All three and four year olds are entitled to 15 hours of

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All three and four year olds are entitled to 15 hours of free early year’s education for 38 weeks of the year. Parents have the right to request a flexible working pattern if they have a child aged under six or a disabled child under 18. This free education may take place in Ofsted registered premises, this may be named as an Early Years Unit these are often attached to a school, alternatively it could be a nursery, playschool or a registered childminder.There are four main types of mainstream state schools known as ‘Maintained Schools’ which are all funded by the local authorities and all have to follow the National Curriculum. Community schools are owned and run by local authorities who support schools and make links to the local community and provide support services. They tend to determine admissions and may develop the use of school facilities by local groups such as adult learning or childcare classes. Foundation and trust schools are run by their own governing body and determine admissions in conjunction with the Local Education Authority. The school and grounds will be owned by the governing body or a charitable organisation. Trust schools form charitable trusts with an outside partner, usually a business and will have to buy in any support services. The governing body have to consult with parents in order to become a trust school. Voluntary-aided schools tend to be religious or faith schools although pupils of any race can attend. They are run by their own governing body but the school buildings and land are usually owned by a religious organisation or charity. They are funded by the governing body, charity and local education authority that also provide support services. Voluntary-controlled schools are run and funded by the local authority that employ the staff and provide support services. The land and buildings are owned by a charity which is usually a religious organisation.Specialist schools are usually secondary schools which have applied for specialist status to develop one or two specialisms and receive additional funding from the government for this. Special schools can also receive specialist status. Other types of schools exist which are not funded directly from the LEA (local education authority). Independent schools are funded directly from fees paid for by parents/carers and from investments, gifts and charitable bequests. Over fifty per cent have charitable status and so can claim tax exemption. They do not have to follow the national curriculum and admissions are decided by the head teacher and governors. They have to register with the Department for Education to enable regular monitoring by either Ofsted or the ISI (Independent Schools Inspectorate). Academies are set up by sponsors from the business world which jointly funds the land and buildings. They are not maintained by the LEA although have close links with them. The options for young people and adults after their compulsory education consist of many, depending on what learners decide, weather to leave school and start employment or to continue with their studies. There are some options were they could choose from:Prolong with their studies:6 form- offers A-level qualifications in schools or sixth form colleges. Further, education colleges- offer many different types of courses that can help in any stage of life. Form level one courses to degrees, and professional qualifications. These may be completed by doing short courses. Full-time or part-time courses. Apprenticeships with an employer-offer a way to gain knowledge, skills and qualifications while earning money. Voluntary work with training towards a qualification.University technical colleges-offer academic and technical education related to specific job sectors. Studio schools- offer learning through enterprise projects and working, to develop skills for life and work.The strategic purpose of:School governors:These are members of state schools governing bodies. A governing body is a group formed by parent governors, school staff governors, support staff governors, local community governors, authority governors, foundation, partnership and sponsor governors. Their responsibilities are to run the school raising the school standards. Their main duties are to set aims and objectives for the schools, and to adopt new policies and set targets for achieving those. Governors work in a voluntary basis.Senior management team:This is a team of more experienced staff working closely and meeting regularly to discuss any issues and to make decisions concerning the running of the school, its improvement plan, and how to pass the information on to teachers and support staff: the team members are the following: head teacher, deputy head teacher and SENCO. Teachers:Their roles are to plan, prepare and deliver lessons: according to and following the national curriculum in order to meet the children’s individual needs setting an marking work, providing pupils and their parents to one to one feedback. Support staff roles:Their roles are to support the staff when it’s required and this would be necessary and that these support staff role is to give advice and support and idea given to make the school better. Also their role is to support and parents and to console kids by understanding any lack of their abilities.Their role is to observe and to make assessment each year to plan the provision for the children that have special educational needs they also make needs recommendations for work with individual parents and they would lead meetings with parents. These are organised for children that need extra support and needs in the school.School Ethos, Aims and Vision. Statement of School Aims. To provide opportunities within a broad and balanced curriculum so that each child is happy, can achieve success and fulfil his or her potential. To develop individuals socially, emotionally, spiritually, physically and creatively. The ethos and mission of a school is often referred to as the same thing, however, they are both very different. The mission of a school is based upon what the school intends to achieve in a more physical and academicals way as set out by the head teacher. This is often seen as a motto and slogan as you enter a school.The Ethos of a school is more related to the beliefs and feelings of a school. The Ethos of the school should be recognisable when entering the school environment as it is part of the nature and daily practice of the staff and pupils who work there. The ethos is set out for the whole school to be aware of and is reinforced through daily activities. It enforces that children’s safety is supreme and with the purpose of children are at the centre of everything. The aims of the school are set out by the head teacher in partnership with the parents, staff and the community which should provide all members of the school community with a safe and respected environment which is supreme in obtaining a successful learning environment. Identify the law and code of practice affecting work in schools are obliged to operate under current law and legislation – a majority of these are directly linked to the wellbeing and achievement of pupils, some are the following:The UN convention on the rights of the child 1989The education act 2002Children act 2004 and 2006The freedom of Information act 2000 etc. Legislation affect schools in that each school will have to adapt to comply with legal requirements as they change and are updated. Law and legislations that affect schools are changed regularly and it is the schools responsibility to stay updated on the changes and implement on them. School can and should seek advice and guidance when needed. General bodies such as the Health and Safety Executive.Health and Safety Executives is a UK government body that is responsible for applying Health and Safety at work legislation. The HSE plays an extra role in producing advice on Health and Safety issues and guidance on relevant legislation. The HSE mission is to prevent ill health, injuries and to ensure that professionals within education or elsewhere are managing any significant risks arising from school activities and off the school properties. The HSE will check a number of things within a school e.g. toilet facilities for both staff and pupils, the condition of the school premises, medical rooms, water supplies, weather protection, lighting, heating and airing. Properly maintained flooring and that the appropriate measures are in place to prevent slips on wet surfaces. In the playground, the equipment that the children play or use is not faulty or discoloured and that the playground surfaces are adequate. On school trips and off site visits HSE will be carried out on;Any special educational or medical needs of the students.The age, competence, and fitness of the pupils along with the usual standard of behaviour.Adult to student ratio.The proficiency and experience of the accompanying adults.Modes of transport, journey routes and location visit as well as any emergency procedures. School specific regulatory bodies.School specific regulatory bodies in England is (OFSTED) they are responsible for carrying out inspections of colleges, children’s homes and schools to ensure that the quality of the service provided is adequate for every individual child and young person. During an inspection they will gather evidence based on the practice they are observing as well as what they learn from the people using the service. They then use this evidence and other information that is gathered to make a professional judgement on the service offered and it will then be published in an Ofsted report. The report will contain the quality of provision in the National Curriculum subjects and aspects of childcare, social care, education as well as learning and skills. Ofsted will also act as a regulator in checking that the people, premises and the services that are provided are suitable to care and educate children and potentially at risk young people. If childcare or a child’s social care provider does not meet the adequate or required standards then Ofsted will need them to take the necessary actions to improve their facilities.The policies and procedures schools may have relating to:a) staff b) pupil welfare c) teaching and learningAll schools have policies and procedures in place to support staff in their management of situations these may involve violence, threatening behaviour or abuse amongst other policies which are all legal requirements within the setting of a school, you must adhere to these policies and familiarise yourself on where these policies can be found within the school surroundings. Safeguarding is about keeping children safe from harm and abuse. It means proactively seeking to involve the whole community in keeping children safe and promoting their welfare. This means keeping children safe from accidents (i.e. road safety), crime and bullying and actively promoting their well-being in a healthy, safe and supportive environment. It also encompasses issues such as pupil health and safety and bullying, about which there are specific statutory requirements, and a range of other issues, for example, arrangements for meeting the medical needs of children with medical conditions, providing first aid, school security, drugs and substance misuse. Parental engagement means that the parents help their children and support them in order for them to reach their full potential.Every school and business must have policies and procedures in place. A school’s policies and procedures are adopted from laws passed by the Government. These are in place to ensure the school is run correctly, and that staff, pupils, and any other individuals involved with the school are protected and meeting expectations and guidelines. There are usually a large number of policies in place within a school. These can include policies such as Child Protection, Health and Safety, Fire Safety, Confidentiality, Anti-Bullying, Teaching and Learning, Homework, and many more. These policies and procedures are relevant to staff, pupils and parents New and existing polices are put onto the school website for staff and parents to read through. Policies are important for the school to run effectively following government guidelines, they are important for Teachers ,students, parents so they can feel comfortable that these are in place so there child is being taught in a safe caring environment. Teachers need to know that these are in place for them to be able to teach in a school where they are covered are in there working environment e.g. wage Policy, Health and Safety, discrimination Policy etc. There is Daily e-mail to all staff each morning. The e-mail will highlight important events, remind you of tasks, and meetings.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. The centres can offer parenting education and family support services. As part of the National Governments incentive to help provide backing and encouragement to practitioners in schools 2 new funding programmes were introduced by the Department for Children, Schools and Families as part of the Government Children Plan. These programmes; Every Child a Talker and Social and Emotional Aspects of Development. These were launched to increase the skills of early year’s specialists and were a part of the government’s wider pledge to the education workforce development. These packages were designed to address the need for children in schools to experience a language rich setting through staff in ensuring that they work successfully with both parents and families. Through these p, staff in schools would gain the knowledge and understanding to help engage parents more effectively in order for them to be better prepared to support their child’s social and emotional needs. Be healthy: schools needed to play a leading part in health education towards children and young people which included questioning the significance of snacks and the nutritional contents of school meals, as well as enabling children to enjoy a good physical and mental health by being part of a healthy lifestyle.Enjoy and achieve: in order for students to get the most out of life and develop the necessary skills for adulthood children and young people must enjoy their lives and achieve their potential. In order for schools to assist with this they must make improvements in failings across different ethnic groups and unauthorised absences that are unacceptable.Contribute: children and young people need to be involved in their community rather than involve themselves in anti-social behaviour. Schools can teach children the ethics of social responsibility and a feeling of ‘belonging’ by providing link to a pupils own community and how they can become a part of it.Achieve a good standard of living: children and young people with parents who are unemployed or existing on low incomes must be encouraged to aspire to a better career and lifestyle for themselves. Schools can develop strategies to enable all students to reach their full potential.There are numerous organisations that will have an impact on the work in schools. Multi agency teams bring together professionals from different agencies to provide an integrated way of supporting children, young people and their families. As well as giving advice and guidance to teachers and other staff in schools. It is a way of working together that guarantees children and young people who need additional support have the professional that is needed to give them that support. Professionals who work alongside schools are likely to include Social Workers, Early Years Intervention Agencies, Youth Workers, Police and Youth Justice. Social Workers: their central role is to offer help and assistance to children, young people and families dealing with children at risk. They play a major role of gathering information about a pupil’s social, emotional and behavioural development in school. Conducting interviews with the student as well as making classroom observations. They will conduct interviews with senior members of staff and parents on strategies that will benefit the child in school.