Those who wish to send their child to an independent school may

Those who wish to send their child to an independent school may incur fees as these are not always funded by the local authorities like all state schools are.Foundation and Trust SchoolsFoundation and Trust schools are run by a governing body which means that parents and the charity or business that funds the school have a say in its overall running. The governing body of a foundation school decides on the admissions policy by having a discussion with the Local Education Authority. The governing body or charitable foundation own the land and buildings for the school.A trust school is similar, it is a type of foundation school that is run together with an outside partner such as a charity or business that has formed an educational trust and they must buy in any support services needed. Both schools follow the National Curriculum.Community SchoolsThe overall running of community schools and any responsibilities including the admissions which sets the entrance criteria, the employment of staff and providing support services is made by the local authority who also own the school.Voluntary SchoolsVoluntary Aided schools like foundation schools are run by a governing body who sets things like the entrance criteria and the employment of staff. Their support services come from the Local Education Authority who also play a part in funding the school as well as contributions from the governing body and religious organisations and/or charities. The schools land and buildings are usually owned by the religious organisations and/or charities.Voluntary Controlled SchoolsThese are run by the Local Education Authority who along with the governors decides on the employment of staff however some staff hired are usually from the religious organisations and/or charities involved within the school. The schools land and buildings are usually owned by the religious organisation and/or charity.Specialist SchoolsSpecialist schools follow the national curriculum but can focus on a subject area. Any secondary school can apply to become one. These are given additional funding by the government but are required to raise additional monies with the amount depending on how many pupils attend the school.Free SchoolsFree schools are funded by the government and run by an academy trust made up of members and directors who act as the governors of the school. They are responsible for all the admissions, employment of staff, and they also own the land and buildings. The school can be opened by any group of people like parents, teachers, communities or charities by applying to the government, but they must show a real need for the school within that community. Free schools do not have to follow the national curriculum.AcademiesThese are state funded and are self-sufficient, so the local authority have no control. “Academies don’t have to follow the national curriculum and can set their own term times” (Gov.uk [accessed 01.11.18]) They are run by an academy trust and like a Free School these people are responsible for admissions and the employment of staff. They can have external sponsors like businesses, other schools or religious group who are responsible for improving the performance of the school. Independent schoolsIndependent schools are funded by the parents of the pupils who attend the school, by charitable trusts and can also receive individual donations/gifts. They run entirely free of local authority or government control. They are run by a nominated board of governors who along with the head teacher decide on the admissions process with some having entry exams or interviews as part of the selection process into the school. Independent schools do not have to follow the national curriculum but they do have to be government registered and all get inspected on a regular basis.School GovernorsSchool governors are a group of people who come together to form the board of governors within a school. The people within this team will include an individual from the local authority, some will have connections to the school with one or more being a parent governor who will have a child attending the school at the time of their election and someone from the local community. There will be at least one member of staff on the board along with the head teacher. This team of people are put together to manage the school and help to provide the best education for all the pupils at the school each covering different aspects like the school website or be in charge of any personal matters or community cohesion Between them they will have knowledge in the school and surrounding community helping set the schools vision and aims which should not only motivate pupils but staff as well. They need to maintain the schools plans and policies whilst also improving upon them and to do this they need to work with the head teacher to monitor and evaluate school performance always acting in the school’s best interest. Senior Management TeamThe senior management team will normally consist of the Deputy Head Teacher, and the Senior Teachers and sometimes the Special Educational Needs Co-ordinator (SENCO). Their role is to work closely with the Head Teacher to set and manage the direction and running of the school. Any problems that are brought to their attention are discussed together to form a resolution, always ensuring the school is always delivering the best for their pupils. As a team they will decide how nest to pass this information on to other members of staff and support staff.SENCO – Special Educational Needs Co-ordinatorSENCO’s oversee the SEN policy for their school. “SEN Code of Practice – document which sets out the requirements for the identification and monitoring of pupils with special educational needs.” (Burnham and Baker, 2011 : 73) They must ensure all personal data of any children with special educational needs is up to date working closely with other staff, the parents/carers and any other agencies involved such as health and social services, support and educational psychology services and volunteering bodies. Their role is to advise other staff members and help with any in house training needed for the staff.Foundation Stage ManagerThey are there to help manage and support the Nursery and Reception teachers and make sure everyone is following all criteria set out in the Early Years Foundation Stage document. They need to ensure all the foundation staff are up to date with their training, so everyone has a clear understanding of their roles and responsibilities within the Early Years document.Teachers Teachers roles include many things with their main objective being that of teaching knowledge to children. They must plan and prep lessons for the class in line with the school curriculum with an eye to always be listening and look out for signs of trouble. They are required to attend meetings, so they can keep up to date with any changes in the curriculum. Sometimes they may be responsible for managing one or more specific subject and need to help with monitoring other teachers on their specific subject so that everyone is in the know of any changes. Teachers must keep on top of the development of pupils in class by recording their progress and relaying this to the parents during any one on one meetings such as parents evening. Teachers may also be required to liaise with any external people coming into the school.Support StaffSupport Staff in schools fall under many different categories such as catering staff, caretakers, dinner ladies, parent support advisors, child protection officers, crossing patrol officers, admin staff, teaching assistants and HTLAS, learning support assistants, learning mentors and many more. The Support Staff within any school contribute to the smooth day to day running of the school not only with the business and organisation side of things but also with pupil support in areas such as emotional and behavioural difficulties.I have picked out five examples of external professionals who can work with schools:Home School Liaison OfficerThese are appointed in a school to work on behalf of the school to help children with their attendance acting as the go between for parents and schools. They are there to build relationships with the parents and children and help overcome any issues surrounding attendance. This can sometimes involve making home visits and offering support to families where needed.Speech and Language TherapistThese work with any children struggling with language, their speech, or that may have communication needs. They come into schools when required to work not only with the child and teachers but also the parents and other professionals related to the therapy needed for the child. They may have direct relationships with the school or sometimes through the Local Authority.Education PsychologistThey come into school to provide advice and training on how to learn and develop teaching strategies for teachers who deal with any pupils that have behaviour issues. They are brought in to help the child achieve their full potential by recommending methods to help that child learn more effectively also supporting the SENCO’s where needed. They not only support schools but also the Local Authority.Child and Adolescent Mental Health Service (CAMHS)“CAMHS are the NHS Services that assesses and treat young people with emotional, behavioural or mental health difficulties.” (youngminds.org.uk [accessed 02.11.18]) CAMHS is made up of different professionals including psychologists, psychiatrists, family therapists, social workers, nurses, mental health nurses and psychological therapists. CAMHS may be brought into school if there are any worries regarding a pupil’s mental state of mind where they will offer that child and their family the support, they need with specialist help.Social WorkersSocial Workers help children and families with all sorts of issues including problems surrounding their housing, clothing, lack of food, if they are suffering from domestic abuse, substance abuse and many others. They can help schools to identify any needs such as those listed above that interfere with the child’s education and learning. They offer support to parents struggling with their child’s attendance in school and support with any social, emotional and behavioural problems. Social Workers will help a child suffering with coping strategies by helping that child develop their social skills and find positive solutions. To aim for something is to work towards an objective that’s been set. To attempt to get to where you want like reaching a target or specific goal or purpose.Values can help provide guidance or be used as instructions or guidelines in all situations for everyone including the moral code for knowing what’s right or wrong. Something that’s important to you or something you believe in is a value.“A schools aims and values need to be communicated as much as possible in school literature and on its website as well as in school” (Burnham and Baker, 2011 : 80)My schools aims and values are Christian in their origin as it is a C of E Primary School but the values they uphold are those that people of any faith or no faith can aspire to. My schools aims are to treat all individuals the same where diversity and individuality is both respected and celebrated where everyone is welcome. This is shown through the weekly assembly’s where the local vicar comes into school to talk to the children about how every individual is treasured and loved by god. They aim to make all learning both stimulating and meaningful by following a curriculum that’s wide in range, creative and coherent. This can be seen all around the school most prominently by the vibrant and colourful wall displays made up of the children’s artwork and school projects. The school aims to employ staff who are skilled, creative and can work together. A large percentage of the after-school clubs and extra curriculum activities are run by teachers or support teachers as they have additional skills and experience outside the normal classroom curriculum.Parents are encouraged to help the children read at home and are invited to join the school extras who are a group of parents that help organise the school trips and school fates/fayres where money is raised and fed back into the school for extra resources like improving the school’s playground areas with new outside equipment. “Parents are actively engaged as partners in their children’s learning and in the life of the school” (my school [03.11.18])My schools’ values are all about being compassionate with others, to build friendships and learning to forgive when necessary, to have courage and always persevere and never give up. To be generous to those around you and to trust and respect everyone whilst always being truthful and thankful. “These values flow through all aspects of our school life, they help inform decisions and polices, shape our curriculum and equip our learners with values for life” (my school [03.11.18])These aims, and values are communicated throughout my school in different ways one being that the children are taught that working together with those outside of the school like the Local Community for example is just as important as working together with the child sitting next to you. My school has a strong link with the local church which has only been strengthened since they chose to become an Academy School at the beginning of this year. The vicar is a regular presence in the school visiting several times a week helping to run the weekly school assembly bringing his knowledge of the Local Community to the children in ways they can understand. One example is the Harvest Festival where they learn about Food Banks and helping others in need by giving food from home which can then be shared and distributed out to the local food banks in the community for anyone that needs it.Parents are always encouraged and invited to help and support the school whether it’s by giving some of their own time to help run a stall at the Summer or Christmas Fayre or just by donating unwanted items from home which can then be used as prizes. Local companies and businesses are approached and will give donations to be used as prizes in the school raffles encouraging ticket sales with all the monies being fed back into the school.The school organises visits from career advisors, these can be from a member of the Police to someone who works for the NHS or Fire Service where children get excited learning all about the outside world from new faces through different career paths.Rules are a big part of school life where each classroom follows the same set of rules but they may be adapted slightly to suit the different age groups of children, for example always walk in a line in the corridor but in Reception class where the children are much younger they all hold hands while walking in a line as this helps them from wandering off and getting distracted as they are focusing on the person in front of them whose hand they are holding. All children are rewarded for good behaviour throughout school and are praised for good work with giving stickers for the younger children and team points or certificates to take home for the older children. For each legislation complete the chart to describe how each laws or code of practice promotes pupil well-being and achievement.Legislation (& brief description) How pupil well-being and achievement are promotedWorking together to Safeguard Children 2018 – This is a government guide for all companies, agencies or organisations to follow when the work they do involves or is related to children. It is about the protection of children and always ensuring the welfare of the child comes first so they can grow up in a safe and happy environment. Schools work together with outside agencies like Social Services or the Police to ensure the correct support for pupils and their families is always readily available. Structured procedures are set up in schools to be followed by all members of the school community and certain individuals are appointed as Safeguard leaders who deal with any issues teachers or parents may have around the safety or welfare of the pupils. All adults within the school community must undergo effective checks for their suitability to work with children such as a DBS check.SEND Code of Practice – Is a guide for all organisations that must be followed when working with children or young people (aged 0-25) with disabilities or special educational needs. It ensures the child and parents are involved with all decisions made during any of the educational process to ensure a smooth transition into adulthood. Schools try to recognise and pick up any child with special educational needs and disabilities at the earliest point in their education to ensure the correct support and guidance is put in place quickly and parents are shown any services or organisations where help is available to them.Reassessing and evaluating the child through their development and creating a EHC (education health and care) plan for them helps to teach them vital tools for adulthood about how to prepare for their future and living life within the community and hopefully achieving greater independence.Children Act 2004& Every Child Matters 2003 – About the care and protection of children no matter what their circumstances or background and ensure they are given all the support they need to stay safe, achieve and to enjoy life. Schools now have more involvement with outside agencies like Social Services and the Department for Education to work together and be more accountable for a child’s safety and well-being. The five key points is for children to always be healthy inside and out, feel safe and secure from neglect or bullying, to enjoy all aspects of school life and outside activities such as sports or clubs, make a positive contribution by helping children develop their self-confidence to make their own decisions and get involved with the local community, and achieve economic well-being by feeling secure in the future after leaving school and entering employment and being able to own their own home..