Unit 302 1

School as organizations

Introduction

This report aims to highlight the structure of education from early years to post-

compulsory education. It will present an understanding of how schools are organised in terms

of roles and responsibilities, and provide an understanding of school ethos, mission, aims and

values. First of all, it will summarize entitlement and provision for early year’s education.

Secondly, it will explain the characteristics of the different types of schools in relation to

educational stage(s) and school governance. Thirdly, it will explain the post 16 options for

young people and adults. Next, it will explain the strategic purpose of school governors, senior

management team, other statutory roles e.g. SENCO, teachers and support staff roles.

Moreover, it will explain the roles of external professionals who may work with a school e.g.

educational psychologist. It will also explain that how the ethos, mission, aims and values of a

school may be reflected in working practices. Finally, it will assess methods of communicating

a school’s ethos, mission, aims and values.

1.1 Summarise entitlement and provision for early years education

Since 2010, in England, children aged 3 – 4 years are entitled of getting free nursery

education up to 25 hours for 38 weeks per year. Early year education is provided in different

settings, such as state nursery schools, nursery and reception classes conducted in primary

schools, in addition to external sector, including private nurseries, child-minders and voluntary

pre-schools (Batra, 2009). Recently, early year education has expanded majorly in the UK. It

was founded initially in 2000, which comprised of education of children aged 3 up to 5. Later

in 2008, the Early Years Foundation Stage (EYFS) came into being (OBE, 2012). The EYFS

is a sole regulatory framework which provides development, learning and care for children

who are registered in all early year settings, between their birth and academic year in which
Unit 302 2

they are 5 years old (Bayram, 2012). In other words, the EYFS profile is a legal evaluation of

development and learning achievement of all children once they turn 5 (Hill, n.d.).

Next, in Wales, children are entitled to get a part time education for free when they turn

3 until they get enrolled for statutory education. Such places are either in form of a maintained

school or a voluntary playgroup, private nursery and child-minders as per approved for

providing educational services (Entitlement code focuses on flexible and quality delivery,

2010). Furthermore, in Northern Ireland, the government makes sure that every interested

family is provided a minimum of 1 year pre-school education. The educational setting in this

case is based on funded pre-schools which exist within statutory nurseries and private settings

that take an active part in Pre-school education Programme (PSEP) (Blake and Skelley, 2002).

The private sector includes part time places, whereas the statutory nursery sector includes both

part-time and full-time places. The pre-school education is intended to be offered for children

who are about to get enrolled in Primary 1. This educational program is based on promoting

the provision of top-notch quality of pre-school education which includes a common

curriculum shared by all involved in the pre-school education (Hill, n.d.).

Finally, in Scotland, pre-schools provided learning funded by national government.

Local authorities fund and maintain a part-time place for children ever since they get enrolled

for school term after their 3rd birthday. The pre-school education is provided by private and

voluntary bodies who signed a partnership agreement, and local authorities. The children who

get pre-school education after they turn 3 or before they initiate their primary education, are

provided early year education titled as ante-pre-school education. This reflects that in Scotland,

children have ease of access to pre-school and ante-school over 5 – 6 terms (Hill, n.d.).

1.2 Explain the characteristics of the different types of schools in relation to educational

stage(s) and school governance

Unit 302 3

In the UK, children between the 5 – 16 years old are entitled to a free place within state

schools. All schools follow a common national curriculum (Gov.uk, 2015). There are different

types of schools whose characteristics as per educational stages and school governance are

explained here below:

Community schools. Local council control these schools. They remain unaffected by

any religious or business group (Duckett, Sixsmith and Kagan, 2008).

Foundation schools. As compared to community schools, foundation schools have

more liberty regarding changing their educational or governance structure (Gov.uk, 2015).

Academic centres. These schools are not dependent on local council, however, they

are administered by a governing body and follow a different curriculum. These are publicly

funded schools which are sponsored by universities, faith groups, businesses and voluntary

groups, who tend to enhance these schools’ performance (Gov.uk, 2015).

Grammar schools. These schools are administered by a foundation body, trust or

council. The students are enrolled on the basis of their academic capability as per shown in the

entry exam (Mohammed Saleh Alduais, 2012).

Special schools. These schools enrol children aging 11 or above and fulfil distinctive

educational needs, such as cognitive learning; interactive communication; sensual and physical

needs; visual impairment; speech, language and communication needs (SLCN); and social,

mental and emotional health (Special 30th Anniversary Issue', 2012).

Faith schools. These schools include free schools, academic centres and voluntary

schools which are interlinked to a specific religion. They are administered in the same way as

that of state schools, however, they follow national curriculum in addition to teaching freely

about their specific religion. These schools have different criteria and recruitment policies

(PATRIKIOS and CURTICE, 2014).

Unit 302 4

Free schools. Generally, government provide financial aid to these schools but they run

on their own without any interference from local council. Unlike grammar schools, free schools

avoid using academic selection processes. Free schools do not follow national curriculum,

rather they decide payment and staffing conditions themselves, and alter duration of school

terms and day on their own. These schools are generally set by universities, charities,

businesses, independent schools, and community and faith groups. The common types of free

schools include university technical colleges and studio schools (KITCHENER, 2013).

City technology colleges. These are independent schools located in urban regions.

Instead of local council, firms and central government own and fund these schools. These

school aim to teach practical and technological skills (Walford, 2014).

State boarding schools. These schools charge boarding fees but provide free

education. Free schools, academic centres and local councils administer these schools. These

schools are financially supported by charities, including Royal National Children’s Foundation

or Buttle UK (Wong, 2003).

Private schools. Private or independent schools are not funded by government, rather

they charge fees to students. These schools do not follow national curriculum. They are

inspected daily and need to be registered with the government (Fitzgerald and Melvin, 2002).

1.3 Explain the post 16 options for young people and adults

Whenever an adult turns 16, he or she has access to wide-ranging learning options.

Currently, it is expected that young people keep learning until they turn 18. However, in

addition to staying at schools, they can also attend college, start learning work-based course,

get a job or perform any voluntary task, and get support from social care and children’s services

(Connexions-tw.co.uk, 2015), as explained here below:

Unit 302 5

Bursary fund. The post-16 options are subjected to local authority funding. For

instance, young people aged 16-19 are financially supported by funds provided by schools,

training providers and colleges. Students belonging to certain groups such as care leavers,

people requiring care or demanding income support, and those who are disable and collect

Disability Living Allowance and Employment Support Allowance, are considered eligible for

receiving £1,200 yearly bursary. The financially unstable students who do not belong to

aforementioned groups are awarded bursary as per decision of their college, training provider,

or school who not only choose amount, but also decide payment time based on students’

attendance and behaviour (Zhang et al., 2014).

Courses offered at schools. In 5th form, students are provided with different courses

which help them in developing independent skills, and delivering academic and professional

qualification.

Local colleges. Colleges offer wide-ranging professional and academic courses to those

students who face medium or extreme problems in learning, and also provide extra support to

disabled students who face learning issues while accessing typical courses (Brand, 2014).

Specialist colleges. These colleges provide distinct education programmes for meeting

specific needs such as overcoming learning difficulties, visual or hearing injury and autism.

These colleges are situated within houses. Both local authorities and Young People’s Learning

Agency provided funds for students attending such colleges (Fisher, 2011).

Transport facilities. Students who are below 19 years are provided with transport

facilities by the local authorities. Every local authority sets its own transport strategy and

standards.

Work-based learning. This learning provides opportunity for learning working skills

and getting required professional qualifications. The options provided by work-based learning
Unit 302 6

include intermediate level apprenticeships, advanced apprenticeships, and study programmes

(McKendree, 2010).

Voluntary work. Voluntary work helps students in enhancing their confidence,

developing professional skills and getting acquainted with new people. Different types of

voluntary work include residential care, assisting older people in day care centres, and working

in charity shops (Wilson and Larson, 2002).

Employment opportunity. Young disable people are supported who face difficulty in

learning or getting jobs. Wide-ranging schemes are run by Jobcentre Plus which aims to

provide support and assistance to people seeking for job opportunities. The schemes include

job introduction scheme in which disabled employee is recruited for 6 weeks and paid an

allowance; and a workpath scheme which provide assistance to disabled people looking for job

(Cockburn, 2001).

Social services or care, and Health or children’s services. These services help young

adults by providing adult care services. Generally, social workers take care of the individual

and his or her family, and assess and develop a customized plan for fulfilling individual’s

needs, choices and ambitions (Young et al., 2008).

Higher education. Students interested in higher education can apply to universities.

Every university guides regarding disable students through its Disability Advisor or Learning

Support Coordinator. Students are provided with financial support via Disabled Students

Allowance (DSA) (Madriaga et al., 2010).

Community and Adult learning. Community centres and schools provide wide-

ranging day and evening courses, including number and reading skills, arts and crafts, cooking

classes, fitness programs, GCSEs in academic subjects, and courses for disabled students facing

learning difficulties (Hill, 2004).

Unit 302 7

2.1 Explain the strategic purpose of:

a) School governors

School governors have utmost responsibility of schools’ conduct and regarding

promotion of high educational standards. The school governors have various duties and

responsibilities. Firstly, they provide strategic school view by formulating its vision, purpose

and aims as per the set policy framework. It also selects and assess performance of head teacher,

and set strategy for improving school by setting legal targets, budget and staffing arrangements.

Furthermore, it observes and assess school working by reviewing head teacher’s performance

and efficacy of school improvement strategy. Finally, it assigns other duties to head teacher

such as ensuring involvement of parents in school performance, consulting and informing them

whenever required. For performing all of these tasks, school governors keep themselves

updated regarding ways of school training, and visiting school community during school day

(Mncube and Naidoo, 2014).

b) Senior management team

Generally, head teacher, deputy head, assistant head teacher, special needs coordinator

(SENCO) and senior teachers constitute a senior management team. The senior management

team directs the school strategically, manage it, and make amendments for providing best

education to students. They also keep themselves updated regarding current state of school,

and launch new policy by daily monitoring its progress (Karakuş and Töremen, 2008).

c) Other statutory roles e.g. SENCO

The SENCO daily duties include operating SEN policy and coordinating regarding providing

special educational needs to each students, by working with parents, staff and other

organisations. Its main responsibilities include supervising daily school SEN policy operation;

coordinating with providing special education to children; communicating and guiding

teachers; supervising learning support assistants; managing special children records; providing
Unit 302 8

internal service training to teachers; and coordinating with external agencies, including health

and social services, LEA, and voluntary bodies (Wedell, 2015).

d) Teachers

Teachers’ duties include preparing interesting lessons, making homework projects and

assessments, delivering authentic and up-to-date information to students, developing students’

knowledge via assessments, avoiding discriminating students, and giving feedback to their

parents or carers.

e) Support staff roles

The support staff provides assistance to teachers, administrators and school councillors for

addressing educational needs of special students. Certified teachers direct and supervise them

as per school principles. The support staff must be trained, multi-skilled and versatile. The

support staff is generally comprised of healthcare professional, LSAs and educational

psychologists.

2.2 Explain the roles of external professionals who may work with a school e.g.

educational psychologist

Learning support assistant. A learning support assistant (LSA) is hired for specific

hours per week for supporting a child who has been identified in need of special education.

The LSA is not responsible solely for teaching the child, rather he or she only works as per

directed by the child’s class teacher. However, a qualified LSA can assist in adapting materials

for providing the child access to linguistic, speech or communication needs. Typically, the LSA

works with children within a small group, and aim to enhance independence and inclusion of

child (Kelly, 2013).

Inclusion coordinator or SENCO. The SENCO is responsible for strategically

developing the SEN policy and providing it for raising children accomplishment with SEN.
Unit 302 9

The daily responsibilities of an inclusion coordinator or SENCO include implementation of the

SEN policy, coordinating endowment of it for each child, collaborating with parents and other

agencies, and professionally guiding experts who daily teach children (Points from the SENCo-

Forum, 2003).

Regional SENCOs. These are generally recruited by the LA and perform duties such

as setting SENCO, providing wide-ranging services such as quality teaching guidance,

fulfilling children’s needs, displaying required teaching strategies, supporting while evaluating

children’s needs, coordinating with external agencies, and offering training (Cook, 2011).

Educational psychologist (EP). These psychologists are highly trained and qualified

teachers whose duties include assessing educational needs of special children, devising

intervention programs, developing communication friendly setting, and conducting

psychological assessment. EPs are directly accessed by well-maintained schools, however,

some schools attach them and some allow them to visit children only during the statutory

assessment (Educational psychologist, 1971).

Speech and language therapist (SLT). The SLTs are health professionals who assist

children suffering from speech, language or communication disorder. They work in

collaboration with professional therapists and parents. They examine children as per clinical or

set appointment. They work children who stammer, face difficult with communicating in a

social circle, cannot hear properly or face delay while speaking. As per parents’ approvals, the

SLTs make sure that schools are provided with assessment and speech and language program

reports of children so that teachers can implement those setting accordingly (Byrne and

Pettigrew, 2010).

3.1 Explain how the ethos, mission, aims and values of a school may be reflected in

working practices
Unit 302 10

The ethos of a school can be reflected in its belief and working practices as soon as one

enters the school since school ethos are an integral component of school environment, and daily

practice of both students and staff. The school staff model students’ behaviour which is

reflected from their educational performance. The values of school are reflect from its positive

and optimistic environment in which sensible expectation of all students are held high, each

student is respected and treated fairly, students are taught to speak truth and show polite

behaviour, be fair in personal dealing and be kind to other children (Braun et al., 2010).

The mission of a school is actually the physical and academic accomplishments set by

the head teacher. It is reflected from school’s motto and slogan. The school’s aims are set by

head teacher in collaboration with staff, parents and overall community. The aim is reflected

from school’s safe and highly esteemed environment which tend to provide a successful

learning surrounding (Tan, 2008).

3.2 Evaluate methods of communicating a school’s ethos, mission, aims and values

A school’s mission, ethos, aims and values can be evaluated in a number of ways. For

instance, school management can communicate its mission and vision by representing it within

its motto. The school communicates its aims and values by setting a basic code of practice and

incorporating them in it. The school policies communicate rules and regulations of the school.

These methods can be evaluated by comparing the school’s ethos, mission, aims and values

and observing and assessing their actual implementation. For example, if a school is

unsuccessful in accomplishing its vision and mission via its motto, then it seems it needs to

change its motto so that it can better reflect its mission, aims and values too. Similarly, some

schools exaggerate their accomplishment on websites, however, they fail to show the true

picture through school environment. Thus, in this case, schools must state unfulfilled goals by

mentioning them among future objectives on the website (Donnelly, 2004).

Unit 302 11

Conclusion

This report has highlighted the structure of education from early years to post-

compulsory education. It has presented an understanding of how schools are organised in terms

of roles and responsibilities, and provided an understanding of school ethos, mission, aims and

values. First of all, it summarized the entitlement and provision for early year’s education.

Secondly, it explained the characteristics of the different types of schools in relation to

educational stage(s) and school governance. Thirdly, it explained the post 16 options for young

people and adults. Next, it explained the strategic purpose of school governors, senior

management team, other statutory roles e.g. SENCO, teachers and support staff roles.

Moreover, it explained the roles of external professionals who may work with a school e.g.

educational psychologist. It also explained that how the ethos, mission, aims and values of a

school may be reflected in working practices. Finally, it assessed methods of communicating a

school’s ethos, mission, aims and values.

Unit 302 12

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