2013 spending review: watch points for women June 2013 Contents 1. Key context 2. Further cuts to public services 3. Further cuts to welfare 4. Further investment in infrastructure 5. Childcare plans 6. Longer term commitment to austerity 7. Assessing what the spending review means for women 3 5 8 9 10 12 14 2 Key context Since coming to power in May 2010 the Coalition Government has overseen significant reductions to public spending in order to progress the goal of deficit-reduction.
local authority funded. These are known as maintained schools and must follow the National Curriculum. Community Schools – run and owned by the local authority. These schools may develop links with the local community with adult education or childcare classes. They usually determine the admissions policy. Foundation and Trust Schools – run by a governing body, who determine the admissions policy along with the local authority. The school itself is also owned by the governing body or charitable
Child Matters agenda and the Childcare Act of 2006 stated that it will be an entitlement of all 3 and 4 year olds to receive free part-time early year’s education. As part of the agenda the government’s Sure Start initiative offers all 3 and 4 year olds a guaranteed free, 12.5 hours per week, 38 weeks per year “early years” placement. The Sure Start programme is intended to deliver the best start in life for every child by bringing together early education, childcare, health and family support.
England are entitled to 570 hours of free early education or childcare a year. This is often taken as 15 hours each week for 38 weeks of the year. Some 2-year-olds are also eligible. The government funds local authorities to make sure all children get up to two years of free education before they reach school age. Any additional hours a child receives would have to be paid for by their parents or guardians. The free early education and childcare can be at: • nursery schools • nurseries on school sites
Learning Outcome 1 As part of the Every Child Matters agenda and following the Children Act 2006, every three and four year old child is entitled to 15 hours of free education a week for 38 weeks of the year. This childcare can be at any setting which is Ofsted inspected. These settings could be School nurseries, private nurseries or childminders. At the age of three and four, the early years provision is usually based on the concept of learning through play. In 2008, the Early Years Foundation
Title: Early Childcare, The Challenge to Employers in Ireland Introduction The issues of staff retention and productivity are ones that most employers are interested in from a number of perspectives. The cost and time spent in recruitment, the requirement for retraining and the loss of existing working relationships with suppliers and customers are issues which have varying effects depending on the individual enterprise but can be significant concerns. There are also the softer issues such as
1a In the Childcare Act 2006, it became an entitlement for all 3 and 4 year olds in England to receive free part time education of up to 15 hours a week for at least 38 weeks of the year. The government has funded local authorities to ensure every child receives free education before reaching school age. Early year’s provision is really about supporting very young children in school, this is different to the way children learn in Key Stage 1. The difference is, the concept of Early Years is based
Unit 302 School as organisation Outcome 1 Know the sturcture of education from early years to post- compulsory education Summarise entitlements and provision for early years The EYFS is for all children from birth to five. It builds on what practitioners already do well and brings learning and welfare requirements together. The EYFS supports continuity and coherence for all children. The overarching aim of the EYFS is to help young children achieve the five ‘Every Child Matters’
Environmental & Social Report 2005 Relations with Employees Toyota Way 2001 Sharing the Toyota Way The Toyota Way 2001 clarifies the values and beliefs that all employees should embrace in order to carry out the Guiding Principles at Toyota throughout the company’s global activities. Until the Toyota Way was published, Toyota’s management philosophies, values, and business methods had been passed on as implicit knowledge. However, the rapid growth, diversification and globalization of Toyota
schools – run by their own governing body Voluntary schools – there are two types : Voluntary aided schools, mainly religious or faith schools, Voluntary-controlled schools, run and funded by the local authority Specialist schools – Usually secondary schools that apply for specialist status Independent schools – funded by fees off parents, income from investments, gifts and charitable endowments Academies – set up by sponsors from business, independently managed schools which jointly fund the