TDA 3.2 schools and organisation

Topics: School types, Local Education Authority, Teacher Pages: 11 (3535 words) Published: January 29, 2014

1.1 Summarise entitlement and provision for early year’s education? Every child matters agenda and the childcare act 2006, it become an entitlement of all 3-4 year olds in England to receive a free part time early years education of up to 12.5 hours per week for 38 weeks of the year. Early year’s provision in school is about supporting very young children it is distinct from key stage 1 in each country within the UK and is best on the concept of learning through play rather than more formal education Play has been show to be an important part for children learning. In Scotland the curriculum is focused around the document curriculum for excellent. This document concerns the curriculum for 3-4 years old and the early primary phase (primary 1) are presented as one level.

1.2 Explain the characteristics of the different types of schools in relation to educational stages and schools governance? There are four main types of mainstream state schools which will all be funded by local authorities and are known as maintained schools. They all have to follow national curriculum and include: Community schools- these are run and owned by the local authority (or education and library Bored in Northern Ireland) this will also support the school through looking to develop links with the local community, and by providing support services. They will also usually determine the admissions policy. They may develop the use of the schools facilities by local groups such as adults education or childcare classes Foundation and trust schools- foundation stage school are run by their own governing body, which determines the admission policy in consultation with the local education authority. The school land and buildings will also be owned by the governing body or a charitable foundation. A trust school, although a type of foundation school, will from a charitable trust with an outside partner, such as a business. The school will have to buy in any support services. The decision to become a trust school will be made by the governing body in consultation with parents. Voluntary schools- these come under two types: voluntary –aided school are mainly religious or faith school although anyone can apply for a place. They are run by their own governing body in the same way as foundation school, although the land and buildings are normally owned by a religious organisations or charity. They are funded partly by the charity and partly by the local education authority, which also provides support services. Voluntary-controlled school are similar types of school to voluntary- aided schools. Although they are run and funded by the local authority which also employs the staff and provides support services? The land and buildings are usually owned by a charity. Which is often a religious organisation? Specialist schools- these are usually secondary school which can apply for specialist status to develop one or two subject specialism’s. They will receive additional government funding for doing this. Around 92 percent of secondary schools in England have specialist status (source teacher net: April 2009). Special schools can also apply for specialist school status to be given for an SEN specialism under one of the four areas of the SEN CODE OF PRACTICE 1.3 Explain the post-16 options for young people and adults? The opportunities for pupils aged 16 and over have traditionally been either to leave school and start employment, or to stay and continue with their studies. Although many pupils do still choose one of these options it is likely that there will be more opportunities available as there has been an increased government focus on and funding of education for 14-19 year olds, and in particular a focus on reducing the number of young people not in education, employment or training (NEET) post-16. At the time of writing, the government guarantees that by the end of September of the year that each young person leaves...
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