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Tda 2.5 Schools as Organisations

By missvinyl Mar 01, 2013 3363 Words
1.1
IDENTIFY THE MAIN TYPES OF STATE AND INDEPENDENT SCHOOLS
1.2
DESCRIBE THE CHARECTERISTICS OF THE DIFFERENT TYPES OF SCHOOLS STATE SCHOOLS.
COMMUNITY SCHOOLS
Community schools are run by the local authority and the local authority employs the schools staff. The local authority owns the land and the buildings that are part of the school the local authority also decide on the admissions policy i.e. catchment area etc. all community schools follow the national curriculum. Community schools have set term times and school days. FOUNDATION SCHOOLS

These schools are run by their own governing body and they, employ their own staff and decide on their own admissions policy i.e. all girls. The land and the buildings that are part of the school are owned by either the governing body or by a charitable foundation. Foundation schools follow the national curriculum

TRUST SCHOOLS
A trust school is similar to a foundation school except with an outside partner i.e. a business or educational charity that want to raise standards or find new ways of working/teaching. VOLUNTARY AIDED SCHOOLS

These are mainly faith or religious schools, the governing body maintains the building and the land belonging to the school. The governing body employs the school staff and sets the admissions criteria. The land and buildings are usually owned by a charitable foundation quite often a religious organisation. Voluntary aided schools follow the national curriculum.

VOLUNTARY CONTROLLED SCHOOLS
These are similar to voluntary aided schools, except they are run by the local authority, the local authority. The local authority employs the school staff and sets the admission policy. The land and buildings are usually owned by a charity normally a religious organisation who also appoints some members of the governing body. ACADEMIES

Academies are independently managed; they are set up by sponsors from businesses, faith or voluntary groups. They work in partnership with the DFE and the local authority. Academies have more freedom over the way they deliver the curriculum to their pupils as they are not controlled by the local authority. Academies are able to change the length of school terms and the times of the school day too. The sponsors fund the land and buildings belonging to the school The local government;

Academies receive their funding from the education funding agency instead of through local authorities. INDEPENDENT SCHOOLS
There are about 2,300 independent schools in England.
These schools are regularly monitored by either Ofsted or another inspectorate, to ensure they maintain the standards that they set out in their registration document. Independent schools set their own curriculum and admissions policy. They are funded by fees paid by the parents of the pupils that attend the schools, also through investment. At least half of the independent schools have charitable status. Independent schools must be registered with the DFE.

http://www.direct.gov.uk/en/Parents/Schoolslearninganddevelopment/ChoosingASchool/DG_4016312 The above web pages helped me to complete 1.1 and 1.2 Accessed on 11/6/12

2.1
DESCRIBE THE ROLES AND RESPONSIBILITIES OF;
* SCHOOL GOVERNERS.
School governors set out the strategic direction of the school; they decide how the school should be run, its objectives, targets and policies. School governors review progression against the school budget. They also decide the plans and targets to aim for ensuring that the budget is being used to help the pupils to progress. School governors decide the schools budget.

School governors help the head decide which strategies need to be put in place, which strategies work and which do not work and if things need to be changed and how. School governors choose the head teacher for the school.

* SENIOR MANAGEMENT TEAM.
Head teacher
The head teacher decides on the teaching staff, admin staff, lunchtime staff and also cleaning staff. The head is responsible for ensuring that all staff is meeting targets and working in line with the schools own targets and aims. The head teacher is the main person responsible for dealing with emergency situations i.e. if an ambulance needs to be called out for a pupil. OTHER STATUTORY ROLES.

SENCO. (SPECIAL EDUCATIONAL NEEDS CO-ORDINATOR).
The main purpose of SENCO is to ensure that all children are included in and have equal access to the national curriculum. The SENCO monitors and supports the I.E.P. (individual learning plan) completion and then reviews them. The SENCO regularly updates the SEN (special educational needs) register, this is a register that all children in the country go on to help support pupils across the board. The SENCO ensures that pupils, who find any aspect of learning a challenge, receive the support that they need. SENCO organise the paperwork needed regarding stetementing needed for particular children. (Statementing describes any specialist help that may be required) SENCO manage teams of teaching assistants who will work with statemented children and young people children who are vulnerable or children with physical disabilities. SENCO also organise support staff where they may be needed elsewhere throughout the school. SENCO also organise any special funding that may be required for the support of the children and young people. SUPPORT STAFF.

TEACHING ASSISTANT (T.A)
May need to assist with planning and delivering of learning activities and monitor I.E.Ps with support from the class teacher Attend to pupils needs, including hygiene, i.e. making sure that children wash their hands after using the toilet or before lunch, social needs, health needs, first aid and if needs be intimate needs (if a child has a toilet accident in their clothes). Or if a young girl requires sanitary ware. The T.A. is responsible for preparing the classroom for activities and clear away at the end of activities. The T.A. should assist with displaying children’s work, provide admin support i.e. photocopying, laminating, record keeping, collecting money for trips or any dinner monies also any filing that may need to be done. T.A.s should accompany teachers on outings, taking responsibility for a group of children under the direction of the class teacher. T.A.s are also required to liaise with parents and carers about progress or information given about children from the class teacher i.e. if a child has been behaving in an unacceptable way under the direction of the class teacher.

The following websites helped me to complete 2.1
http://www.finhampark.co.uk/trainingschool/downloads/trainee-role-of-a-ta.pdf http://www.education.gov.uk/popularquestions/schools/governanceandorganisation/a005612/what-are-the-main-responsibilities-of-school-governors http://www.deni.gov.uk/index/support-and-development-2/internet-and-wifi/22-schools-internet-policy-pg-3.htm

2.2
DESCRIBE THE ROLES OF EXTERNAL PROFESSIONALS WHO MAY WORK WITH A SCHOOL e.g. EDUCATIONAL PSYCHLOGIST. Educational psychologist
An educational psychologist supports children and young people who have difficulties within the setting with the aim to enhance their learning. Each Educational psychologist has a group of schools that they deal with. They visit the schools regularly to visit the children or young people they are dealing with. The educational psychologist may carry out assessments on the pupils to see how they are getting on. The Educational psychologist may communicate with many people such as; parents/carers teachers/head teachers and learning coordinators and all other people involved in caring for the pupils. They also provide advice and support for schools to help them better support the children and young people in their care. They also support parents and carers with caring for their children and young peoples needs. Speech and language therapist.

Speech and language therapists work with children and young people who have various levels of speech, language and communication difficulties. Speech and language therapists also work with children and young people who have swallowing problems, may be due to having a cleft pallet. The Speech and language therapists’ responsibility is to assess the extent child or young person’s speech or language needs and devise and implement relevant treatments that may be required Speech and language therapists’ also liaise with parents, carers and teachers about how to further develop the problems.
3.1
DEFINE THE MEANING OF;
* AIMS
Aims are a bit like targets, they are something that the school wish to be achieved. All members of the school community are expected to achieve these aims. In the setting that I work in some of their aims are;

“To ensure quality of access for all learners”
“To show respect to all by celebrating all cultures and religions within the school community” “To support all members of the school community through good communication and clear, well established routines” * VALUES

Values are something to believe in. i.e. the school that I have been working in believes that Every child deserves and has the right to equal opportunities and a high quality of teaching and education. There should be an “openness” of atmosphere which is welcoming to everyone in the school community. Provisions are made to cater for everyone’s needs (i.e. spiritual or allergies) 3.2

DESCRIBE WITH EXAMPLES HOW SCHOOLS MAY DEMONSTRATE AND UP HOLD THEIR AIMS. In a local primary school that I work in the way in which they uphold their aims is by; Ensuring that everyone within the school community reads and adheres to the behaviour policy so that everyone feels safe and secure within their environment. Children are rewarded for achievements, good behaviour and being polite and courteous to other people in the setting. This encourages the children to behave in an appropriate way. The school aim for children to show confidence in themselves The school provides support for children who aren’t very confident, by taking them either in groups or one to one into the craft room and they work on confidence building. From the beginning of the children’s schooling, they are encouraged to give answers to questions in whole class situations and also in assembly with the whole school too. This helps them to build their confidence. Another way in which the setting upholds their aims is by ensuring all pupils have access to the national curriculum. Children with special education needs are assigned an LSA if they need extra support with their learning, every class has a T.A so that the children can get help and support if it is needed. The setting also have a balance of male and female staff distributed amongst both key stages so that pupils have access to both if needed. 3.3

DESCRIBE WITH EXAMPLES HOW SCHOOLS MAY DEMONSTRATE AND UPHOLD THEIR VALUES. At the setting that I work in they uphold their values by;
Involving the wider community to enhance the children’s learning environment. Parents are invited into the school to read with children or tell stories to small groups or individually. Some parents who have skills that they can apply to the school are invited to either give talks or demonstrations to the children i.e. one child’s parent is a vet and brought some animals in for the children to see and learn about. The setting celebrates all cultures, for example, in the reception role play area there are many varieties of dressing up outfits from different cultures i.e. sari’s and a Spanish dress too. The dolls in the school are of various cultures and races and there are also toys from different countries too i.e. Russian dolls 4.1

IDENTIFY THE LAWS AND CODES OF PRACTICE AFFECTING WORK IN SCHOOLS. There are many laws and codes of practice that affect work in schools, some of these are; * U.N.C.R.C. - United Nations Convention on the Rights of the Child, this states that children have rights i.e. the right to a quality education. * CHILDCARE ACT 2006 – this is aimed at early childhood and childcare services, it aims to lower child poverty by supporting parents back to work and improve wellbeing for young children. * EDUCATION ACT 2011 – this act outlines the importance of teaching. It also gives teachers more authority to ensure good behaviour. * S.E.N (special education needs) CODE OF PRACTICE- this code of practice is designed to help relevant people i.e. L.S.A’s. make effective decisions to benefit children who have S.E.N. * DATA PROTECTION 1998 (amended 2003) – this act controls how personal information is used, it requires any information that is collected, to be kept safe.

4.2
DESCRIBE HOW LAWS AND CODES OF PRACTICE PROMOTE PUPIL WELLBEING AND ACHIEVEMENT. There are many ways in which laws and codes of practice promote pupil wellbeing and achievement some of these ways are described in; U.N.C.R.C.

Then convention states that children have special protection rights and measures, this means that children should be kept safe and out of harm’s way, this promotes children’s wellbeing because if children are kept safe and secure they will feel happy and have a sense of wellbeing. Children should be able to access services such as healthcare and education freely, this promotes both, wellbeing and achievement. If children can assess health care they can keep healthy and receive treatment if necessary for any illnesses, this is promoting wellbeing. If children have access to education they will be able to achieve their full potential. Children should be able to develop their personalities, abilities and talent to their full potential, developing a personality is how children find out who they are and what it is they want to achieve, this promote both wellbeing and achievement if children know who they are they will begin to realise what it is they would like to be in the future. Children should be able to develop their abilities and talents to give them a goal, or something that they feel they excel in again promoting wellbeing as they feel proud of their achievements. S.E.N CODE OF PRACTICE

This code states its commitment to delivering an education that provides equal opportunities and high achievement for all children, this means that children should receive a good quality education no matter what their, race religion, gender or S.E.N and are entitled to achieve. If children feel that they are part of the school, welcome and involved in the school this promotes wellbeing as the children feel a sense of value and belonging, the children will also feel able to achieve as they are comfortable in the setting. The code provides practical advice to services such as schools, healthcare providers, social services, local authorities, as well as other organisations, about they should carry out their duties to asses, identify and provide for children’s S.E.N. if children are getting the help that they need, they will be able to fulfil their achievement goals.

5.1
DESCRIBE WHY SCHOOLS HAVE POLICIES AND PROCEDURE.
Schools have policies and procedures in place because it is a legal requirement to have them but also to protect all staff, parents and pupils who attend the school. Schools have policies and procedures in place so that the people who attend the school are treated fairly, with respect and are kept safe. 5.2

Identify the policies and procedures schools may have relating to; STAFF
* Pay policy – this sets put how the governing body will take decisions on teachers’ pay. * Performance related pay policy – is a way of rewarding high performance. * Grievance policy – this outlines how conflicts should be dealt with and the lines of reporting. * Employment rights policy – this states your rights as an employee. PUPIL WELFARE

* Child protection policy – this sets out how children should be protected and cared for * Anti- bullying policy – this states that schools will not tolerate bullying and the consequences of such occurrences. * Health and safety policy – how to keep children safe and what to do in an emergency. * Behaviour management – how to deal with behaviour, good and bad. * E safety – how to keep children safe when using different technologies i.e. internet * Safeguarding – how to protect the children

* Policy for equal opportunities – ensures equal opportunities are available to all pupils.

TEACHING AND LEARNING
* Marking policy – this outlines how children’s work should be marked giving clear guidance to how well the work has been completed. * S.E.N policy and procedure – how children’s needs will be met. * Planning and assessment policy – this outlines how pupils work will be assessed and how often. * Homework policy – ensures parents are clear about what their child is expected to do.

6.1
IDENTIFY THE ROLES AND RESPONSIBILITIES OF NATIONAL AND LOCAL GOVERNMENT FOR EDUCATION POLICY AND PRACTICE. it is the role and responsibility of the national government to design the national curriculum The DFE (department for education) working for the national government is responsible for education, but also works for children’s services. The DFE designed the national curriculum and the EYFS (early years foundation stage) that all schools and nurseries must follow. It is the responsibility of local governments i.e. education departments, provide services for schools, such as the free fruit scheme, family learning support and advice and support for staff. The local government is also responsible for staff training, i.e. if schools need updating on child protection issues. Another example of local government responsibility, is to guide and support staff, parents and children on policies and procedures that may have changed or been revised by legislation. 6.2

DESCRIBE THE ROLE OF SCHOOLS IN NATIONAL POLICIES RELATING TO CHILDREN, YOUNG PEOPLE AND FAMILIES. ECM (every child matters) is a national policy that is used in schools. ECM has five out comes to adhere too. These out comes are; * Be healthy

* Stay safe
* Enjoy and achieve
* Make a positive contribution
* Achieve economic wellbeing
At the setting I am currently working in they practice ECM by; Offering the children fruit every day, children do P.E twice a week and have plenty of space to exercise in. The children have visits from local fire services and PCSO’s (police community support officers) who give talks to the children about staying safe outside of school and of issues such as “stranger danger” and the dangers of playing with matches and lighters causing fires. The police often hand out high visibility vests or reflective badges for children to wear so that they are seen in the dark or when visibility is low. Learning in my setting is made more interesting for the children i.e. using powerpoint presentations on the interactive whiteboard, children are able to interact with the whiteboard i.e. being able to push the buttons to go to the next page or find the correct item and put it in the right place. Children with SEN are supported by LSA’s if it is necessary. Children are given special responsibilities i.e. the head teacher assigns three assembly helpers, these helpers assist the head with presenting awards and certificates to children, pupils are encouraged to join the school’s sports teams too. Children’s efforts are rewarded to encourage continual contribution. 6.3

DESCRIBE THE ROLES OF OTHER ORGANISATIONS WORKING WITH CHILDREN AND YOUNG PEOPLE AND HOW THESE MAY IMPACT ON THE WORK OF SHOOLS. Children’s services are an organisation that may have an impact on the work of schools. If a child is in the care of children’s services this could become problematic for schools as the child may be moved around from place to place and may not be traceable, this can affect many factors, the overall success of the school i.e. targets. If schools and children’s services work together collaboratively this may benefit the child and schools. And both schools and children’s services follow ECM to achieve the five main outcomes. The NHS (National Health Service) is another organisation that may impact on the work of schools as it promotes a child’s right to free health care and treatments i.e. dental, hearing checks in schools. This organisation is in place for the benefit of the child to ensure that they receive the help and support that is needed. The impact on the work of the schools is positive, if children are healthy, they are able to attend school regularly, which in turn means that they are able to reach their full potential.

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