Identofy the Main Types of State and Independant Schools Essay

There are many variations of how schools are set out, although they all tend to have

This act required the code of practice be introduced for guidance on identification and provision of special educational needs. The role of the SENCO was introduced in schools and parents were able to challenge local authorities about providing for pupils with SEN.

It is now law for all early years settings and schools to carry out the EYFS as well as other organizations covered by Ofsted. There are different environments that work alongside the EYFS framework which are:

Independent Schools are owned privately and care for children aged from three to sixteen. The schools are registered with the Department for Education and skills, but make their own arrangements concerning staff numbers qualifications and curriculum. If the school participates in the Early Years Education Funding Scheme, it will offer the Foundation Stage and will be inspected by Ofsted. Opening times are decided by the school

Other statutory roles within schools apart from the Head and deputy head are Special Educational Needs Co-ordinator (SENCO). They have day to day responsibility for the operation of the SEN policy and are responsible for managing and monitoring the special educational needs provisions in the school and to monitor and review the provision for pupils with special educational needs. This can include

Special Educational Needs Co-ordinators is the term which defines SENCO. SENCO co-ordinators are teachers who are in charge aimed at schools for special educational needs and work in connection with the managers, teachers, parents, governing body and other agencies. (Cowne. E, 2013, pg1-2). Under The Education Regulations 2008 it is essential a SENCO must be a qualified teacher, head teacher, chosen acting head teacher or aiming to become a qualified teacher. Therefore SENCO play an important role in adjusting and expanding policy and provision in schools for the development of children with Special Educational Needs, the SENCO has a responsibility for the way staff and the school itself operate in terms of working with children with SEN. (Cowne. E, 2013,

The Governors are the Head of the school and they are volunteers, that are on a panel. They are there to give direction, set accountability and act as a critical friend. They also hire staff, review pay, and look after the curriculum. The head teacher is responsible for all the school, staff under him and for the pupils, their education and discipline. Academies have greater freedom than state run schools, as they have freedom from the local authority. They set their own pay and conditions for staff. The timetable can be changed and days set to what they think is best, and also the curriculum is not set in stone. Sometimes

Special Educational Needs Co-ordinator. These look into what support and resources children and young people with special educational needs need whilst at the school. They will meet with various outside school practitioners like speech and language therapists and physiotherapists. They also keep the parents informed of everything that is being done for their child and get any consent for any treatment/therapist/outing the child may need. They also set out Provision maps (formally known as IEPs - Individual Educations Plans) with help from the class teacher and if available one to one TA. The Provision plan sets out what intervention group/individual activity the child will be involved in for the coming term and what the outcome of doing this should be. The child will also be asked to sign

TASK3, Describe roles and responsibilities of: A. school governors. B. senior management team. C. other statutory roles e.g. SENCO. D.

these set out guidelines and rules that schools must follow to be in line with the law. Within the

Special schools can also apply for specialist school status to be given for a special educational needs (SEN) specialism under one of the 4 areas of the SEN code of practice.

The devising of education policies and ensuring it is adhered to in schools is the responsibility of the National Government, which consists of two divisions that deal specifically with all areas that are relevant to education such as the Department for Education. This department develops the core subjects and syllabus that are studied in the national curriculum throughout schools in the UK as well as Early Years Foundation Stage. The National Government instructs OFSET officers to carry out annual inspections of schools in order to monitor and evaluate whether protocols and procedure are being implemented in regards to school policies, legislations and the law to ensure standards are maintained in teaching practice of the national curriculum etc The DFE also sets up school league tables in order to compare schools and there services, standards achieved, progress etc which are accessible to schools, organizations and the public,

It requires state schools in England and Wales to provide pupils with a curriculum that:

It also covers activities that take place on or off school premises, including school trips. Advice on driving school minibuses is now provided separately.

Griffin and Shevlin (2007), note the significance of these developments in moulding the statutory structure of the 2004 EPSEN Act where and where the duties and responsibilities of school personnel and boards of management for SEN are outlined. This act, which holds schools responsible for SEN provision and management through its outline of the roles and responsibilities of school personnel and management and rights of parents, is concerned with the formation and implementation of education plans for children with assessed SEN. It set up an independent agency funded by the state, the National Council for Special Education (NCSE) whose function is to plan and co-ordinate the provision of support services to pupils for SEN using an inclusive approach to education.