1.1 Identify the main types of state and independent schools. The main types of state schools are:
- Community schools
- Fundation and Trust schools
- Voluntary aided schools
- Voluntary controlled school(www.gov)
Other types of state schools are:
- Community special schools and foundation special schools
- Faith schools
- Grammar schools
- City Technology Colleges
- Maintained boarding schools
The main types of independent schools are:
- High Schools (senior school for girls)
- Preparatory Schools (for junior age).
2.2 Describe the characteristics of the different types of schools in relation to educational stage(s) and school governance. Types of school in England:
- City Technology Colleges (CTCs) and City Colleges for the Technology of the Arts (CCTAs) - Church Schools
- Community Schools
- Comprehensive Schools
- County Schools
- Feeder Schools
- First Schools
- Foundation Schools
- Grammar Schools
- Grant-maintained Schools
- Independent Schools
- Infant schools
- Juniors schools
- Middle schools
Community schools are run by the local authority, which employs school staff, owns the land and buildings, and sets the entrance criteria (such as catchment area) that decide which children are eligible for a place).(www.bbc.co.uk).The pupils have to follow the national curriculum. Voluntary aided schools
Voluntary aided schools are usually called religious schools or faith schools.( www.adviceguide.org.uk) The governing body employs the staff and sets the entrance criteria. School buildings and land are usually owned by a charity, often a church. (www.bbc.co.uk) The pupils have to follow the national curriculum.
Voluntary controlled schools
Voluntary-controlled schools are a cross between community and voluntary-aided schools. The local authority employs the staff and sets the entrance criteria.The school land and buildings are owned by a charity, often a church, which also appoints some members of the governing body.(www.bbc.co.uk) The pupils have to follow the national curriculum.
Academies are independently-managed, all-ability schools which operate outside the control of the local authority. In a city academy: - the government funds the school's running costs
- the governing body employs the staff
- the pupils do not have to follow the National Curriculum.(www.adviceguide.co.uk) City Technology Colleges
Independent, all-ability non-fee-paying, schools for pupils aged 11-18. Despite being state schools, they are independent of local education authorities, receiving funding direct from the Department of Education and Employment together with some industrial sponsorship.(www.axcis.co.uk) The pupils follow a curriculum that is similar to the national curriculum, with particular emphasis on technological and practical skills.(www.adviceguide.co.uk) Grammar schools
run by the council, a foundation body or a trust - they select all or most of their pupils based on academic ability and there is often an exam to get in State boarding schools
State boarding schools provide free education but charge fees for boarding. Some state boarding schools are run by local councils, and some are run as academies or free schools. State boarding schools give priority to children who have a particular need to board and will assess children’s suitability for boarding.
Fill in a legislation research sheet for each of the following legislation/codes Children Act 2006 – Is an Act that defines the new duties imposed on the Local Authorities in respect to improving the Every Child Matters outcomes for pre-school children. The Act also defines new rules in relation to childcare for working parents as well as parental information services. It is aimed at improving the well-being of young children. It emphasises the importance of safeguarding children and young people within an educational setting. If a child discloses neglect or abuse; an establishment should have instructions to help the child. This could be referral to an outside organisation or internally. Human Rights Act 1998 – is an Act that gives legal effect in the UK to certain fundamental rights and freedoms contained in the European Convention on Human Rights (ECHR). These rights not only affect matters of life and death like freedom from torture and killing, but also affect your rights in everyday life: what you can say and do, your beliefs, your right to a fair trial and many other similar basic entitlements. Data Protection Act 1998 - defines UK law on the processing of data on identifiable living people. It is the main piece of legislation that governs the protection of personal data in the UK. Although the Act itself does not mention privacy, it was enacted to bring UK law into line with the EU data protection directive of 1995 which required Member States to protect people's fundamental rights and freedoms and in particular their right to privacy with respect to the processing of personal data. In practice it provides a way for individuals to control information about themselves.
UN convention on the rights of a child 1989 - deals with the child-specific needs and rights. It requires that states act in the best interests of the child. This approach is different from the common law approach found in many countries that had previously treated children as possessions, ownership of which was sometimes argued over in family.
Health and Safety at Work Act 1974 – Teachers must understand the importance of Health and Safety Act (1974). The act suggests that all workers are entitled to work in a safe environment where risks are properly assessed and managed. It establishes the frame-work for ensuring the safety of all employees at work this act also cover the health and safety of all other person who may be affected by Work activities e.g. pupils, students, visitors, parent and contractors. In section two of this legislation a duty is place on the employer to ensure the health and safety and welfare of all employees in practicable situations. Employers are responsible to consult with the trade union representative on matters relating to health and safety.
The Equality Act lists a number of characteristics which must not be used as a reason to treat some people worse than others. These are: age;
pregnancy, maternity and breastfeeding;
religion or belief;
As a school, you must not:
discriminate against a pupil or prospective pupil because of their disability, race, sex, gender reassignment, religion or belief, or sexual orientation; harass or victimise a pupil or prospective pupil.
You must not discriminate against a person in relation to the following activities: admission to your school;
the provision of education to pupils;
access to any benefit, facility or service;
exclusion from school;
by subjecting a pupil to any other detriment
How do these laws and codes of practice promote achievement and well-being of pupils?