Regulatory Roles In The Education Sector

The Common Assessment Framework 2009 aims to identify additional need and promotes information sharing and coordination of services. Working Together to Safeguard 2003 outlines legal requirements for safeguarding, promoting welfare, roles and responsibilities of professionals and working together to keep children safe. The Munro Review 2012 regards the rights, wishes and feelings to shape the provision of services. The Safeguarding and Welfare Requirements of the Statutory Framework for EYFS 2014 outlines responsibilities for childcare providers for children 0-5 years. Special Educational Needs and Disability Code 2014 provides guidance relating to promoting the welfare of children and young people with special educational needs and

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 governing body have a range of duties and responsibility within the school, this includes the conduct of the schools and to promote a high standard of educational achievement at the schools, as the schools accountable body they provide a strategic view of the school by establishing a vision, they set the purpose and aims of the school within an agreed policy framework. The school governors appoint and performance manage the head teacher. They also agree on the school’s improvement strategy such as setting targets with supporting budgets and staffing structures. The governors also sign off the self-evaluation process and they will respond to school’s improvement service and Ofsted reports as and when necessary.

The report made 108 ‘sweeping recommendations’ (Laming, 2003) about modifications that were needed in the child protection system as a response to the errors made by professionals who had accountability for Victoria’s care. These involved the creation of a children and families board, a children’s commissioner, new local authorities management boards and the creation of a national children’s database. The thrust of the report was to address the integration of children’s services, bringing the relevant sections of the professional sector together to improve co-ordination and communication as that would directly lead to effective collaboration.

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

Settings also have a legal duty to contact Ofsted if an allegation of abuse is made against any of the staff members; regardless of their position, hours worked or whether they are in paid or unpaid roles.

The children act 1989 has influenced some settings by bringing together several sets of guidance and provided the foundation for many of the standards practitioners sustain and maintain when working with children. The act requires that settings work together in the best interests of the child and form partnerships with parents or carers. It requires settings to have appropriate adult to child ratios and policies and procedures on child protection. This act has had an influence in all areas of practice from planning a curriculum and record keeping. The every child matters framework has

The Childcare Act 2006 which is about duties on local authorities, regulation and inspection for childcare providers in England and other general provisions, could undoubtedly be an excellent foundation for a good quality service for young children.

Childminders must have a written statement of procedures to be followed in relation to complaints which relate to the requirements of the Childcare Register and which a parent makes in writing or by email. Childminders must keep a written record, for a period of three years, of these complaints including the outcome of the investigation and the action the provider took in response. Childminders must make available to Ofsted, on request, a summary of complaints made in relation to the requirements during the past 12 months and the action that was taken as a consequence.

As a home based child-minder the safe supervision of children both in and out of the home is ultimately my complete and main responsibility. When considering the level of supervision required it is important to remember that ’supervision’ can be interpreted into 3 different level types- I.e. the depth of supervision that you adapt, and that safety requirements outlined by Ofsted determines supervision to be adapted at all times of children in my care primarily in the following activity areas;

All people working with children are governed by legislation that is in place to protect your children and the child care provider. In this document I have listed four important legislations that are of particular importance to home based child care providers and noted how I aim to incorporate them into my practice. Child care practitioners also have a regulatory body; in England it is Ofsted. This document gives you a brief description of their supervisory role in child care settings. However, the list of legislation is not comprehensive and nor is the short description of Ofsted’s Role, if you would like more information or would like to discuss

All state funded schools are regularly inspected by Ofsted & they publish reports on the quality of education provided by the schools. Special measures can be put into place for those schools that do not achieve the required standard.

* Help managers to monitor and evaluate the quality and performance of the service to children and young people

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

they must ensure the suitability of all adults who come into contact with them via vetting procedures, health, training, qualifications and ratio 's, they must inform Ofsted of any changes in circumstance of any staff or family member i.e. criminal conviction.