB). Schools which are failing but where inspectors consider there is capacity to improve are given a Notice to Improve.

Health and Safety Executive
The Health and Safety Executive is the national independent regulator for work-related health, safety and illness. It acts in the public interest to lesson work-related death and serious injury across Great Britain’s workplaces. It is the body responsible for the encouragement, regulation and enforcement of workplace health, safety and welfare, and for research into occupational risks in England and Wales and Scotland. The HSE was created by the Health and Safety at Work etc. Act 1974. The HSE is sponsored by the Department for Work and Pensions. The Health and Safety Executive (HSE) is a non-departmental public body of the United Kingdom with its headquarters in Liverpool, England. The Executive's duties are to:

Assist and encourage persons concerned with matters relevant to the operation of the objectives of the Health and Safety at Work etc. Act 1974. Make arrangements for and encourage research and publication, training and information in connection with its work. Make arrangements for securing government departments, employers, employees, their respective representative organisations, and other persons are provided with an information and advisory service and are kept informed of, and adequately advised on such matters. Propose regulations.

The H & S Executive is also meant to tell the Secretary of State of its plans and to make sure the policies are the same as that of the Secretary of State. Policies and Procedures in Schools
Schools need to put policies and procedures in place and ensure that they are regularly revised and updated. Each policy will be dated and have a date for its revision. These are in place to ensure that the schools are run properly and that staff, students and other individuals are protected. Depending on the policy, the person responsible for a curriculum area will produce a draft policy and then have it checked by other staff during a meeting. It will then need to be agreed by the governing body before it takes effect.

Although staff won’t be required to know the contents of every school policy, they should have read and know they responsibilities, in particular with regards to the safeguarding policy, health and safety policy and the behaviour management policy. In the Academy staff have to sign to say that they have read these policies. Roles and responsibilities of national and local government in reference to Schools and Academy’s The National Government has a Department for Education and this is responsible for education and children’s services in England. According to the government website they are responsible for the following things: teaching and learning for children in the early years and in primary schools teaching and learning for young people under the age of 19 years in secondary schools and in further education supporting professionals who work with children and young people helping disadvantaged children and young people to achieve more making sure that local services protect and support children And they also claim that their priorities over 2014-2015 are: create a self-improving school-led system

develop a great workforce - with strong leadership
increase rigour and expectations of curriculums, assessment and behaviour protect and increase opportunity for vulnerable children
support schools to prepare well-rounded young people for success in adult life remove unnecessary regulation and bureaucracy
improve accountability
allocate funding more fairly and effectively
The Department of Education work with 9 agencies and public bodies: Non-ministerial department
Executive agency
Education Funding Agency
National College for Teaching and Leadership
Standards and Testing Agency
Executive non-departmental public body
Office of the Children's Commissioner
Advisory non-departmental public body
School Teachers' Review Body
Social Mobility and Child Poverty Commission
Office of the Schools Adjudicator

An example of some of the most recent policies that have been made are:

Making schools and colleges more accountable and funding them fairly Raising the achievement of disadvantaged children
Improving the quality of further education and skills training Increasing the number of academies and free schools to create a better and more diverse school system Helping to reduce poverty and improve social justice

Supporting social workers to provide help and protection to children Increasing opportunities for young people and helping them to achieve their potential Improving the quality of teaching and leadership

Improving the quality and range of education and childcare from birth to 5 years Improving behaviour and attendance in schools

The following is an example of a policy on the Government Website looks like:

Making schools and colleges more accountable and funding them fairly Contents
1. Issue
2. Actions
3. Background
4. Bills and legislation
5. Who we’re consulting
6. Who we’re working with
We believe schools and colleges will improve if teachers are free to decide how best to teach their pupils while being properly held to account for their students’ education. We want to reform the way schools and colleges are assessed so all pupils, regardless of background, can make progress across a broad choice of subjects and study programmes. We also believe it is necessary to introduce a more transparent and efficient funding system that gives schools and colleges additional funding for the pupils who need it most. Actions

To make sure schools and colleges are given more autonomy and are held to account for the education they provide, we are: introducing the reformed national curriculum to make sure all pupils receive a broad and balanced education making sure inspections identify schools and colleges that need to improve so we can intervene and ensure these institutions do improve freeing governing bodies from unnecessary regulations

continuing to publish school and college performance tables every year introducing new accountability frameworks from 2016 for:
primary schools (including infant schools)
secondary schools
post-16 institutions
introducing a baseline assessment in reception year from 2016 to improve how we measure primary schools’ progress Funding
To make school funding arrangements simpler and fairer, we are: simplifying the formulas we use to allocate school funding to make it easier for the public to hold schools to account giving more money to the least fairly funded local authorities from 2015 making sure we set school and college budgets on time

making sure funding raises the achievement of disadvantaged children through measures like the pupil premium simplifying school capital funding to make sure that:
we create enough school places
we prioritise the maintenance of school buildings in the worst condition To help schools spend their funding more efficiently, we are: funding workshops for governors on financial efficiency through the National College of Teaching and Leadership providing schools with advice on effective buying

publishing information on how academies and local authorities spend their funding so similar schools can compare their spending. Background
In ‘The importance of teaching’ white paper, published on 24 November 2010, we set out our commitment to reduce regulations on all schools and colleges and to make them directly accountable for the education they provide. On 30 July 2012, we introduced a better application process for parents, pupils, school staff and governors to request data from the NPD. In line with the white paper, we introduced several changes to make the schools and colleges inspections system more effective in January 2012. We also announced plans to introduce a slimmed-down national curriculum for 5- to 16-year-olds from September 2014. We introduced study programme principles for 16 to 19 education in September 2013. In October 2013, Schools Minister David Laws announced a new accountability framework for secondary schools to be introduced in 2016. The new framework will measure the progress pupils make from the end of primary school to their score across 8 subjects at the end of key stage 4. In March 2014, we also announced new accountability frameworks for primary schools and post-16 institutions to be introduced in 2016. In September 2014, we introduced new regulations on how maintained schools should appoint members of their governing bodies, which all maintained schools must follow by September 2015. These regulations require governing bodies to appoint their members on the basis of the skills they will bring to the governing body. We have also published statutory guidance for schools that explains how to comply with these regulations. Funding

On 26 March 2012, we set out plans to introduce a simpler and more transparent school funding system in ‘School funding reform: next steps towards a fairer system’. We began introducing this fairer school funding system from April 2013. On 17 July 2014, we published ‘Fairer schools funding: arrangements for 2015 to 2016’. It set out how we will distribute an additional £390 million for schools in the least fairly funded local authorities in the 2015 to 2016 financial year. In September 2013, we introduced a simpler funding system for post-16 education. We will now allocate funding on a per-student basis, rather than funding each learning aim within a student’s programme separately. This will ensure schools and colleges make decisions about programmes which are in the best interest of their students. We published post-16 education funding arrangements for the academic year 2014 to 2015 on 23 June 2014. In 2013, we introduced the education services grant (ESG) to allocate funding to local authorities and academies in a fairer way. On 22 July 2014, we published details of how this additional funding will change from 2015. Bills and legislation

The freedoms we have given maintained schools over the constitution of their governing body are covered in The School Governance (Constitution) (England) Regulations 2012. The School Governance (Constitution and Federations) (England) (Amendment) Regulations 2014 set out how maintained schools should appoint members of their governing bodies. Every year we review the regulations on how local authorities fund their maintained schools. The latest regulations are The School and Early Years Finance (England) Regulations 2013. Who we’re consulting

On 7 February 2013 we launched the ‘Secondary school accountability consultation’. It set out our proposals to change the existing secondary school performance measures so they reflect the changes we’re making to GCSEs. It also sought views on proposals to make more school data available to the public. The consultation closed on 1 May 2013. We consulted on changes to assessment and accountability arrangements for primary schools from 17 July to 11 October 2013. We published our response on 27 March 2014 On 12 September 2013 we launched a consultation on changes to the accountability arrangements for providers of 16 to 19 education and training in England. We sought the views of all types of providers, parents and students on reforming performance tables and raising minimum standards. The consultation closed on 20 November 2013. We published our response on 27 March 2014. Funding

The ‘Consultation on school funding reform: Next steps towards a fairer system’ ran from 26 March to 21 May 2012. It set out our proposals to make changes to the school funding system and sought the views of local authorities, teachers, schools and governors. From 13 March to 30 April 2014, we ran a consultation on fairer school funding. We sought views on proposals to increase per-pupil funding in the 2015 to 2016 financial year for some local areas. We published our response to the consultation on 17 July 2014. From 27 March to 19 June 2014, we consulted on how local authorities and academies could make savings in the areas covered by the ESG. From 1 May to 12 June 2014 we consulted on proposals to simplify the administration of academy funding. We published our response to the consultation on 17 July 2014. From 8 August to 17 October 2014, we ran a consultation on proposals to make changes to The School and Early Years Finance (England) Regulations 2014. On 13 November 2014 we launched a call for evidence on how to make the funding for children and young people with special educational needs and disabilities (SEND) fairer. The call for evidence closes on 27 February 2015. Who we’re working with

We are working with the National College for Teaching and Leadership to build more effective governing bodies. The college has developed the Chairs of Governors’ Leadership Development Programme and continues to expand the number of national leaders of governance, who offer mentoring to other governing bodies. Published:

22 April 2013
24 November 2014
+ full page history
24 November 2014 2:41pm
Updated the 'actions', 'background' and 'who we're consulting' sections to explain what we are doing to make school funding arrangements fairer. 6 June 2014 3:13pm
Added information about how the reception baseline assessment will be used for allocating prior attainment funding for primary and infant schools from 2016. 29 May 2014 3:19pm
Detail added: Reception baseline assessment
29 May 2014 1:10pm
Added information about the reception baseline assessment we are introducing in 2016. 22 May 2014 11:53am
Added information about changes to the way we hold primary schools, secondary schools and post-16 institutions accountable. 27 March 2014 11:31am
Added our response to the 16 to 19 accountability consultation. 11 October 2013 4:18pm
Added information about the consultation on changing to the accountability arrangements for providers of 16 to 19 education and training. 30 July 2013 4:02pm
Added a 'detail' page about the National Pupil Database (NPD). 30 July 2013 4:02pm
Detail added: National pupil database (NPD)
22 April 2013 10:00am
First published.
Department for Education
The Rt Hon Nicky Morgan MP
The Rt Hon David Laws MP
Lord Nash

The National Government sets the policy’s that the local governments have to implement. They also set the National Curriculum, which has already been discussed. The central government is also responsible for the education budget, they determine which local authorities should receive the funding and the amounts. Local Government have to explain and help implement the policies made by the Central Government. The term was introduced by the Education Act 1902 where the Act designated that each local authority would set up a committee known as a Local Education Authority (LEA). The local government gives advice and support to local schools. The local government work alongside the schools SENCO to help with any changes to special educational needs. School management issues and the development of school policies are also supported by the local government. The local government is responsible for staff DBS checks, to ensure the safety for the children. According to one website these are the following things that the LEA are responsible for: provides advice and support services to schools

staff training and development
special educational needs
the curriculum
promote community cohesion
school management issues
behaviour management
develops school policies
provide documentation of their visions and plans with regard to government initiatives employ specialist advisors for curriculum areas
specific teachers trained to support pupils with special educational needs pass on information to schools regarding policy changes and train staff may come into school to train all staff (In Service Education and Training)

It is the responsibility of all the schools to make sure they are up to date with all the current policies which are put in place for children, young people and their families. Schools need to know the policies and be seen to be working to them. They need to develop their own policies in line with the national requirements following local government guidelines. For example if we look at the policy “Increasing opportunities for young people and helping them to achieve their potential”, last updated 22 September 2014, this policy directly starts with referencing that the first action on the paper is “To improve the quality of education available to young people at school”. The policy talks about the importance of education and keeping young people in education and also says that together it will ensure that: more young people go on to study and gain the skills and qualifications that lead to sustainable jobs fewer young people are not in education, employment or training (NEET) more young people are involved in social action and feel they can make positive changes in society and in their own lives Schools then have to implement the changes and ensure that the actions within the policy are taken.

The roles of other organisations working with children and young people and how these may impact on the work of schools. There are a number of organisations that work with children and young people and that have an impact on schools. There are multi-agency teams that bring together professionals to support the children and their families, and that also support and advise the professionals within the school. Some of these would include professionals such as the Police, Youth Workers, Social Workers, and the NHS. These in their different ways offer support to both the students and the schools. Some agencies will come and work in the schools with pupils, one to one or in a group, or even give presentations to groups, and others would support staff and students outside the school and within the home. For example The Police might come into a school to give a group, or school presentation in regards to drugs, or anti-social behaviour, whereas other social workers will primarily work within the home.


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