TDA 3.2 schools and organisation Essay examples

the same approach to running education. School governors have a large say of this. They do not need any special qualifications or experience; however it is most important for the governor to have certain qualities such as an interested in the welfare of the children and the school and to be prepared to give their time and effort when required. They tend to meet once or twice per term and discuss the school the business such as things like finance and curriculum issues. It is expected that they make 1 visit per year to school during the day and attend at least one training day per year as well. All governors undergo a CRB check, they can also claim for expenses such as travelling to meetings, training days and in some cases childcare. They usually hold the post for 4 years. All schools have the following.

1.2 Describe the characteristics of the different types of schools in relation to educational stage(s) and school governance.

School governors- work with the school, they work in partnership with the headteacher and staff. Governors do not intervene with the day to day running of the school, unless there is a serious problem. The governing body is also responsible for making sure that the schools

Every Child Matters Framework which is currently in the process to be changed is part of the Children Act 2004; it is a piece of legislation which has and influences planning and provisions of learning opportunities. The Every Child Matters ensures that settings provide quality of children’s and young people’s play and learning.This supports children from birth to 19 years. When practitioners plan, they should relate their work to the five outcomes for children; be healthy, stay safe, enjoy and achieve though learning, make a positive contribution to society and achieve economic

It was in 1996 that the first UK curriculum was introduced which was called ‘Desirable Outcomes’. Within the document were learning outcomes to be achieved by all children by the age of five and being a centralised system, an inspection scheme was also introduced. In this article Soler and Miller (2010) highlight how these changes were perceived to be shaping the early childhood curriculum from the outside rather than from within the early childhood community.

As part of the Every Child Matters and Childcare Act 2006 all children aged three and four in England are entitled to 15 hours per week of early years education for free. The local authority is provided with government funds to enable that early years education is provided for children for up to two years of free education over 38 weeks of the year, parents will also have the option to pay for additional hours if and when they require them.

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.

All policies are important as they provide boundaries which to work by ensuring a teacher’s job is not put at risk and a child is not declined of their rights. The Grievance policy gives staff the freedom to make complaints following correct procedure and always be heard which is very important as it also gives staff the security of knowing they can approach their superiors if need be without

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.

Every child who on the term commencing after their 3rd Birthday is entitled to a free part time place in early years education. This was formed as part of the Every Child Matters agenda. From 0-5 years the framework of learning, development & care forms the Early Years Foundation Stage (EYFS), which follows the following principles:

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

Nursery schools, pre schools, and playgroups all provide learning and play activities, family support, early intervention and childcare for all children under the age of five years old.

The curriculum expresses the importance of allowing children to become successful and confident learners. It also articulates that in pre-school and primary school settings the pupils should experience stimulating, active and effective learning in ways that are suitable to their requirements (DFES,

Early year’s education refers to children between 2-5 years of age who are entitled to some element of schooling and education. Early year’s education is available (if wanted by the parent) from when the child turns three year old until the child reaches the compulsory schooling age of 5 years old. Funding is provided for 15 hours a week of free childcare, starting usually from the term that the child reaches their third birthday (or from two years old depending on their family situation) up until the child reaches 5 years old. From 5 years old this education extends to full time compulsory education until the child reaches 18 years of age. There are several options of early years education ranging from nursery schools: where learning and childcare is provided to 3-5 year olds, day nurseries which are usually within a workplace and range from birth up until 5 , childminders: where care is provided from the childminder’s own home and also nannies: stay at home childcare.

4 in the United Kingdom is entitled for 15 hours/week of free early yearâ€TMs education. This entitlement is funded by the government; the reason for this is to ensure that children from disadvantaged backgrounds have the same chance to advance, as children from advantaged backgrounds. In the Early Years Foundation stage, the target is to learn from playing, not in a usual schooling form. For example learning colour names from painting, learning number from playing with classroom pets.