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.
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.
Local authorities will generally employ specialist advisers, who will deal with different curriculum areas, or to advise in specific educational needs. They will also employ trained teachers who will be able to support children with more specific needs, E.g. Dyslexia or behaviour needs. They will sometimes supply these things for free, although often schools will have to pay for any additional support they require. The local authority are responsible for alerting schools and staff to any changes in education policy, and will be expected to offer staff training through their local EDC or through school training INSET days if needed.
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.
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.
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. They are volunteers and ensure that the school is delivering a good level of education. The governors are responsible for making decisions on the running of the school, looking at budgets, forecasts and authorising and agreeing on any changes or adjustments that need to be made to buildings. Governors may also be involved in funding, applying for grants and monitoring the overall standing of the school to ensure results are in line with expected achievement i.e. stats and ofstead.
to address special needs within the school. They work closely and supervised by fully qualified administrators or teachers. Support staff must be multi skilled and well trained to fulfil the requirements of their role. Teaching assistants are the most common members of the support team. Their role is to facilitate independent learning, access to the curriculum and promote inclusion.
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.
E6- include TWO (2) examples of information from agencies outside the setting which may contribute to the assessment of learning needs. There are many different outside agencies that contribute to the assessment of learning needs. The first example of an outside agency is the Specialist inclusion support service the people that work within that support service work with children at that have special education needs. http://www.solihull.gov.uk/schools/16686.htm the specialist inclusion support service offers support at homes, nurseries and schools, most of the staff are qualified staff with a wide range of experience and knowledge when supporting and assessing children’s learning needs, they also have specialist qualifications. 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.