Unit 205 Schools As Organisations

Topics: School types, Teacher, Primary education Pages: 6 (1673 words) Published: November 26, 2014
Unit 205 Schools as Organisations
1.1. Identify the main types of state and independent schools. There are four types of mainstream state schools – these are funded by the local authorities which are maintained schools and follow the National Curriculum:- Community schools

Foundation and trust schools
Voluntary schools
Speciality schools
Independent schools
1.2 Describe the characteristics of the different types of schools in relation to educational stage(s) and school governance Schools across England are funded and managed in different ways and will vary depending on the age of the child Community schools - run by the local authority, which employs school staff, owns the land and buildings, and sets the entrance criteria i.e. with admissions on catchment area Foundation and trust schools – these are run by a governing body which sets the entrance criteria. Land and buildings are either owned by the governing body or by a charitable foundation. Trust schools are similar but run with an outside body, usually a business or charity and these form an educational trust. Voluntary schools – these are religious or faith schools and run as a foundation school i.e. with a governing body that employs staff and sets the entrance criteria. The buildings and land are usually owned by a charity, often the church Specialist schools- state secondary schools often specialise e.g. the Gilberd is a Mathematics and computer college. Independent schools

Academies – these are independently managed in partnership with a local authority and the government Department for Children, Schools and Families. 2.1 Describe roles and responsibilities of:
a) School governors
This is usually a team of people who have the responsibility of running the school – they will be made up of a variety of people who have links with the school and local community. We have at least a parent governor and a staff governor in addition to the Head Teacher. They contribute to setting the aims and objectives, adopting new policies and setting of targets. b) Senior Management Team

This team works closely with the Head Teacher to ensure curriculum and policies are delivered throughout the school – we have a Head of Maths, SENCO, head of Foundation, deputy head teacher. There are regular meetings to discuss issues and is based in accordance with the school improvement plan which is then communicated throughout the school to teachers and support staff

c) Other statutory roles e.g. SENCO
There are also required staff roles which are legally required to fulfil the staffing structure of the school. Apart from the head teacher and deputy, the two others are SENCOs and in primary schools, the Foundation Stage Manager. The SENCO is responsible for managing and monitoring the provision for those with special needs within the school – this includes risk assessments, liaising with other professional, IEP and keeping of records. Also reviewing is essential to the pupil’s progress for those on the Early Years or School Action and Action Plus The Foundation Stage Manager’s role is to ensure that it is being run in accordance with the statutory requirements of the Early Years Foundation Stage document. This includes observations, assessments and record keeping. d) Teachers

Teachers have the responsibility of planning and the preparation of lessons plans to ensure the curriculum is being followed in accordance with the pupils age, ability etc. which include all the subjects required by the National Curriculum. e) Support Staff

The number of support staff in the schools is increasing – this is due to the additional funding by the government in relation to children’s needs, the support that teachers require in regards to delivering the lesson plans, midday assistants and catering team, administrative staff, site manager, HLTAs and so on. 2.2. Describe the roles of external professionals who may work with a school e.g. educational psychologist There...
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