Education As A Large Number Of Qualified Staff

Every profession has roles, responsibilities and boundaries; governed by copious legislation and directed through company policies/ procedures. These ensure objectives are met and identified persons can be made accountable for their functions. In the teaching/ learning sector however, roles can be blurred and legislation somewhat confusing, suggested by Holtrop (1997) “Obviously teachers wear many hats; friend, counsellor, judge, mentor, hundreds of roles and different roles for different classes, students and extracurricular duties”. Nonetheless, the protection and safety of individuals and groups is the fundamental principle, and can be broken down into three key areas;

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

The ethos, mission, aims and values of a school is normally based on the beliefs and feelings of a school and can be felt in the school’s atmosphere, They should be recognizable when entering the school environment as it should be part of the school’s everyday activities and part of the daily practice of both staff and pupils. School policies are in place to ensure that children are at the centre of everything, reward systems to celebrate achievement in both academic and non-academic areas. There is a school council where pupils’ voices are heard and they can make positive changes to the school, this gives them a sense of pride in the school and enhances the positive atmosphere. Assemblies are led in a way and the school works together .The school has strong links with the local vicar and church family. Through the church, the

The UNCRC of 1989 was signed by all countries apart from the USA and Somalia and entitles children to forty rights. This promotes pupil wellbeing as it states they have the ‘right to the enjoyment of the highest attainable standard of health’ (article 24) and promotes achievement as it states that all children are

National government are responsible for devising policies and ensuring that they are implemented. The UK government is split into two departments that deal with education in England. The first is the Department for Education who work with children aged up to 19, with any issues they may have from child protection to education matters. Their aim is to improve the opportunities and experiences for all children and the professionals working with them by focusing on giving more support for the poorest and most vulnerable children in England, to ensure

The Inter-Professional Working module involved the study of multi-agency working in the Primary school in order to give all children with ASN, EAL and other difficulties that may prevent them from getting the best out of their learning experience the best education they can attain. Throughout this assignment there will be discussion involving what is meant by ‘inter-professional working in education’, how inter-professional working in education can help to meet the aims of GIRFEC (Getting It Right For Every Child), factors that promote effective inter-professional working in education, and ways to overcome potential barriers to inter-professional working in education. The assignment will be split into equal sections in order to cover and fully discuss each area of discussion and include all relevant information.

Parents and professionals such as, teachers, guardians, GPs, social workers etc. are looking after the children well and ensuring their safe at all times. Local authorities also have a duty to look out when a child is or likely to suffer harm. The education Act 2002. Responsibilities of local education Authorities such as governing bodies,

Students start school at age 6 and graduate with the equivalent of about a fifth grade education at age 14 or 15 (this varies from school to school, depending on the teacher’s own education).

All staff working in an education setting have a responsibility to ensure that children are cared for and safe. The Children Act 2004 also requires that practitioners protect children as far as possible when placed in the practitioners care i.e. at school. This includes preventing any risks which may occur. Everyone who comes into contact with children, young people and families have a role to play; local agencies, including the police and health services, also have a duty under the Children Act 2004 to ensure that they are aware of the need to safeguard and promote the welfare of children when carrying out their functions or duties. Under the same act a similar range of agencies are required to cooperate with local authorities to promote the safeguarding, well-being and protection of children in each local authority area. This cooperation should exist and be effective at all levels of the organisation.

American students attend primary and secondary school for a combined total of 12 to 14 years, depending on when they started. Standardized testing begins in some schools as early as the third grade. This continues on well into high school, with students taking an “exit exam” for every grade to move on to the next. These exams are one of the few ways to ensure that students have the basic math, English, and other skills they will need to enter either college or the workforce. Proponents argue that exit exams, when given earlier in a student's high school career, can be useful in identifying

Schools are made up from various members of staff who each have different roles and responsibilities these are as follows:

To monitor children’s development, schools use formal testing - SATS as well as internal school tests which record a child’s academic attainment and intellectualdevelopment. As a teaching assistant I may be asked to observe a child whose development is causing concern and feedback to the teacher. I would always record information and feed back to parents about the outcome of our findings via the teacher. Observations of test results would be compared against the expected norms and milestones of developmental age statistics. I would use feedback from parents to then check with class teacher, who would discuss with others involved within school. They would look if any further action or interventions were required which I would implement as advised by teaching staff.

This assignment will critically evaluate the quantitative article entitled ‘The effect of support staff on pupil engagement and individual attention’. Due to the limited word count the assignment will focus on the key strengths and weaknesses within the article, highlighting both the ontological and epistemological stance taken by the authors. From the evaluation of the article the assignment will conclude as to whether the study has effectively answered the research questions and if it has any impact on the future education practice.

In this section I provide an account of how I begin as a head teacher and how I take the lead in a pilot developing integrated services in partnership with the local authority. I reflect on the compromises I had to make after the school was identified as a school eligible for National Challenge (NC) funding . As previously, I consider my identity, I also step aside to consider ‘performitivity’, a concept I believe changed the identity of leaders (as league tables were published) and capable of changing the identity of leaders in the future.

School life spans 13 years - or grades - although the first year of education, grade 0 or "reception year", and the last three years, grade 10, 11 and grade 12 or "matric" are not compulsory. Many Primary schools offer grade 0, although this pre-school year may also be completed at Nursery school.