1.1 Explain The Responsible For The Effective Performance Of The School And The Governing Body

As a childcare practitioner it is important that I am able to recognise when a child in their early years may have a range of learning needs. To be able to understand the way I need to work with others to ensure that the learning plan that is in place for this child has a positive impact on their health, development and learning. To ensure I am offering an inclusive practice where the child is supported and feels valued and is helping them towards achieving the Five Outcomes of The Every Child Matters Framework.

Support is offered to children to enable them to be healthy, stay safe, enjoy and achieve, make a positive contribution and achieve economic well-being.

2.1 – explain the strategic purpose of a) school governors, b) senior management team, c) other statutory roles e.g. SENCO, d) teachers and e) support staff roles.

engage effectively with children to encourage the child’s participation and involvement in planning their own learning and development activities.

In my setting we follow the framework of Every Child Matters and its 5 outcomes. Two of these outcomes apply to Feel Safe and Making a positive contribution.

1. Setting the standards for the learning, development and care, ensuring that every child makes progress and that no child gets left behind. Parents, providers should deliver individualised learning, development and care that enhances the development of the children in their care and gives those children the best possible start in life. Every child should be supported individually to make progress at their own pace and children who need extra support to fulfil their potential should receive special consideration. All providers have an equally important role to play in children’s early years experiences and they have to ensure that the provision they deliver is both appropriate to children’ needs and complementary to the education and care provided in child’s other settings.

They will be made up of a variety of people who will have links with the school and local community. There should be at least one parent governor and at least one staff governor, in addition to the head teacher. There may also be a support staff governor. In addition there will be a local authority governor, appointed by the local authority (LA) and local community governor who will usually work or live in the community served by the school. Governors will work closely with the head teacher and senior management team, although you may not see them around the school often during the school day. Governors will be based on different committees which are responsible for various areas of school management – for example the school site personnel issues or community cohesion. They will meet in these committees and then report back to the full governing body. Their main duties are:

School governors are a group of people (usually between 10 – 20) who run the school. They are made up of various people who have links with the school and the community. There should be at least one parent and one staff member as well as the Head Teacher. Usually there is a support staff member, a local authority member and a local community governor who work or live in the area. Governors work alongside the Head and are based on different committees and are responsible for different areas of school management – school site, personnel issues or community cohesion. They will usually meet in these committees and report to the full governing body. Their main duties are to set aims and objectives, adopt policies

As a practitioner our main responsibility is to monitor and assess children’s learning and development so

We also need to ensure that every child has opportunities to develop and thrive, which are as good as those experienced by others. We can provide activities

I have a clear vision enabling all students to develop a breadth of skills where irrespective of ability or need are ably to succeed, reinforcing these respect when covering curtain aspects of Every Child Matters agenda which is a building block to the work I already undertake.

Children should be seen as creators, builders and leaders working for a better neighborhood, nation and world. They should be given the tools, training and opportunities that help them do and be their

Since its development in 1994 the standards of Educational Leadership have pursued promoting an understanding on what is expected from the educational administration field.1 The goal of this paper is to present a personal appraisal of a connection between the ELCC standards and my own experiences in district leadership and a reflection on my professional practice of the standards. It is implicit that an educational leader should promote the success of every student by advocating and effectively implementing the 6 standards of Educational Leadership. 2

a) What action, if any, should have been taken by the school administration when the local teachers’ association publicly criticized the administration and the school board?

The nature of school leadership in the post-industrial society has changed significantly, as has the definition of work itself (Mulford ). The leadership of schools in Western society has transformed from traditional structure to now being run as business organisations (Fullan, 2000; Hasley et al, 1997; Leithwood et al, 1996, Louis & Miles, 1990). Principals are expected to be able to adapt to manage the complexities of