Unit 204 Assignment 1 Schools have an imperative obligation in the education that their pupils receive. Is this where their obligations end or is it just as imperative that all pupils have equal rights/opportunities, work within a multi-cultural environment and that all participate?Education, cultural diversity, equal rights and participation should all balance equally. In order for children to succeed in their goals and achieve their full potential it is important to ensure all children receive equal opportunities in life. Children need good role models so that they know how to behave and what is expected of them. the world is full of diversity and culture and if we ensure that all children- regardless of race,religion,gender etc- receive equal opportunities, it will not only benefit the children but also the communities which they grow up in.
Gives guidance and support to school staff and ensure high quality service and the best practice possible. Disability Discrimination Act 1995 and 2005 Special Educational Needs and Disability Act 2001 Race Relations (amendment) Act 2000 Children’s Act 1989 Children’s Act 2004 Government strategy for SEN 2004 Code of practice to promote race equality 2002 Every Child Matters 2005 School Policies, safe guarding G&T, SEN diversity, bullying. 1.2 Describe the importance of supporting the rights of all children and young people to participate and equality access. All children have the right to a varied and balanced education. This also must be supported by a high quality of teaching and learning experiences.
This in turn should create a caring, happy atmosphere in the school which can enable effective teaching and learning. The school has its own code of conduct which all members of the school are to support. The school code of conduct is as follows; This is our school we will: • look after everything in and around it • follow instructions first time • always do our best work and let others do the same • treat everyone as we would like them to treat us • move sensibly round school and always walk inside. The school looks out for positive behaviour done by pupils and emphasis is placed on the acknowledgement of this. There is to be a clear understanding by staff, pupils are parents of what is acceptable and unacceptable behaviour.
During the examination of the problem first one must recognize that an issue exists. Study the problem in its entirety by gaining feedback from those directly affected by the problem. Find the root of the problem, what is the cause of the problem. Completing this process in great detail is important for its stability and moving forward throughout the cycle. The next part of this stage relies on the stakeholders.
Anti-bullying policies are in place in school to ensure the children know that bullying is not acceptable behaviour but a child should feel confident enough to report an incident if one occurs and should know who they can go to within the school to discuss any such situations. * Make a positive contribution-A child should feel like they make a positive contribution to the school by being noticed and rewarded for their achievements. 100 square points, head teacher stickers, merit awards are all ways of boosting s childs confidence and can encourage positive behaviour. * Develop social and emotional skills-Through Personal, Social and Health Education (PHSE) lessons, a school can ensure that all children develop these personal abilities and skills that will motivate them to strive for higher personal achievement, socially and academically throughout their lives, PHSE also helps a child to understand how they are developing personally and socially and tackles many of the moral, social and cultural issues that are part of growing up. Basic everyday good manners should be recognised and a subtle prompt given if missed to ensure the correct level of respect is both given and received.
Their role is to set the strategic direction of the school and then manage this, lead any changes and make sure that the school is doing the best it can for their pupils. The senior management team of a primary school will respect the position of the head teacher and supportive of the head teacher's initiatives, helping to turn them into practical action and sharing his vision .The role of the senior management is to be aware of all signs that tell us about the state of the
* All staff involved in the individuals care and support must know the details of the care plan in order to deliver the appropriate care and support for the individual and the plan must be designed by a person who is competent in assessment and care planning. * Care plans must show the use of all of the information gathered during the assessment and review processes. Assessment Criteria Outcome 1 Understand the principles of person centred assessment and care planning The learner can: 1. explain the importance of a holistic approach to assessment and planning of care or support Holistic – all-inclusive, complete, whole – looking at the whole situation When planning the care and support of an individual it is important to do this in an holistic way. In other words we take care of the person as a whole, not just plan their care in order to treat their illness or disability. Person centred care means planning the care and support around the individual with them in control of the planning and delivery of the service provided.
As a result students and their families are reassured that any decisions taken by the school which may impact their child’s wellbeing are fair, should any grievance occur, parents know they have the right to access information such as any minutes on the decision the school took in order to challenge such decision. Transparency regarding financial matters, issues of equality or environmental practices also encourages fair and efficient managerial practices, making sure that funds are spent appropriately for the benefit of all the students. DPA ensures a parent’s right to access educational records within 15 days of it being requested. As well as keeping track of the accuracy, amount and time period that a school can keep information on their students. The act states that the information must be relevant and not excessive, processed fairly and lawfully and for limited purposes only.
Fenway High School Essay In my opinion what makes a good school are the students, teachers, and principal. The reason I say those three things is because reason one they all represent the school and they have to work hard to make a school good. I said students because to make a school good the students who attend the school have to have good behavior with good grades, because a school that has good grades get more and more students to apply for it. I said teachers because they are the main ones who give us students our knowledge and education. And with good teachers come good students with good grades.
ST MARGARET’S PRIMARY SCHOOL COMPLAINTS PROCEDURE All schools in Suffolk are committed to providing the best education for our young people and want our pupils to be healthy, happy and safe and to do well. We recognise the importance of establishing and maintaining good relationships with parents, carers and the wider community. We are aware that there may be occasions where people have concerns or complaints and the following procedure sets out the steps that should be followed in order to resolve these as quickly and informally as possible. School governing bodies are required, under Section 29 of the Education Act 2002, to have in place a procedure for dealing with complaints. It is expected that all complaints