Education Act 1996 Case Study

In the UK all children aged between 3 and 4 years have the right to receive the minimum of 15 hours education which can be used between 3 and 5 days per week. There are many ways that this can be provided.

Education Act 2002/2006 - Schools which have innovative ideas to improve education, but are prevented by an existing law from implementing them, will be able to apply for exemption from that law. Schools which demonstrate a high standard of teaching will be given exemption national controls such as the national curriculum, agreements on teachers' pay and conditions and the way the scheduling of the school day and terms. The act imposes various minimum standards for independent schools in areas such as health and safety and space requirements

Children Act 1989 – Determines the duty of early year’s practitioners to identify and meet the separate and distinctive needs of children and to keep them safe. It initiated the belief that the child ought to be at the centre of planning and that a child’s well-being and safety are vital when judgements are made concerning them. This act also recognises the accountabilities of parents in keeping their offspring safe. In this act there are two particular segments that relate to the duty of local authority with concern to child protection, these are-

All children aged 5-16 are entitled to a free place at a state school and most families take up this place. Schools across England are funded and managed in different ways and will vary depending on the age of the child.

The Education Act 2002 – local schools and authorities are required to protect and safeguard and promote the welfare of children.

| Section 175 of the Education Act 2002 requires local education authorities and governing bodies of maintained schools and FE colleges to make arrangements to ensure that their functions are carried out with a view to safeguarding and promoting the welfare of children.All children deserve the opportunity to achieve their full potential.  The five outcomes that are key to children’s and young people’s wellbeing are: * Stay safe * Be healthy * Enjoy and achieve * Make a positive contribution * Achieve economic wellbeing The school should give effect to their duty to safeguard and promote the welfare of their pupils (students under the age of 18 years of age) under the Education Act 2002 and , where appropriate, under the Children Act 1989 by: * Creating and maintaining a safe learning environment for children and young people. * Identifying where there are child welfare concerns and taking action to address them in partnership with other

Ensuring children and young people’s safety and welfare in the work setting is an essential part of safeguarding. While children are at school, practitioners act in ‘loco parentis’ while their parents are away. As part of their legal and professional obligations, practitioners hold positions of trust and a duty of care to the children in their school, and therefore should always act in their best interests and ensure their safety – the welfare of the child is paramount (Children Act 1989). The Children Act 2004 came in with the Every Child Matters (ECM) guidelines and greatly impacted the way schools look at the care and welfare of pupils. Children and young people should be helped to learn and thrive and be given the opportunity to

Allocates duties to local authorities, courts, parents and other agencies in the UK to ensure children are safeguarded and their welfare is promoted. It focuses on the idea that children are best cared for by their own families, however it also makes provisions for parents and families who do not cooperate with the professional bodies.

Wisconsin Education Act 31 states the legislative requirement that all school districts teach the culture, tribal power and history of the twelve American Indian tribes and nations in the state (Why Act 31). Wisconsin Education Act 31 is important because it gives the students an understanding and appreciation for cultures and diverse value orders. Furthermore, it gives students an opportunity to support and accept human relatives in regards to American Indians (State Statutes for Wisconsin American Indian Studies). The classroom teacher needs to have post-secondary education training in the study of minority group relations, such as Wisconsin Indian history, tribal power and culture (Act 31 and Related Statutes). Also, as part as the social studies curriculum in elementary school and high school, the classroom teacher needs to teach the history, culture, and tribal power need to be included using the appropriate teaching material that display the cultural diversity and multicultural aspect of American society; e.g. texts and resources (State Statutes for Wisconsin American Indian Studies).

We display the school’s rules, rewards and consequence systems and explain them in the school prospectus. There is a Home/School agreement which is signed by pupils, parents and teachers. We expect parents to read these and support them. If the school has to use reasonable consequences as the result of unacceptable behaviour, parents should support the actions of the school. If parents have any concern about the way that their child has been treated, they should initially contact the class teacher. The Deputy and Assistant Head may then be involved, then the Headteacher and, if the concern remains, they should contact the school governors.

If there are children that are being accommodated by the Local Authority, then this all comes under the Children Act 1989.

Department for Education (DfE), (2003a), ‘Every child matters’, [online] Available at webarchives.nationalarchives.gov.uk (Accessed 17 February 2014)

Robert’s rights to inclusion is reinforced by the Special Educational Needs and Disability Act (2001) which gave Robert the right to attend mainstream school and to be educated alongside his peer (Thomas and Vaughan, 2005). The Act strengthened further the Disability Discrimination Act (1995) which makes discrimination again Robert unlawful. The United Nation Convention on the Right of the Child Article 23, highlights that a child with a disability should have effective access to and receive an education ( Jones , 2004) Tassoni (2003) underlined that The Children Act (1989) spelled out the idea that all children have rights. It required protecting all children, but also highlighting the needs and rights of vulnerable children. As with Robert, he is a child in need and as such the school and LEA has legal duties to make sure that Robert is achieving within society.

” . . .the parent or guardian of every child not less than seven nor more than thirteen years of age shall, in case such child lives within the distance of two miles . . .send such child to school for at least one half of the period in each year during which the school is usually open” Section 89.

In the given scenario we see that the rules of Education act which was revised in 2002 and initially it was Education Act 1972 it is mentioned that bringing or consuming or even keeping in possession cannabis, heroin, cocaine on the TAFE (The technical and further education) campus shall be treated as an offence and the concern person shall be penalised for the same accordingly. Section 25 of the Education Act 2002 was introduced in order to avoid drug trafficking on the TAFE campuses in Australia. TAFE is a body corporate having a perpetual succession and a common seal which is formed to provide further technical education which is required in the industry, community and among the students.