Tda 3.2 Schools as Organisations 1.2 Explain the Characteristics of the Different Types of Schools in Relation to Educational Stage(S) & School Governance.

The roles of schools in relation to national policies is to ensure that the environment in which children and young people are to learn is safe inclusive, promotes positive behaviour and relationships and provides opportunities for children to reach their potential.

1.2 Describe the characteristics of the different types of schools in relation to educational stage and school governance

Academies – Run by a governing body and receive funding from the government. These schools follow a different curriculum and some have sponsors which are responsible for any school improvements.

for special schools to help to with the educational needs of children that have mental disabilities or physical disabilities. These may be an independent funded school or funded by the LA. We are now seeing Free Schools open, new schools set up by teachers, charities, community or faith groups, universities and groups of parents where there is parental demand. Free schools are up in the same way you would see an Academy set up with regards to funding; they are the same as Academies as they have a greater

The four types of schools are the executive elite, affluent professional, middle class and working class. The working class schools majority of the staff were born in the same city as the school but lived in better sections. The knowledge that was presented as fragments facts isolated from wider bodies of meaning and from the lives and experiences of the students. While the working class social studies curriculum typically consisted of copying teacher’s notes, writing answers to textbook questions. The social roles that the working class prepares its students for wage labor, mechanical, factories and sales floors.

The key terms for this topic are: Government School: one administered by the Department of Education in each State/Territory Non-government School: (private school) any school not administered by the Department of Eduaction, but including special schools administered by government authorities other than the State/Territory Education Department School:

The inclusion of pupils with Special Educational Needs (SEN) in mainstream education instead of segregating them into separate Special Educational Schools has been the policy of successive governments since New Labour introduced the Green Paper Excellence for All Children (DfEE, 1997) (Hodkinson, 2005). This was superseded by the Code Of Practice (Dfes, 2001), which placed the emphasis on teachers to identify and meet the needs of SEN pupils within mainstream education. The

Academy status is acquired by schools that have been set up by mostly business sponsors. However since 2010, it has also been possible for communities to assist with setting up academies. This type of school has close connections with LEAs, but they are not funded by local authorities, and their programmes may be wider and less restrictive generally than state

contribution by parents. The majority of state schools are comprehensive and except boys and girls and children of all academic abilities. In some areas in the UK there are Grammar school that are selective and have entrance requirements and these are usually single sex .These schools are

Academies are publicly funded independent schools. Academies donâ€TMt have to follow the national curriculum and can set their own term times. They still have to follow the same rules on admissions, exclusions and SEN (Special Educational Needs). Academies get money direct from the

External factors such as communities and cultural capital are shown as key in attainment and are recognised. But, this research is concerned with what goes on inside schools. Thereby, internal factors should not be undermined by external factors. Schools matter and focus are given to policies directed at schools. The pupil premium, academies and Teach First have been praised for their effectiveness in helping schools to better pupil learning and promote attainment, through additional staff and facilities and well-qualified

If you live in the area of the school. If the child has any siblings at the school. If the child has a disability which makes travelling to a remote school difficult. The local Authority also provides support services, for example, psychological and special educational needs services. Pupils who attend a community school must follow the national curriculum. Community schools also help to develop strong links with the community by offering the use of their facilities and providing services i.e. childcare and adult learning programmes. Voluntary schools; there are 2 types of voluntary schools: Controlled. Aided. Voluntary controlled schools can be also known as religious or faith schools. In a voluntary controlled school the land and buildings are owned by a charity which is more often than not a religious organisation such as a church. The local education authority employs the staff and also provides support services for the school. The charity appoints some of the members of the governing body although the

•Public Schools - schools are in a district and students attend in the area they are zoned for. Decided by committees. In the past, this was a monopoly, and the only choice other than private schools that parents must pay for.

Academies are publicly funded schools where the money for the land, buildings and funding is jointly raised by sponsors from businesses. They are independently managed schools but have close links with the Local Education authority and the government covers running costs. Independent schools set out their own curriculum which together with the admission policies are decided by the Head Teacher and the governors. These schools are funded privately by parents and investment incomes, half of which have

Nor does it dictate the exact hours of the school day, the exact dates of holidays or the exact age at which a child must start in full-time education. It does not manage an institution’s finances either, it just decides how much money to give it. In general, as many details as possible are left up to the individual institution or the Local Education Authority (LEA, a branch of local government). All the central government does is to ensure the availability of education, and set overall learning objectives which they enforce through a system of inspectors.