Area/subject of personal statement: Knowledge of how schools are organised in terms of roles and responsibilities Describe roles and responsibilities of: School governors Governors have a key role in decision-making and are expected to prepare for and attend meetings of the governing body and any committees of which they are a member. As well as supporting the school, governors need to ask challenging questions to be sure that the school is providing the best possible education. This role is often called ‘being a critical friend’. The governing body's main role is to help raise standards of achievement. It: • Is accountable for the performance of the school to parents and the wider community, • Plans the school's future direction, • Selects the head teacher, • Makes decisions on the school's budget and staffing, • Makes sure the national curriculum is taught, • Decides how the school can encourage pupil's spiritual, moral and social development , • Makes sure the school provides for all its pupils, including those with special needs, • Reviews pupil exclusions and deals with any cases of staff dismissal appeals.
Children’s Act 1989/2004 Describes the duties of local Authorities to provide effective and accessible services for all children according to the needs of the children, it also underpins E.C.M. Education Act 1996 Describes the responsibilities schools have for providing for the needs of children with SENs. The Act also requires schools to provide additional resources, equipment and support to meet their needs. Equality Act 2010 This Act sets out the legal responsibilities of public bodies to promote equality of opportunity for all citizens. Codes of Practice: The special Educational Needs Code of Practice 2001 This outlines government guidelines for policy, procedures and responsibility for children with SENs.
Assignment 11 Question 1: Outline procedures for ensuring that Individual Education Plans for pupils are in place and regularly reviewed. Provide examples of the relevant forms, e.g. an Individual Education Plan; review sheets for pupils comments, parent comments and staff comments; record of review. Remember confidentiality. The purpose of Individual Education Plan for disabled children and young people and those with SEN is to ensure they are getting access to the curriculum.
Analyse how national and local guidelines, policies and procedures for safeguarding affect day to day work with children and young people. As well as having a safeguarding policy of our own at school, I am aware that Stoke-on-Trent City Council has its own safeguarding policy. This requires all organisations that work with children to co-operate to keep children safe from harm. The Stoke-on-Trent safeguarding children’s board is responsible for ensuring that all agencies and departments working within the area work in unity to support the welfare and safety of children. They monitor the success of the work that is done by local agencies to guarantee that all practitioners within the area have a clear understanding of safeguarding procedures, policies and requirements.
Families First is a Welsh government programme designed to improve outcomes for children, young people and their families. Families first emphasise prevention and early intervention particular those families living in poverty. Depending on the families circumstances all families need different type of support and help. Complicated problems within a family will need extra support on the other hand some families may just need a little help to sort a small problem before it escalates. Families first work together with the school to give a child the best possible start in life, If a child is referred to families First then they gather information from all other agencies to make an individual assessments for a child or young person’s needs.
These strategies include, communicating with parents, arranging of the classroom environment, building positive relationship with students and implementing rules and routines. In order to prevent challenging behaviors, an educator must document and observe children’s behavior. Educators should communicate rules, consequences and incentives to the parents. Sending home notes, making phone calls, preparing articles in the newsletter could be some of the ways educator can communicate a child’s behavior to the parents. Regular feedback regarding a child’s behavior is also important to keep the parents aware.
It can outline the basis for the partial development of the right learning needs and abilities and may also be constructive preliminary stage for future learning prospects There are many rationales why it’s significant to observe and assess pupils’ development. For example, to be able to recognize the broad choice of skills in all areas of pupils development. This will help teachers and teaching assistants to set out goals that need improving and building upon current skills to allow pupils to achieve their educational attainment at different levels. Moreover it is important to observe and assess in order to identify and comprehend the cycle of development in children. This understanding should be used to connect the hypothesis and theory with my own practice as a teaching assistant within the school.
It refers to the adapted or modified aspects of the educational programme and focuses on priority learning needs, although the pupil may also have other learning needs that will not require the same intensive degree of planning and monitoring. Not every aspect of the curriculum and school life needs to be modified for every pupil with special educational needs, only those areas which have been identified need arising from assessment should be covered. The amount of adaptation and support will vary according to the individual learning needs of each pupil. Some pupils with more complex needs may require significant educational modifications. The IEP provides teachers and parents with the opportunity to have a practical and realistic dialogue about the pupil’s needs and to
TDA 2.5 School as organisation Cache Centre No: 383.000 fatima 2.1 Describe roles and responsibilities of: School governors Senior management team Other statutory roles e.g. SENCO Teachers Support staff School Governors Role: School governors play a very important role in a school. They are responsible for making sure the school provides a good quality of education. They worked together with the head teacher to ensure the policies are updated as well as managing the performance of staff. Senior management team: 1.
Advising and giving support to other staff in the setting. Ensuring that appropriate individual education plans are in place. Ensuring that relevant background information about individual children with special needs are collected, recorded and updated. SENCO also monitor and review the provisions for pupils with special educational needs and make sure all paperwork is in place for those who are on Early Years of School Action and Action Plus. The Foundation Stage manager have the responsibility of ensuring that the Early Years Foundation stage is being run accordingly to the statutory requirements of the Early Years foundation stage document.