TDA 2.5
Schools as organizations

TDA 2.5 – Schools as organisations
Learning outcome 1 – Know the different types of schools in the education sector
There are two main types of schools in the UK: State and independent. The government funds state schools whereas independent schools charge fees for students to go. Due to State school being funded by the government, they must follow the national curriculum set by the government. On the other hand, because independent schools do not need government funding they do not have to follow the national curriculum.
Faith schools are independent schools; however apart from religious studies they still follow the national curriculum. Faith schools require diverse admission criteria to state schools such as requiring an entrance exam. Faith schools charge pupils to attend the school as well as receiving a few funding from the government.

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Comprehensive schools fall under the category of state school; the government, which it is mandatory for them to follow the national curriculum, funds them. Comprehensive school will most likely be accept children who live near the school without any entrance exams or fees. The board of school governors and the local council runs comprehensive schools.

Due to academies being publicly funded independent school, they do not need to follow the national curriculum. What makes Academies different is that they are ran by businesses or organisations and therefore are provided with funding from the company and from the government. This type of government funding is much more different from that of state schools due to state schools getting funds from the local council who then share out the money to all the schools within the area but academies given funding straight from the government.
Technology schools are a type of independent school who are funded by companies and by the central government. Technology schools do not have to follow national curriculum and can choose what they teach.

A free school is a type of school that has been made by parents or teachers who do not want to follow the national curriculum. They receive funds from the government.

Grammar schools are state secondary schools and they select students based on the results of the 11+ test that each potential student must take in order to learn at a grammar school. Grammar schools are required to follow the national curriculum because the local council who receive money from the government funds them.

SEN schools can be state or independent. Which means some follow the national curriculum and others do not. The government funds them. SEN schools specifically cater to SEN children.

Learning outcome 2 – Know how schools are organised in terms of roles and responsibilities
Internal staff:
School governors –
Supervise the financial performance of the school, making sure money is well spent.
Set the aims and policies of the school
To guarantee clarity of vision, ethos and strategic path
Senior management team –
Make sure that the school is a safe environment for staff and pupils
Ensure teaching is followed by national expectations
Work with the school governing body
implement any disciplinary actions if required
Teachers –
Organize day by day lesson plans according to the national curriculum
Attend staff meetings/ training/ development sessions
Setting assessments
Teaches a complete array of subjects
Ensure class work and homework are marked every day
Supervise students during the day
Support staff –
Under the instruction of the class teacher
Are able to cover lessons for short period of absence
Give Support on external trips
Present management skill to allow the teacher to focus on teaching
Lead interventions when needed
Communicate with parents and outside agencies e.g. educational psychologists
Make sure that the school keeps records of SEN children up to date.
Identifying SEN children
Educational psychologist
To assess problems children may be having with learning
offer training and advice on how schools may help children to learn and develop
Are Employed by the local council
External staff
Speech therapist
Treat children with precise speech, language or communication issues
Works directly with the child and works closely with teachers and parents
Occupational therapist –
helps children who have issues with practical and social skills in daily life
Assessments of children are carried out on a customary basis
Extra support for child if needed
Educational welfare officer
Reduces absence in a school
work with parents and children in order to support student’s regular attendance.

Support families with finances e.g. free school meals
Physiotherapist –
aid students with movement disabilities/illness
progress muscle movement and motor skills
Work with teacher’s healthcare professionals and parents
Learning outcome 3 – Understand how schools uphold their aims and values
Aim – an aim is something that you have the intention of achieving
Value – values are principles of an individual or organisation that they believe are important
Riverside Secondary School values –
Riverside Secondary School has four values that they believe is what the school need to follow in order to be the best they can be. One of these values is ‘Leaning is at the heart of everything we do’. We encourage our students that learning is essential for a healthy life, and the teachers ensure that every single pupil is leaning something at the end of the day. Our first priority is the development of every child’s academic potential to the fullest.
We celebrate our diversity; this is another value that is very important to Riverside. We make sure all students and staff members respect and encourage diversity as this helps students respect and lean about different cultures. We do this by encouraging the students to converse about their culture to their classmates and simply chat about how being different makes us all special.

Another value and aim of Riverside is to respect each other. At Riverside we make sure respect is not an option, it is a must. We have frequent assemblies given on respect and manners. There are rules set in the classroom and in the playground and that is simply to respect each other, and if that rule is broken then action will be taken. This is taught also as a lesson to those who believe it is ok to disrespect another individual and to show them disrespect will not be taken lightly and helps them understand the importance of respect.

At Riverside they have high aspirations, they showcase this by constantly making improvements and plans for facilities. As well as making sure every student is well aware that in order to succeed, you need to aim high and that nothing will get in your way as long as you work hard.
Learning outcome 4 – know about the laws and codes of practice that affect work in schools
The Data Protection Act (1998) guarantee that information about students are kept confidential and that it is used fairly and within the law. It states that the information must be relevant and up to date, and that it must be kept safe and secure. Information must not be taken off site and should only be shared with those who ‘need to know’.

The UN Convention on the Rights of the child (1989) is a legally binding international agreement that sets out the civil, political, economic, social, and cultural rights of all children. The convention contains 54 articles that state the government is necessary to meet every child’s basic needs and assist them reach their full potential. Article 29 states that children’s education should expand the Childs persona, talents and abilities to the fullest as this develops the Childs achievements by allowing the child to widen a full range of skills which allows them to discover what they are good at and what they enjoy doing. Article 28 declares that all children have an equal right to education.

The Education Act (2002) promotes safeguarding and welfare of children. The Act outlines and invokes the right of each child to have an education. This law gives schools greater authority to implement experimental methods, such as the maths masters scheme and teaching with photos and diagrams.
The Children’s Act (2004 and 2009) highlights the importance of safeguarding children and young people in an educational set. If a child discloses neglect or abuse at home, a foundation should have a course of action in place to help the child.

The Freedom of Information Act (2000) ensures one has right to access information held by public sector organisations. This information may allow teaching to be tailored to suit the needs of students. It is the implementation of freedom of information legislation in the UK on a national level. This promotes the safety and accomplishment of pupils as this means that people have the right to know about the actions of public authorities thus they can ensure that the children are given the best education doable.
The Special Education Needs code of practice (2001) make sure that SEN children are assessed and acknowledged so that they can be given the support that they and their family need. This provides reasonable adjustments and auxiliary aids and services for disabled pupils. This gives each child equal opportunities to succeed regardless of any disabilities they may have. equally, the Human Rights Act (1998) declared that every child has the right to education regardless of sex, religion, political or other beliefs, this gives each child the same opportunity to achieve in education.

The Disability Discrimination Act (1995) (2005) Protects people with disability discrimination. Ensures people with disabilities have equal opportunities help them reach their full potential. Everyone is actively safeguarding the wellbeing of pupils and ensuring they are acting in their better interest.
Learning outcome 5 – Know about the range and purpose of school policies and procedures
Schools contain policies and procedures in place for the safety of everyone involved within that service. They confirm the well-being of staff, parents, and children.
The school has policies in place for pupil welfare, for example:
Equal opportunities
provide support for children who have learning problems and also language specialists to support EAL children makes sure that all children have equal opportunities
Behaviour management
Inclusion and diversity
Child protection
Health and safety
e.g. fire exit way should be printed and noticeable in each classroom
A policy to reduce the trouble of bullying
The school policies in place for staff:
Performance management
Policies to do with teaching and learning
Special educational needs
A policy required to be in place thus SEN children have equal opportunities as other children
Planning and assessments
Teachers have to prepare plans before lessons
Teachers mark classwork daily to see if students have completely understood the work and to give feedback to the children on what they should to improve on
Teachers set homework every week to combine learning at home
Learning outcome 6 – know about the wider context in which schools operate
The local government has a vital role in the education system. Inside the government the department of education must:
Ensure that there are enough school places available for all children to attend school
eradicate surplus places by either closing schools down or reorganising them
They have to distribute finance to schools
Provide support services for schools
The department of education is responsible for:
Teaching all ages in primary, secondary, and supporting young people who decide to go into further education
Aiding professionals who work with children and young people
Supporting deprived children
In addition, the national government plays an important role in the education system. There are policies in place to supply for children and young people in education:
Every child matters – a scheme in place to promote healthy eating and a healthy lifestyle. Helps to attain economic well-being
Safeguarding – promote welfare, child protection.

Ofsted – inspections to monitor the school as well as daily school life and test results. Take out risk assessments
The role of the national government:
Admin work and school budget
Implemented SEN policy to make certain that the proper changes were made
Staff checks e.g. DBS checks
Responsibilities of the national government:
Teaching children in early years and primary schools
Ensuring that local services defend and support children
Create policies and ensure they are implemented
Roles and responsibilities of other organisations in the education system:
Youth services
Maintain and encourage children from disadvantaged backgrounds
Help children to become more independent
Help them develop their social skills
Social services:
Called to assist school with problems such as absence, social withdrawal, behaviour and issues dealing with physical or emotional abuse
Child services:
Offer safeguarding to develop the well-being of children and to protect them from harm or neglect
Provide care and support and hold meetings between different organisations
Take out assessments to determine exactly what the children can receive the precise help