Set the school’s budget. | Senior Management Team | Usually made up of the Head Teacher, Deputy Head Teacher and senior teachers with curriculum responsibility and Senco. Set strategic direction of the school and manage/lead it. | SENCO | Support, identify, train, advise and help overcome barriers within the school for children with SEN or disability. Liaise with other external professionals with may come into contact with the pupil i.e.
Senior Management Team The Senior Management team is made up of the head teacher and the deputy head. Depending on the size of the school the team can be bigger and more varied. In many schools you will find assistant head teachers or senior teachers with particular responsibilities, like learning one of the key stages or assessments across the school. The special needs coordinator might be a member and also the school business manager. The roles of Senior Management Team is to set the strategic direction of the school and then manage this, lead any changes and generally make sure that the school is doing the best it can for the children that attend.
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.
The EYFS framework sets out the legal requirements relating to the early learning goals, the educational programmes, and the assessment arrangement (in section 2) and the legal requirements relating to welfare- safeguarding and promoting children’s welfare, suitable people, suitable premises,, environment and equipment, organization and documentation(section 3). The early learning goals describe what a child should be able to do at the end of academic year, “establish expectation” that most children are expected to reach when a child reaches his/hers five. It provides a basis for planning throughout the EYFS. The educational programmes describe the support and teaching that the child requires to help him/her to achieve those learning goals. Some children will have exceeded these goals, but it depends on their individual needs.
“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. They are often based at Sure Start Children’s Centres or linked to a primary school. Preschools and playgroups - Usually run by voluntary groups providing part-time play and early learning for
(2013). Parent–Child Visits in Foster Care: Reaching Shared Goals and Expectations to Better Prepare Children and Parents for Visits. Child Adolescence Social Work Journal, 237-255. 2. What is the general purpose of the study?
2. Develop professional relationships with children and young people and adults. 3.5 Explain when and how to refer other adults to further sources of information, advice or support. When an adult needs advice, support or asks where to find further information I would support them to the best of my abilities within my job role as a learning support assistant, if their request for support or advice was above my role within the school then I would refer them to a teacher, a specialists (i.e. school nurse, SENCO, speech and language) or a member of the senior management team, When a colleague asks for help I would support them to the best of my knowledge, refer them to a teacher, line manager or head of department, or member of the specialist’s
This attachment is helped in the early months by a number of thing's including. Skin contact* Smell* Talking and listening or carer's voice's * Feeding* Batheing* Play* Eye to eye contact Social and emotion behavoreral developmentThis area of development is about learning to live with others in both our family and society and how young people feel about them self's and relate to other's. They will need to learn how to have confidence and become independent of adult's as they grow older. Primary socailisation takes place with in the family, in the first year in a child's life. This
In short values in a school are directions the head, the teachers, school governors and the majority of the parents wish to see their children achieve and strive towards. 3.2 Describe and give examples of how a school may demonstrate and uphold their aims. A school can demonstrate and uphold their aims by: * After school activities-Netball, tag rugby, chair, cheer-leading and music lessons. * Encourage visitors from the community- police, ambulance and fire. * Encourage support from parents- hearing children read.
Mostly all of the parents were married and living together and had a post secondary education. The parents were asked to complete a questionnaire. Scales that were used to complete the study was the Self-Perception Profile for Children, the Parental Involvement in Activities Scale, an extracurricular activity participation questionnaire and a demographic questionnaire. According to Harter 1985, the self perception profile for children measures the children’s perception of scholastic ability, social acceptance , their appearance and behavior. The parental involvement in activities scale determines the parents’ supportive levels and stress with respect to extracurricular involvement (Anderson et.al., 2003).