Kerry Collier 2.6.1 Summarise the roles and responsibilities of national and local government for education policy and practice Local Government It is the role of the Local Government (Local Education Authority) to provide the schools within its region advice and support. They are responsible for providing accessible local services for: Special Education Needs The curriculum, which will include early years education Staff training and development Promoting a good community cohesion Behaviour management The Development of all school policies It is their responsibility to provide the schools with documentation which outlines their vision and any plans that they have for development. This may be through the their local Children and Young People's Partnership (CYPP) plan, which sets out ways in which children's services are integrated. Local authorities will have their own set of policies which will relate to wider issues, just like each school will have its own set of individual policies (within the local authority guidelines). Local authorities will generally employ specialist advisers, who will deal with different curriculum areas, or to advise in specific educational needs.
2.1 School Governors School Governors work as a team and come together from volunteers from the local community, parents and teachers this is so they have a adequate diversity of views and experience. The Governing body is accountable for the performance of the school, plans the schools future direction, selects the head teacher, makes decisions on the schools budget and staffing, including the performance management policy. They makes sure the curriculum is followed and taught well. Decides how the school can encourage its aims and values. School governors are at the heart of how a school operates, how they do there job effects the interests of pupils, staff and the reputation of a school in the community.
TDA 2.5 – 2.1 Describe roles and responsibilities of: school governors, senior management team, other statutory roles e.g. SENCO, teachers and support staff. ------------------------------------------------- There are many professionals working within a school, all have different roles and responsibilities, but they work together as a team for the best outcomes for the children. Below is a summary of the roles and responsibilities of some of them. School Governors Usually made up of a dozen or more people from within the local community, these can be councilors, a vicar or priest, local business people and also parents and teachers.
Every Child Matters framework has had a wide ranging impact of provisions for children and young people nationally. As part of this and community cohesion, schools have been developing roles such as after school clubs and extended schools programmes, all of which are inspected by Ofsted. The school will also need to develop their own policies in line with the national requirements for such areas as child protection and safeguarding children. C) Explain the roles of other organisations working with children and young people and how these may impact on the work of school There are a large number of organisations that work with children and young people, so it makes sense that they should liaise with each other, sharing their knowledge and experience. They should develop links with each other for pupil support and community cohesion.
They can also give them support in making referrals for other services. Sure start gives families parenting information; they have support groups and can give support within the home. Sure start provides good quality support in play, learning and child care know-hows for children, both group and those which are home based. They provide healthcare, advice and support for children with special needs through signposting to more specialised services where necessary. “Examples of specific services offered through projects include: Home based ante natal care, Breastfeeding Support Groups Advice, support and information on health related topics Early Language Development Programmes Play development for all ages and stages Age appropriate physical development opportunities High quality crèche sessions Promotion of the creative arts Support for smooth transitions between pre school and school.” (EarlyYearsSureStart) Nursery schools - Provide early learning and childcare for children between three and five years old.
It aim of the Specialist inclusion support service is to enable children and young people with additional needs to feel included in their school and educational setting to achieve their full potential, by doing this they will empower them to participate in the wider community and to make a positive contribution to society. They work close with mainstream schools staff to provide access to the full national curriculum. The Specialist Inclusion Support Service attempts to achieve this aim by working in partnership with families and other agencies in homes, schools and other settings. SISS provides specialist skills and knowledge to empower schools and other partners to fully include children with special educational needs, and to promote their social and emotional well-being. The second example is Educational psychologist An educational psychologist is concerned with helping children or young people who are experiencing problems such as learning difficulties and social or emotional problems.
This regulator is important as they ensure teachers training are kept up to date, to allow children and young people the ability to gain the best education possible, meeting and providing for individual needs/requirements. OFSTED are also reliable as they give members of the public reinsurance of child safety, putting parents / guardians at ease. OFSTED must abide by the Data Protect Act (1998) to prevent leaking of information which may put children/young people at risk. Safeguarding is also a regulation OFSTED professionals need to consider when inspecting and regulating schools as children’s safety and educational needs is at the heart of their
The key strategic purpose of the teachers is to prepare lessons to impart information and make them as interesting as possible to keep children engaged and to promote learning by leading discussion and encourage participation. They must ensure the classroom environment is supportive for all learners. Teachers should prepare homework and assignments to assess learner’s progress and feed that back to both students and families. Support staff roles refers to any school employee allocated to assist administrators, teachers etc. to address special needs within the school.
The Title I and IDEA Grants will sustain the commitment to help the disadvantage students and which will also, include the diverse students, as well as, students with disabilities. The grants will provide $14.5 billion for ESEA Title I and $11.6 billion for individuals with disabilities and so forth. This will help the Education Act to help provide teacher's for this program plan. The government thinks this will be taken place in 2014. The teacher's need to be willing to go to other educational intervention meetings to brush up on their technology and skills.
The National Government are responsible for the drawing up the education policy, ie,. the National Curriculum and Early Years Foundation Stage. They are responsible for devising policies and ensuring they are implemented, their responsibility is to work with children up to the age of 19 with any issue they may have from child protection to education. They aim to improve the opportunities and experiences available to children and their practitioners by focusing on offering more support for the poorest and most vulnerable children to ensure educational quality provisions are in place to meet these requirements. They are responsible for creating a high quality further education sector that aims to teach workers the skills demanded in a modern