3. Chair of governors: As chair, lead the governing body and work in partnership with the head teacher, he/she responsible for driving school improvement and ensuring that the school achieves the aims and ambitions it has for its pupils. The chair make sure the governing body meeting running effectively and report any action or decision taken on behalf. Head of year: The head of year will be working very close to the class teachers. They will be
Area/subject of personal statement: Knowledge of how schools are organised in terms of roles and responsibilities Describe roles and responsibilities of: School governors Governors have a key role in decision-making and are expected to prepare for and attend meetings of the governing body and any committees of which they are a member. As well as supporting the school, governors need to ask challenging questions to be sure that the school is providing the best possible education. This role is often called ‘being a critical friend’. The governing body's main role is to help raise standards of achievement. It: • Is accountable for the performance of the school to parents and the wider community, • Plans the school's future direction, • Selects the head teacher, • Makes decisions on the school's budget and staffing, • Makes sure the national curriculum is taught, • Decides how the school can encourage pupil's spiritual, moral and social development , • Makes sure the school provides for all its pupils, including those with special needs, • Reviews pupil exclusions and deals with any cases of staff dismissal appeals.
Their many responsibilities include: * Setting aims and objectives for the school * Setting targets and managing policies * Finance management * Monitor and evaluate the school’s progress and adopt new ways to improve its performance * Work closely with the local community * Work closely with the Head and senior management team * Appoint staff, including Head and Deputy Head Teachers * Attend meetings to discuss personnel issues, community cohesion, the school site etc. * Produce reports for both parents and the school | Senior management team | The team is made up from more experienced staff and will include the Deputy Head, SENCO and heads of subject areas such as literacy, numeracy, ICT etc. They work closely with the Head Teacher and meet at least once a week to discuss issues raised concerning the running of the school. They also discuss the School Improvement plan, a document which sets out priorities for the school over a 4 – 5 year period. The information gathered from these meetings is then collated and distributed to teachers and support staff usually through the staff intranet, emails and the school website.
Know how schools are organised in terms of roles and responsibilities 10.2: Around school there are lots of different roles which have a variety of responsibilities, such as; Governors Senior Management team (head teacher) SENCO Teachers Support staff and plenty of outbound roles which may visit the school for a reason. Governors: The governing body is responsible for the conduct of its schools and must promote high standards of educational achievement at the school. With the head teacher they set the schools aims and policies. The key roles of a governor are: To ensure clarity of vision, ethos and strategic direction To hold the headteacher to account for the educational performance of the school and its pupils, and the performance management of staff. To oversee the financial performance of the school and make sure its money is well spent monitors and evaluates the work of the school by reviewing the performance of the head teacher, the effectiveness of the school improvement strategy.
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.
Class teacher To work as a key person and actively engage with family in order to develop positive relationships and develop trust To maintain attendance record to maintain safe collection procedure for children The Designated Person for Child Protection (DPCP): has knowledge and skills for recognising and acting upon Child Protection concerns. In his/her responsibility to provide support, advice and guidance to any other staff member on an on-going basis and on any specific safeguarding issues as required. The Head teacher responsibilities are : - ensuring that the policies and procedures are fully implemented and followed by all staff; - ensuring that sufficient resources and time that enable the designated person and other staff to discharge their responsibilities are available and allocated (including taking part in
They have duties which include to maintain the conduct of the school, with the view of promoting high standards in the area of educational achievement. e.g. Setting Targets for pupils achievement Managing the school finances Making sure the curriculum is balanced and broadly based Appointing staff Reviewing staff performance and pay see Abbots Lane School Prospectus p10 (Become a school Governor) Appendix 12 Governors have a big input in the Health and Safety of the school (see appendix 1) p2 Abbots Lane Health and Safety Policy Senior Management Team This includes the following: The Head Teacher They have the overall responsibility for the school, its staff and pupils, and the overall education they receive. The Head Teacher plays a major part of the day to day aspects of Health & Safety (See appendix 1) p2 The Deputy Head Teacher They play a major role in managing the school, particular in the absence of the Head Teacher, they often are responsible for a curriculum area or specific area of school management. In larger schools there may be need for a Assistant Head Teacher, this role supports the Head and the Deputy with the management of the school.
Thus ensuring a positive attitude towards school and smooth transition to Key Stage 1. The Early Years Foundation Stage are responsible for setting the aims and objectives that all providers of early years care must meet. Providers include playgroups, pre-schools, primary schools with nursery and reception classes, day care centres/nurseries either private or local authority run- they provide care all day to suit the needs of the parents, and children centres who often also provide additional support, advice and guidance for parents. All providers must be registered with OFSTED. Maintained Schools are funded by local authority (LA) and follow the National Curriculum.
There are four types of mainstream state schools which are all funded by the local authorities and are also known as maintained schools. Community schools are run and owned by the local authority. This will also support the school through looking to develop links with the local community, and providing support services. They will also usually determine the admissions policy. The local authorities can then develop the use of the school facilities for local groups such as adult education classes or childcare classes.
Individual Education Plans (IEP) has an educational purpose; it provides evidence of the agreed special educational interventions and other supports to be provided for the pupil together with recording parent, pupil and teachers’ professional views. An IEP also records the strategies that need to be used to enable a pupil to progress in the education system. An IEP is a written document prepared for a named pupil, specify the learning goals that are to be achieved by the pupil over a set period of time and the teaching strategies, resources and supports necessary to achieve those goals. The Individual Education Plan is developed through a collaborative process involving the school, parents, the pupil and other relevant personnel or agencies. It refers to the adapted or modified aspects of the educational programme and focuses on priority learning needs, although the pupil may also have other learning needs that will not require the same intensive degree of planning and monitoring.