The LEA have a closer role to the schools and the community. They are also responsible for; Training and development Tackling health inequalities Discipling the staff (depending on how serious the matter is) National government.National government are responsible for devising policies and the curriculum. Then ensuring that they are implemented. Their role is to enhance the opportunities and experiences for the children and the staff working with them by focusing on giving extra support for the more vulnerable children in England, to make sure they all receive the same level of education and equal opportunities . As well as setting the policy the National Government look into ways of maintaining the quality of the services for children under the five outcomes of Every Child Matters.
The intention of this assignment is to explore the roles and responsibilities of professional agencies working with children and their families. In this assignment police, health care, and teaching services will be looked at. In addition to this, this assignment will look at possible dilemmas faced by professional services that work with children and families, and how the Every Child Matters agenda has influenced service provision today. Every Child Matters is defined as; a policy strategy which is a shared programme of change to improve outcomes for all children and young people. It takes forward the UK government’s ‘vision of radical reform’ for children, young people, and families.
The students also become able to work on individual goals while also participating in the classroom community with their peers. Another beneficial quality includes the fact that each of the parents can now feel including in their education and the activities of their neighborhood schools. One of the most important qualities of this program is that the students that were once excluding into self-contained classrooms or were homebound can now develop friendships with a wide variety of other children with their own individual wants, needs and abilities. One last reason that inclusion is beneficial is that inclusion positively convinces both the school and the community to appreciate the diversity provided by the inclusion
Know the structure of education from early years to post-compulsory education. a. Summarise entitlement and provision for early years education. All 3 and 4-year-olds in 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.
Question6: Understand the wider context in which schools operate a) Summarise the roles and responsibilities of national and local government for education policy and practice. The local government gives advice and support to local schools. They also oversee any staff training and development. The local government work alongside the schools SENCO to help with any changes to special educational needs. School management issues and the development of school policies are also supported by the local government.
Know the structure of education from early years to post-compulsory education. Child education is considered as a must in UK. As part as every child matters agenda in 2006, all the children from age 3 to 4 in England are entitled for free education. It is a must for them to have part time early education up to 15 hours per week for 38 weeks for a year. It is a responsibility of the government to fund these local authorities to provide this service to children.
1. Summarize entitlement and provision for early years education. According to Burnham, Louise and Brenda Baker (2011): ‘’ As part of the Every Child Matters agenda and the Childcare Act 2006, it became an entitlement of all 3-and 4-year-olds in England to receive a free part-tie early years education of up to 12.5 hours per week for 38 weeks of the year. The government funds local authorities to ensure that every child receives up to two years of free education before reaching school age. Parents do not need to contribute to this, but will be charged fees for any additional hours the child receives.’’ So early years in school support very young children, it is a distinction in the UK that children can learn through play rather than more formal education.
• Fostering and encouraging parental support where possible. • Early identification of possible difficulties. • Using rewards and sanctions that are fair ,and consistently applied. • Liaising with colleagues and other professionals. Pupils with behavioural,social and emotional difficulties usually have an individual education plan.
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. They work close with mainstream schools staff to provide access to the full national curriculum. The Specialist Inclusion Support Service attempts to achieve this aim by working in partnership with families and other agencies in homes, schools and other settings. SISS provides specialist skills and knowledge to empower schools and other partners to fully include children with special educational needs, and to promote their social and emotional well-being. The second example is Educational psychologist An educational psychologist is concerned with helping children or young people who are experiencing problems such as learning difficulties and social or emotional problems.
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