4.1 Summarise the laws and codes of practice affecting work in schools 4.2 Explain how legislation affects how schools work Task 1 There are some laws set in place by government which schools have a duty to follow. A few of these and the main points involved have been stated below. Link the legislation on the left with the correct description on the right. Children’s Act 2004 | Close relationship between agencies and sharing of information between agencies. | Data Protection Act 1998 | Schools are required to keep information secure and it can only be used for the purpose it was gathered for.
2 Know how schools are organised in terms of roles and responsibilities. 2.1 Describe the role and responsibilities of: * School governors * Senior management team * Other statutory roles e.g. SENCO * Teachers * Support staff Role | Responsibilities | School Governors | Volunteers, who with the Head Teacher ensure the school, provide a good quality education. Set the aims and policies of the school. Set the school’s budget.
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.
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.
In this write-up, I will seek to explain the ways in which I could establish ground rules with learners, which strengthens behaviour and respect for others. In doing this, I will be explaining what ground rules are and why they are necessary. How best they can be established and also ensure that students take ownership of rules by putting responsibility on them. Ground rules can be defined as terms which govern the working relationship between the school/teacher and its learners. According to Jo Budden “good classroom management depends a lot on how you establish ground rules at the beginning of the course”.
Pupil welfare is paramount. The governing body is broken up into smaller committees. These committees look at school development, health and safety, child protection. Governors also insure legislations set out for schools are all adhered to and that the school is kept up to date with any new policies or legislations. Senior Management Team The Senior Management team is made up of the head teacher and the deputy head.
These are based on the moral code the school follows. It will be in relation to Personal, Social, Health and Economic Education (PSHE). 3.2 Describe with examples how schools may demonstrate and uphold their aims Schools can show their aims via the school website. They will have a mission statement. The school will also have a prospectus or a brochure showing their aims.
We shall respond as quickly as possible. E-mail correspondence will not be responded to. Exceptionally, these arrangements do not apply to any emergency involving [insert name of student] – in which case you should contact the school in the usual way – or to parents’ evenings, which will continue as in the past, but with a third party from the school
a) Explain the strategic purpose of School governors b) Senior management team c) SENCO d) Teachers e) Support staff f) External professionals (named e.g. educational psychologist) In all state maintain schools the governing body is responsible for making decisions that are in the best interest of the children and young people. It is the main accountable body and its main purpose is to promote high standards of educational achievement within the school. The governing body establishes the ethos, mission and aims of the school within and agreed framework. The governors appoint the head teacher, set statutory targets and monitors performance by reviewing the effectiveness of the progress and targets.
All schools generally possess a set of rules or code of conduct. It is extremely important that in a school environment pupils have directions so they have a clear comprehension of how to conduct themselves. Children and young people within the school environment ought to be conscious of the boundaries also in what manner they can manage their