Structure Of Education From Early Years To Post-Compulsory Education

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TDA 3.2: SCHOOLS AS ORGANISATIONS LO 1: Know the structure of education from early years to post-compulsory education 1.1 Summarise entitlement and provision for early years education. There are many different types of early years provisions that are funded by the government for early years education. All children ages three and four year olds are entitled to 15 hours of free early year’s education entitlement per week across the 38 weeks of the annual year. Five different settings that parents can choose from are: Pre-school playgroup This is an early year provision that provides an early childhood program in which children combine learning with play. Private Day nursery This setting provides care and learning for children…show more content…
As a result students and their families are reassured that any decisions taken by the school which may impact their child’s wellbeing are fair, should any grievance occur, parents know they have the right to access information such as any minutes on the decision the school took in order to challenge such decision. Transparency regarding financial matters, issues of equality or environmental practices also encourages fair and efficient managerial practices, making sure that funds are spent appropriately for the benefit of all the students. DPA ensures a parent’s right to access educational records within 15 days of it being requested. As well as keeping track of the accuracy, amount and time period that a school can keep information on their students. The act states that the information must be relevant and not excessive, processed fairly and lawfully and for limited purposes only. It also states how records should be kept and be transferred in a secure manner, again, providing reassurances to parent and students that any personal information the school holds about them will remain confidential. Both pieces of legislation help to encourage trust between families and schools. Trust is the basis for any successful relationship, and will enable the school and families to work together to improve the overall development of the children and young people in their care, not just their educational outcomes but their wellbeing too. The Acts allows openness in the discussions between schools and children, families of challenging or vulnerable children to know that any sensitive information given will be treated as confidential and kept safe. Having access to such information then allows them to set the right action plan to

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