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.
The teaching assistant is also the post of call for parents if the teacher requires it. Senco’s role: these hold the responsibility of being in charge of any special needs cases that arise in the school. They are responsible for maintaining a relationship in a mentoring role with the teachers/teaching assistants that deals with the case. They are also responsible to keep up to date records of anything that has taken place within this case from training to working alongside outside bodies. They are also responsible to keep training up to date within their team so they can offer the best level of
Unit 9 1.1 Teachers are primarily responsible for following and delivering the national curriculum, lesson planning and providing the necessary resources for the children; they also develop and adapt learning activities to meet the needs of each group of children who will need them. They set out a clear LO so that pupil progress can be measured, and make children aware of their learning intentions, this will then decide whether each child requires more or less in their learning and targets will be set. If pupils have not made steps towards their LO, either the learning objective needs to be modified or the teaching tactics changed. A teacher’s responsibility also involves; Maintaining an ongoing record of each child’s progress. Identifying the individual educational needs of all children.
Question6: Understand the wider context in which schools operate a) Summarise the roles and responsibilities of national and local government for education policy and practice. The local government gives advice and support to local schools. They also oversee any staff training and development. The local government work alongside the schools SENCO to help with any changes to special educational needs. School management issues and the development of school policies are also supported by the local government.
They will decide between them how to pass this information on to the rest of the teachers and school staff. Yet again these will have the school and pupils best interests at heart. SENCO. The SENCO are responsible for the care of children with special educational needs with in the school. The role includes, communicating with other members of staff and parents regarding the special education needs of the pupil involved.
At some point you may be asked to work alongside the teacher with their long term plans and activities for the week .PPA may be set aside for this. Following the teaching session the TA and class teacher should reflect on the effectiveness of the teaching and learning activities and the success of the LO. When evaluation is done you must look at whether the children you are working with are able to meet the Lo through the task presented. Below are two tables stage of planning and role of teacher: Page 159 supporting teaching
Danielle Gallagher Unit 303 Support learning activities Outcome 1 Contribute to planning learning activities 1.1 Explain how a learning support practitioner may contribute to the planning, delivery and review of learning activities Although the class teacher is primarily responsible to plan, deliver and review all learning activities for the class, a teaching assistant can work alongside the teacher and make contributions that can improve the teachers plan, alter the delivery to make it more effective for pupil attainment and extend the teachers initial review. “Planning, teaching and evaluation follow a cycle which gives structure to the learning process” and is vital in my role as a teaching assistant. I aim to describe how I aide the teacher to plan and deliver lessons and how I give feedback to the teacher about individual pupils, in order for the teacher make improvements in her planning and to be able to target individual children that are struggling. I will also give an example at the end to show how I effectively assisted in planning, delivery and the review of a lesson. Planning - the teacher will ask her staff to look over her planning and to give an opinion on it, if the staff feel there could be any improvements then they will tell the teacher.
Some playgroups and preschools Childminders. Surestart. From 1st September 2010 the goverment extended these hours from 12 to 15 hours for up to 38 weeks of the year. The free entilement provides access to early childhood education and care ensuring that all children have opportunity to benefit from early years education. Day nurseries often based in workplaces and run by business or voluntary groups providing care and learning activities for children from birth to five years old.
Schools as organisations Unit 302 Outcome 1 1.1 And 1.3 There are various types of early school education establishments, from nurseries to childminders to private childcare. Each offer versatile options from full day care to short term care. From 2004 all children in the u.k aged 3 to 4 were entitled to 12.5 hours a week of free childcare. In September 2010 these hours got extended to 15 hours per week for up to 38 weeks of the year. (In correspondence of ‘every child matters act 2006’.
Know the structure of education from early years to post-compulsory education. Child education is considered as a must in UK. As part as every child matters agenda in 2006, all the children from age 3 to 4 in England are entitled for free education. It is a must for them to have part time early education up to 15 hours per week for 38 weeks for a year. It is a responsibility of the government to fund these local authorities to provide this service to children.