Child-Friendly School System Assessment Form

(a) There are typically six assessment methods that we can chose to employ within your role. These are listed below along with examples of when and how they could be implemented:

The needs, rights and views of the child are at the centre of all practice

Schools might demonstrate their aims by providing the basis for the delivery of the best

The assessment strategy should state how the subject should be assessed, and subsequent results recorded. It should also state the experience, professional development and qualifications that assessors should hold. Quality assurance requirements, for example internal and external verification or moderation, will also be stated. Organisation may also have an assessment policy which an assessor should familiarise him/herself with.

Children also need to communicate and socialise with their peers, children from other age groups and other adults. They need to feel safe and secure in their environment so that they feel able to speak to adults about any concerns they may have, or to ask questions and seek help without fear of embarrassment. They need good role models who can help them extend their decision making skills and develop independence appropriate to their age and development level. Practitioners have a further responsibility to provide additional support to children who may have special educational needs. This may be through individual sessions within the school, liaison with external services such as educational psychologists or through the CAF (Common Assessment Framework) process. The CAF process was developed to gather and assess information in relation to a child’s needs in development, parenting and the family environment. It is a service that should be offered to children (and their families) whose additional needs are not being met through universal services within the school. Practitioners also need to protect any children who may be at risk of significant harm because of their home life

Performed duties of an SGL assigned to the Basic Leader Course (BLC) for the Fires Center of Excellence (FCOE). Served as the subject matter expert for all Course Management Plan (CMP) and Programs of Instruction (POI,) training and maintaining instructor certification. Responsible for the wellbeing, safety, professional development, and training of 16 Soldiers on a 22-day recurring cycle, performing nine cycles a year. During my tenure as a BLC SGL, I achieved numerous accomplishments and achievements. Received enormous praise from the United States Sergeants Major Academy (USAMA) for renovation of a Training Support Package (TSP) that was implemented across BLCs for the entire Army. Hand-picked as NCO of the Month for September 2015, selected

Most authorities have a supported self-assessment process, which may vary depending on location and the individual authority. Although the processes may be different the principles of the PWS are the same.

This approach ensures that the EYFS reaches its aim it is every child’s right to grow up safe; healthy; enjoying and achieving; making a positive contribution; and with economic well-being.

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:

Framework for assessment for children in need and their families is a policy to protect children from all types of harm

Creating a good communication relationship between the students, parents, and school. The teachers must create ways to communicate with their students’ parents. Keeping communication lines open to all parties involved will allow students to get a better education. The activity I completed for this standard was writing a letter for the parents of special needs students. This letter was to ensure the parents that their students were being taken care of at the school. I went over the letter with the kids and shared with them it had ways for their parents to encourage

WCSD 6 assesses student and stakeholder’s loyalty in two different ways. Mr. U states, “One way the district assesses loyalty is by the use of surveys. Satisfaction surveys are the main way the district assess loyalty and satisfaction. Also, the district assesses school loyalty by looking at the percentage of students enrolling in out-of-district schools each year” (personal communication November 14, 2011). The Comprehensive Accountability system is how WCSD 6 assesses progress toward district goals. According to this system each school must set up leadership teams to monitor each part of the Comprehensive Accountability system (WCSD 6, 2010). Reports made are called continuous process reports, (WCSD 6, 2010) and these reports are sent to the School Board.

The development of a national set of child well-being indicators was identified as a key action under the National Children’s Strategy, was published in 2000. The ‘research took place over a one-year period and many different stakeholders were involved, including children themselves. Results were published in 2005 in the Report on the Development of a National Set of Child Well-Being Indicators (Hanafin and Brooks, 2005).’

An advisory committee will be formed consisting of no more than an 8 member sample of the major stakeholders group, parents of currently enrolled high school students, contributors from the local community, and administration from the school district. The following is a breakdown of the members and the roles they will play in the committee:

It is the school that expressed concern and by acting upon this they then completed and sent a Common Assessment Framework (CAF)