Contents
1.1 Identify the main types of state and independent schools. 3
1.2 Describe the characteristics of the different types of institutions at the educational stage(s) and school governance. 3
2.2 Describe the roles of external professionals who may work with a school, e.g., educational psychologist 5
3.1 Define the meaning of Aims and Values. 6
3.2 Describe with examples how schools may demonstrate and uphold their aims. 6
3.3 Describe with examples, how schools may demonstrate and uphold their Values. 6
4.1 Identify the laws and codes of practice affecting work in schools. 7
4.2 Describe how laws and codes of practice promote pupil wellbeing and achievement 7
5.1 Describe why schools have policies and procedures. 8
5.2 Identify the policies and procedures schools may have relating to Staff, Pupil welfare, and Teaching and learning. 8
6.1 Identify the roles and responsibilities of national and local government for education policy and practice. 9
6.2 Describe the role of schools in national policies relating to children, young people, and families. 10
6.3 Roles of other organisations working with children and young people and their impact on the work of schools. 11
1.1 Identify the main types of state and independent schools.
· Primary schools
· Community schools
· Voluntary aided
· Voluntary controlled schools
· Academies
· Free schools
· Foundation schools
· Independent (private) schools
1.2 Describe the characteristics of the different types of institutions at the educational stage(s) and school governance
Primary schools
All primary schools are managed by the LEA (Local Education Authority). The LEA determines the policy of admission into schools of local groups like education for adults, and child education (Law Wales, 2016).
Community schools
This is managed by the LEA and financed by the state through local authorities. These schools follow the National Curriculum. LEA is responsible for the admission and appointment of all employees and entrusting responsibilities to them.
Voluntary aided schools
These schools have religious affiliations and are funded by the state, though a foundation or trust authorized by a part of the school governors. They deliver funds for such activities as building projects. Voluntary aided schools are more independent than, say, volunteer-controlled schools. The governors are answerable for admissions and employing staff.
Voluntary controlled schools
These schools have significant links and are funded by the central government through local authorities (McCoy, Banks, and Shevlin, 2012). Although LEA is responsible for buildings and land, this is usually through a charity owned by a charitable foundation, of which a quarter of school governors.
Foundation schools
These schools have the responsibilities of developing the curriculum and also play an advisory and supportive role in the state, which is organised by the LEA. The governor is responsible for staffing and assigning responsibilities.
2.1 Describe be roles and responsibilities of
School governors
School governors should recruit a vice-chair and chair, and they can perform some specific tasks to proceed with certain aspects of the school. There are many governors, such as staff governors, parents’ governors, authority governors, partnership governors, community governors, sponsor governors, and foundation governors, who can all take part in the school's success.
Senior management
Senior Management is a team of administrators who, along with the Headmaster, are responsible for all aspects of the school management and its leadership. The Senior management group is responsible for the guidance and planning of the people's work, observing their work, and developing a well-planned schedule.
SENCO
SENCO plays an important role in ensuring the special educational requirements of a school are met and that the disabled children receive the necessary support.
Teachers
The role of the teacher is to prepare, plan, and provide education that meets the requirements of every student to promote student development (Strogilos and Tragoulia, 2013). Teachers have a responsibility to help students improve their education for the better, to identify physical, intellectual, and emotional problems among students. Additionally, teachers help students to learn or reflect on their full potential, and to provide care to students while demonstrating professionalism and respect for them.
2.2 Describe the roles of external professionals who may work with a school, e.g., educational psychologist
There is a huge range of external professionals who can work with a school regularly. They include an educational psychologist who is posted to a school through a local department for various educational needs, including monitoring SENCO (special educational needs co-ordinator) and planning for its evaluation process every year. For children with special educational needs, it is recommended that the educational psychologist work alongside parents in order to have a better impact on them. Children with language and speech problems should be under the supervision of a language and speech therapist (Marx, 2000).
3.1 Define the meaning of Aims and Values
Aims
ð The term “aims” means what any institution wants to accomplish. They could include purpose, targets, intentions, and goals.
Values
ð Values are standards or principles that may include respect, kindness, honesty, sharing, rules of conduct, nd appreciation.
3.2 Describe with examples how schools may demonstrate and uphold their aims
Schools could outline their goals by providing the foundation for delivering the best course, and the commitment to aiding all their students in realizing their educational goals by supporting them to accomplish their best over a range of stimulating opportunities in teaching (Davies, 2015). Schools can respect such objectives by ensuring that the rules are adhered to and that students are taught valuable talents to practice while in school. Schools should ensure that their students are ready for the challenges and opportunities of life. Parents should also encourage their children by participating in their education plans and providing a supportive environment for the realization of such goals. For example, Ysgol Panteg and St David use fun computer courses to teach students.
3.3 Describe with examples, how schools may demonstrate and uphold their Values
Values are standards or principles that may include respect, kindness, honesty, sharing, rules of conduct, and appreciation. The values can be provided by the educator by ensuring the rules of behaviour are adhered to. Students must behave decently as this enables them to maintain a sense of community with others (Martins and Sarmento, 2014). The most significant thing for the students is to develop the feeling that the more important things are not material things or money, but life.
4.1 Identify the laws and codes of practice affecting work in schools
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The Education Act (1996)
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The Equality Act (2006)
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The Care Standards (2000)
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The Children Act (1989) and (2004)
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The Disability Discrimination Act (2005)
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The Religious Hatred Act (2006)
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The Convention on the Rights of the Child (1989)
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4.2 Describe how laws and codes of practice promote pupil wellbeing and achievement
All the above-mentioned laws affect the individual's right. In the early years, educational organisations and childcare providers need to have practices and policies that put the law into action. Codes of Practice are laws and guidelines to implement good behaviour that implements guidelines and rules. The code must outline the school's expectations for classroom and student behaviour in the school. Rewards system and sanctions must be used to sustain the code of conduct. (Bradford, 2016). They should be aggressively strengthened and encouraged. The Children Act (1989) and (2004)-Children Act underscore the importance of children’s welfare that care workers must address when making decisions. Local authorities need to provide services that address the needs of at-risk children.
5.1 Describe why schools have policies and procedures
Like all organisations, schools have policies and procedures that govern their operations. These are the legal requirements that allow parents, employees, governors, and others who work or take part in running the school to operate within a set of logical guidelines (Titus, 2013).
5.2 Identify the policies and procedures schools may have relating to Staff, Pupil welfare, nd Teaching and learning.
Staff:
Staff policies are set in place to look after the well-being of staff and their privileges on the school site and to help staff manage any situations in which they are involved. Each policy must define its goals, objectives, and responsibilities (Allin, 2014). Examples: Anti-Bullying Policy: It will describe what a particular school will do to prevent and combat bullying.
Pupil welfare:
Pupil discipline policy will establish that the school will encourage positive behaviour that will enhance the opportunities for students to learn, organise, and develop acceptable patterns of behaviour that will encourage a sense of responsibility to others. Raise awareness of child protection problems and provide students with the knowledge and skills they need to stay safe.
Teaching and learning:
This policy contains curricular rules, special educational requirements policy, planning and evaluation policy, and early childhood policy. The missions and objectives of these policies are too stimulating and provide safe learning-teaching environments for pupils and teachers (Parlalis and Christodoulou, 2017). These plans are set in place to make sure that all students have equal opportunities in the school so that learning is not discriminated against to fit the separate learning requirements and capabilities of every child.
6.1 Identify the roles and responsibilities of national and local government for education policy and practice
National Government
A national government is an administration at the country state level. It is the political association that maintains control within a country.
Local Government
Local government is a type of public organisation that, in a context majority, exists as the lowest level of organisation within a given state (SeungPil Choi, 2013). At the national level, the Administration sets its strategies on how to create, convey, and alter the strategic direction of the nation. The Legislature institutes laws that apply to local politics. The Division of Education is in charge of training and youngsters' administrations (For instance, the Training Demonstration 2011). It gives clear and definitive direction and guidance at the national level.
6.2 Describe the role of schools in national policies relating to children, young people, and families
The role of schools is to support or implement national policies related to children, youth, and families. A single Local Education Authority will take the National Policies and apply them appropriately in their session. (Thomas and Clarke, 2015). Schools contribute to national policies on such issues as healthy food, anti-bullying awareness, breakfast, and school-school and relevant PSHE lessons (Thomas and Clarke, 2015). Schools work with social and health workers, clinical and educational psychologists, and local services to create child-friendly, parenting support, rt and schemes such as domestic services.
6.3 Roles of other organisations working with children and young people and their impact on the work of schools.
Curriculum for Excellence invites all young people to be confident, successful, efficient, and responsible citizens. The responsibilities extend beyond schools and involve all those who work with Scotland's children and young people. Curriculum for quality is designed to facilitate educational partnerships, and wherever they are, they plan all their experiences for children and young people in their education (Blair, 2002). Youth employees have an extensive range of services and can build their confidence with the youth and enable them to develop as productive partners, responsible citizens, and successful living students. Young workers provide positive support to young people and provide personal assistance. They help the youth develop such skills as team solving, leadership, and problem solving, thereby promoting youthful achievement.
References
Davies, N. (2015). Student life - How to get the best from mentoring. Nursing Standard, 30(9), pp. 66-66.
Law Wales 2016. Local authority role.
Martins, M. and Sarmento, T. (2014). Relationship School-Family-Community: When All Learn with All. Journal of Modern Education Review, 4(2), pp.84-96.
Thomas, S. and Clarke, D. (2015). Views of children, young people and families: the 15 steps challenge. Nursing Children and Young People, 27(8), pp.16-19.
McCoy, S., Banks, J. and Shevlin, M. (2012). School matters: how context influences the identification of different types of special educational needs. Irish Educational Studies, 31(2), pp.119-138.
Strogilos, V. and Tragoulia, E. (2013). Inclusive and collaborative practices in co-taught classrooms: Roles and responsibilities for teachers and parents. Teaching and Teacher Education, 35, pp.81-91.
Blair, K. (2002). School Social Work, the Transmission of Culture, and Gender Roles in Schools. Children & Schools, 24(1), pp.21-33.
Marx, R. (2000). School Reform and Research in Educational Psychology. Educational Psychologist, 35(3), pp.147-148.
SeungPil Choi (2013). Roles and Cooperation of National Government and Local Governments in Economic Regulations. Local Government Law Journal, 13(4), pp.33-62.
Allin, L. (2014). Collaboration Between Staff and Students in the Scholarship of Teaching and Learning: The Potential and the Problems. Teaching & Learning Inquiry. The ISSOTL Journal, 2(1), pp. 95-102.
Bradford, G. (2016). Achievement well-being value. Philosophy Compass, 11(12), pp.795-803.
Parlalis, S. and Christodoulou, P. (2017). Social Welfare Services Staff Burnout in Cyprus: Who Is Responsible? International Journal of Social Welfare.
Titus, S. (2013). Evaluating U.S. Medical Schools' Efforts to Educate Faculty Researchers on Research Integrity and Research Misconduct Policies and Procedures. Accountability in Research, 21(1), pp. 9-25.
