SCHOOL AS ORGANISATIONS Updated Essay

SCHOOL AS ORGANISATIONS Updated Essay SCHOOL AS ORGANISATIONS Updated Essay Amy Thomas TDA 3.2 Schools as Organisations Understanding how schools are organised in terms of roles and responsibilities. 2.1 School Governors School governors are made up of 10-12 people and in some cases they have up to 20 people are of the governors. They should consist of a parent governor, one staff governor and many others. Some having links to the community. There will also be a appointed local authority governor, they will work closely with all parts of the school the school governors, local authority and the head of the school. Different governors will have different roles and responsibilities and they will all come together to discuss and information and make a full report back to the governing bodies. There main duties are: To set aims and objectives for the school. To adapt new policies for achieving the aims and objectives. To set targets for achieving the aims and objectives. (et-al:18) Senior Management Roles These are to help run the school, they are usually experienced staff in management and their role will be to work close with the head of the school, year groups leaders, foundation stage learner and SENCO. They will meet regularly to discuss and decisions concerns or any other relevant information or the running of the school. All information will then be shared with staff. Other Statutory Roles (e.g. SENCO) on school grounds there will be two SENCOs and they will be managing the provisions for those with special educational needs within the school this includes Ensuring liaison with parents and other professionals in respect of children with special educational needs. Advising and supporting other practitioners in the settings. Ensuring that appropriate IED(individual education plans) are in place. Ensuring that relevant background information about individual children with special educational needs is collected, recorded and updated. (et-al:18) SENCOs will also be responsible for keeping progress on any children with special educational needs Teachers Teacher will be responsible for the up the planning and preparation of lessons in their own class and also to follow the national curriculum, teachers should also be aware of any changes or amendments made to the national curriculum. They also are responsible for their own class and other roles around the school or subjects. To teach pupils according to their educational needs. To assess, record and report on the development, progress and attainment of pupils. To communicate and co-operate with persons or bodies outside the school. To communicate and consult with parents of the pupils. Usually to be responsible for managing an area of the curriculum, such as Geography, as included in the job description. Support Staff Roles The number of support staff as rose drastically in recent years the DFE's statistical first release in May 2010 shows the total number of teaching assistants across all LA maintained schools in England was 79,000 in 2000 and rose to 181,600 in 2009(source DFE:May 2010) (et-al:19) The types of support staff may be: After school/breakfast club Extended school staff Office or admin duties Teaching assistants Individual support assistants for SEN children Learning mentors and parent support workers Explain the roles of external professionals who may work with schools (e.g.) Educational Psychologist. 2.2 The school should have a SENCO who will work along side the Educational Psychologist, they will be allocated by the Special Educational