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1.1 Identify the main types of state and independent schools

There are four main types of state schools which is funded by local education authorities. State schools are known as maintained school and should follow national curriculum. State schools are as follows

Community schools
Foundation and trust schools
Voluntary schools
Specialist schools

There are also other types of school which are not funded by local education authority. They do not need to follow national curriculum.
They are
Independent schools/Private schools
Academies

1.2 Describe the characteristics of the different types of schools in relation to educational stage(s) and school governance

Community schools

Community schools are run and owned by local education authority. These schools will follow the national curriculum. Local education authority will determine the admissions policy. They will provide adult education or child care classes for local community groups to develop the use of school facilities.

Foundation and trust schools

Foundation schools are run by their own governing body. The governing body will determine the admission policy in discuss with local education authority and employs the staff. The land and school buildings are owned by governing body or by a charitable foundation.Trust school is also a type of foundation school but works with an outside partner such as a business.

Voluntary schools

There are two types of voluntary schools which are voluntary aided and voluntary controlled. Voluntary aided schools are religious or faith schools. These schools are run by their own governing body, however, school buildings and land are owned by charity or religious organisation. Voluntary controlled schools are similar to voluntary aided schools but they are run and funded by local authority which employs the staff.

Specialist schools

Specialist schools are usually secondary school which is specialise in one or two subjects. Specialist school may specialise in Arts, maths & computing, science, sports, technology, language, humanities, engineering, business & enterprise.

Independent schools/Private schools

Independent schools are funded by fees collected from parents and also income from investments, gifts and charitable endowments. Independent schools are apart from local education authority so they do not have to follow national curriculum and they can decide on admission policy. All independent schools should be registered with the Department for Education.

Academies

Academies are funded by Department of Education but they are independently managed and some of them have private sponsors. Most of the academies are secondary schools which do not have to follow national curriculum.

2.1 Describe roles and responsibilities of
School governors
Senior management team
Other statutory roles e.g. SENCO
Teachers
Support staff

School governors

School governors are a team of people with at least one parent governor, one staff governor, local authority governor and also may be a support staff governor. They have the overall responsibility of running the school. They will work closely with the Headteacher and Senior Management Team. The school governors team will provide financial planning to run the school. The main responsibilities are to set aims and objectives for the school, to adopt new policies for achieving the aims and objectives, to set goals for achieving the aims and objectives.

Senior management team

Senior management team includes Head teacher, Deputy Head teacher, Assistant Head teacher, SENCO. They have responsibility of day-to-day running the school, manage and support staff, safeguarding adults, children and young people. They will be responsible for quality of teaching and learning. The team meets regularly to discuss about the implementation of the school improvement plan.

Other statutory roles e.g. SENCO

SENCO is responsible for supporting the child with special educational needs within the school. Their main roles are managing and monitoring the provision for special educational needs child, providing advice and support to other practitioners in the school setting, ensure that appropriate individual plan are in place for the needs of children. They will need to ensure that relevant background information for individual children with special educational needs is collected, recorded and updated. They will then refer the pupil to other professionals like speech and language therapist or physiotherapist

Teachers

Teachers are responsible for planning and preparing the lessons according to the national curriculum for children. They will need to assess children and record their learning progress, monitor individual child’s needs and development. The role of teacher is to communicate with children and their parents with feedback on their learning and participate in meetings.

Support staff

There are different types of support staff working with children within the school. Support staff includes teaching assistant who works along with teacher to support children within the classroom, office or administration staff who works in the office management , specialist or technicians who has to make sure IT equipments are in good condition for teaching and learning purpose, caretakers or site manager who has to take care of school environment for the safety purpose, breakfast and after school club staff who will take care of children outside classroom hours, catering staff who is working in the kitchen to make healthy meals for children, individual support assistants who is responsible for supporting the children with special educational needs.

2.2 Describe the roles of external professionals who may work with a school e.g. educational psychologist
There are large number of external professionals are working closely with a school for the welfare of children. The external professionals may include educational psychologist, speech and language therapist, occupational therapist, specialist teachers, dentist or school nurse.

The roles of speech and language therapist is to identify and work with children and young people who has speech, language and communication problems, to assess, deliver special education plan to meet the needs of individual children and young people with a range of speech, language and communication needs.

The roles of physiotherapist/occupational therapist is to assess and support children and young people with disability or illness. They will advice the teacher and supporting staff for developing the physical abilities and functional skills of children and young people to promote health and well being.

The roles of specialist teachers is to offer advice and support to children with different needs including behaviour support needs, social and communication needs such as autism, English as an Additional Language needs.

3.1 Define the meaning of
Aims
Values

Aims are mission statement that outlines what the school sets out to achieve which includes target, goals, intentions and purpose. The aims are usually set by head teacher in association with parents, staff and community.
One of the mission statement in my school setting are to provide a caring, happy, welcoming environment that meets the needs of every child.

Values are the principles or moral code which is followed by the school to achieve their development of school. The values of the school are more related to Personal, Social, Health and Economic education and children’s behaviour e.g. being respectful to self and others.

3.2 Describe with examples how schools may demonstrate and uphold their aims

3.3 Describe with examples how schools may demonstrate and uphold their values

4.1 Identify the laws and codes of practice affecting work in schools.

There are a number of laws and codes of practice that may affect work in schools. Some of the main laws and codes of practice are:

Children Act 2004 and 2006
This act sets out the responsibilities of local authority, Department for Education and Social Services to work together for the safety of children and young people.
The Education Act 2002
This act places a duty on local education authority and other educational services to make arrangements to safeguard and promote the welfare of children and young people.

Equality Act 2010
The data Protection Act 1998
Special Educational Needs And Disability Act
The Human Rights Act 1998
The UN Convention on the Rights of the Child 1989

4.2 Describe how laws and codes of practice promote pupil well being and achievement

5.1 Describe why schools have policies and procedures
All schools are required to have many number of policies and procedures. This is a legal requirement so that parents, staff and school governors are able to follow the school policies and procedures. It is important to review and update them regularly so that all schools meet current legislation. All staff including volunteer staff and parents should know where to find school policies and procedures so that they can use them when necessary. some of the school policies and procedures are available on their school website.
Each school may have different names for policies and procedures but all need to outline its purpose, aims and responsibilities of staff.

5.2 Identify the policies and procedures schools may have relating to
Staff
Pupil welfare
Teaching and learning

All schools have many number of policies and procedures.

6.1 Identify the roles and responsibilities of national and local government for education policy and practice

6.2 Describe the roles of schools in national policies relating to children, young people and families

6.3 Describe the roles of other organisations working with children and young people and how these may affect on the work of schools.