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.
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.
For 3.3, you need to write a minimum of 2 paragraphs explaining your own role and responsibility and those of 3 others in a team: 1) SENCO (Special educational needs co-ordinator) The SEN Coordinator (SENCO), in collaboration with the head teacher and governing body, plays a key role in determining the strategic development of the SEN policy and provision in the school in order to raise the achievement of children with SEN The SENCO will co-ordinate additional support for pupils with SEN and liaise with their parents, teachers and other professionals who are involved with them. The SENCO has responsibility for requesting the involvement of an Educational Psychologist and other external services particularly for children receiving support at School Action and School Action Plus. This also includes general SEN assessments, administration and parental support. The SENCO should have the support of the head teacher and other teachers to try and develop effective ways of overcoming barriers to a child's learning and ensuring that they receive effective teaching through assessing the child’s needs and setting targets for improvement. SENCOs must also collaborate with curriculum co-ordinators at the school to make sure that the learning requirements of all children with SEN are given equal emphasis and priority.
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.
They help to set high standards for the school, plan the schools future and set targets for school improvements. School governors also make the school more accountable to the public and help the school be responsive to the community and needs of parents. The senior management team is made up of a head teacher and deputy head teacher. In larger schools this includes the senior teachers, school business manager and the special educational needs co-ordinator (SENCO). Their role is to lead any changes, set the strategic direction and make sure the school is doing the best for the children and staff.
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.
(2007) Creative Resources for the Early Childhood Classroom. The Creative Resources for the Early Childhood Classroom provides many great ideas for activities for preschoolers. It includes information on curriculum planning, how to select a theme and then plan for it, webs for all themes, family communication, ideas for bulletin boards, selecting appropriate literature, and documentation boards. Each theme section also includes the goals and concepts that can be shared along with activities for all domains and academic disciplines. It also includes a CD with more information and
Unit 6, Schools as Organisations Criteria 6.1 The Department for Education (DfE) ‘has a range of duties and powers and a general responsibility for the conduct of the school with a view to promoting high standards of educational achievements` (1) and ‘to be responsible for education and children’s services`. (2) The National Government are responsible for devising policies and ensuring they are implemented. The UK government is split into two departments which deal with education in England. The first is the Department for Education 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 the Offering more support for the poorest and most vulnerable children to ensure they all receive the same level of education and opportunities as their peers regardless of background with greater quality provisions in place to meet these requirements.
1.1 Summarise the legal entitlements of disabled CYP and those with SEN School policies Many schools have a mission statement, which sets out the commitment of the school toward inclusion and equality of opportunity. You may have read this on your school’s website or in correspondence. There must also be written policies, designed to reflect the rights and responsibilities of those within the school environment. Policies should also provide guidance for staff and visitors to the school on ways to ensure inclusive practice. There may be a number of separate policies or they may be combined.