Tda 3.2 Schools as Organisations 1.2 Explain the Characteristics of the Different Types of Schools in Relation to Educational Stage(S) & School Governance.

Governed by a board of directors and are inspected by the ISI (the Independent schools inspectorate) which is approved by the secretary of state.

There are four types of mainstream state schools funded by local authorities which are known as maintained schools. They all follow the National Curriculum and are inspected by Ofsted (the government’s Office for Standards in Education, Children’s Services and Skills).

The key terms for this topic are: Government School: one administered by the Department of Education in each State/Territory Non-government School: (private school) any school not administered by the Department of Eduaction, but including special schools administered by government authorities other than the State/Territory Education Department School:

Faith Schools – These follow the national curriculum except for Religious Studies where their own Religion is

There are State secondaryâ€TMs that will specialise in one or a number of subjects. These schools are known as specialist secondaryâ€TMs. The Schools will specialise in any of the following: the arts, maths and computing, business and enterprise, music, engineering, science, humanities, sports, languages, and technology. More school are being by the encouraged to become Academies. And as such these are school will be independently managed schools, they would have been set up with the help of local sponsors from businesses in the area or possibly faith or voluntary groups in partnership with the local authority and the government. More parents are wanting special needs children to be taught in main stream school. There is still a need

The four types of schools are the executive elite, affluent professional, middle class and working class. The working class schools majority of the staff were born in the same city as the school but lived in better sections. The knowledge that was presented as fragments facts isolated from wider bodies of meaning and from the lives and experiences of the students. While the working class social studies curriculum typically consisted of copying teacher’s notes, writing answers to textbook questions. The social roles that the working class prepares its students for wage labor, mechanical, factories and sales floors.

They are not usually dependant upon national or local government to finance its operations, nor reliant on the tax payer and is instead funded by tuition fees, charges, donations and sometimes the investment yield of an endowment. They are typically governed by a board of governors that are elected independently of government and have a system of governance that ensures its independent operation. They do not have to follow the National Curriculum. Independent schools are monitored by Ofsted or ISI so therefore have to register with the Department for Education.

The inclusion of pupils with Special Educational Needs (SEN) in mainstream education instead of segregating them into separate Special Educational Schools has been the policy of successive governments since New Labour introduced the Green Paper Excellence for All Children (DfEE, 1997) (Hodkinson, 2005). This was superseded by the Code Of Practice (Dfes, 2001), which placed the emphasis on teachers to identify and meet the needs of SEN pupils within mainstream education. The

usually run by the local council. Also within the state education there are specialist schools for

External factors such as communities and cultural capital are shown as key in attainment and are recognised. But, this research is concerned with what goes on inside schools. Thereby, internal factors should not be undermined by external factors. Schools matter and focus are given to policies directed at schools. The pupil premium, academies and Teach First have been praised for their effectiveness in helping schools to better pupil learning and promote attainment, through additional staff and facilities and well-qualified

Although they all access government money to an extent, how they spend that money and obtain further resources and finances, is reliant on their admissions policies, and the management of these are also dictated by the different types. All these differences do feed into the different focus that the various types have, but much of them will not be noticeable by the student body. Other types of schools are not funded by the local educational authority. These are known as independent schools or academies. Maintained schools –

Typically, states create school districts that are individual (often independent) government entities. Each school district has the power to create and run any number of public schools. The district and its schools are governed by a school board that consists of elected officials.

Nor does it dictate the exact hours of the school day, the exact dates of holidays or the exact age at which a child must start in full-time education. It does not manage an institution’s finances either, it just decides how much money to give it. In general, as many details as possible are left up to the individual institution or the Local Education Authority (LEA, a branch of local government). All the central government does is to ensure the availability of education, and set overall learning objectives which they enforce through a system of inspectors.

If you live in the area of the school. If the child has any siblings at the school. If the child has a disability which makes travelling to a remote school difficult. The local Authority also provides support services, for example, psychological and special educational needs services. Pupils who attend a community school must follow the national curriculum. Community schools also help to develop strong links with the community by offering the use of their facilities and providing services i.e. childcare and adult learning programmes. Voluntary schools; there are 2 types of voluntary schools: Controlled. Aided. Voluntary controlled schools can be also known as religious or faith schools. In a voluntary controlled school the land and buildings are owned by a charity which is more often than not a religious organisation such as a church. The local education authority employs the staff and also provides support services for the school. The charity appoints some of the members of the governing body although the

Community schools run by the local authorities, which as owners of the land and buildings are responsible for upkeep etc. The local authorities are also responsible for the admissions and they decide who is eligible.