Essay on Schools as Organisation

SCHOOLS AS
ORGANISATION

Table of Contents
INTRODUCTION...........................................................................................................................1
TASK 1............................................................................................................................................1
1.1 Entitlement and provision for early years education.............................................................1
1.2 Characteristics of different schools.......................................................................................2
1.3 Post 16 options for young people..........................................................................................2
TASK 2............................................................................................................................................3
2.1 Strategic purpose of different authorities..............................................................................3
2.2 Role of external professionals...............................................................................................3
TASK 3............................................................................................................................................4
3.1 Values of school....................................................................................................................4
3.2 Methods of delivering mission and aims..............................................................................4
TASK 4............................................................................................................................................5
4.1 Laws and codes in school......................................................................................................5
4.2 Effects of legislations............................................................................................................6
4.3 Roles of regulatory bodies....................................................................................................7
TASK 5............................................................................................................................................7
5.1 Reason for having policies and procedures in schools..........................................................7
5.2 Relating school policies to the people...................................................................................8
5.3 Development and communication of school procedures and policies..................................9
TASK 6............................................................................................................................................9
6.1 Role of national and local government for education policy and practices..........................9
6.2 Role of school in national polices.......................................................................................10
6.3 Role of other organisation and their impact on working of school.....................................10
CONCLUSION..............................................................................................................................10
REFERENCES..............................................................................................................................11

INTRODUCTION
In a broader concept, a school is considered to be a temple of education. The given below
text will show the picture of an institution as an organisation. Like other business entities in
school also a group of people work work together in order to achieve a common goal. The
following report will discuss the different aspects of school like the variety of types in institution
and how each operates differently (Printy, 2010). Later the concept of post 16 will also be
highlighted which will show the current developments in this section. Strategic purpose of
various authorities will also be given which will help user in understanding the role and duty
performed by each. With this the study also relates to the laws and regulations that are part of
education department and will show how each of them effects the functioning of an institution to
a great extent and also other related aspects which are part of education filed will be highlighted
in the following report.
TASK 1
1.1 Entitlement and provision for early years education1.1 Summarise the entitlement and
provision for early year education..
All those who have completed the age of three can take admission in any school and can
start learning. It is a part of every baby matters program. In order to give a child growth and care
a platform of early year foundation according to which a healthy interaction and connection with
child gives them a secure surroundings which is very necessary for the child of small age. It is
very necessary that children are given enough of play time during their stay in school. In a week,
children of age group 3-4 has to be present for maximum 12.5 hours every week. There are
different groups which provides basic learning to children before the age of three for instance
preschools, playgroups, independent schools, nursery centres etc. there are different criteria of
admission as the age of a child is counted from the month of his birth to the month in which
he/she is filling form to be a part of institution (Rumens, 2013). Those who complete their age of
three in between the month of April – August can start their schooling in Autumn session, others
who are of 3 in January – March can apply for the summer session. Remaining children who
complete their age of three during the month of September – December will be eligible to school
in spring session.
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. The children who are completed the age of three and four are entitled to free part time early
years place at a pre-school and nursery before they reach to the age of school. This entitlement
helps the children to grow and moving towards the cost of child care and it enables kids to start
to learn and play with other children who are also belongs to the same age in a safe, secure, fun
and structured environment. There are some places from where free early years play school
education can be provided to the children, in which some are described as below:
 An independent school
 A network of children
 A state nursery school
 A pre – school play group
 A private/voluntary day nursing
All those who have passed out from the age of five can take admission in any nurseries
and can start learning with a positive attitude.(Rumens, 2013). According to Child Matters and
Childcare Act 2006, all children having age between 3-4 in UK are entitled to get free 15 hours a
week of early years education. Funds of government is allotted to local authorities, these funds
later utilised in providing early years free education to children having age between 0-2 years.
The duration of this free education is up-to 38 weeks in a year. Parents have a option to pay for
additional hours if they want extra hours for their child. Early years education use to care very
young children age between 3-5 years. The Early Years Foundation Stage (EYFS) has a statutory
framework which sets the provision to ensure children learn and develop well. It also ensures
child's health and safety at nurseries (Printy, 2010). It promotes teaching and learning to prepare
children for schools. It also provides proper base to a child for their bright future in school life.
Early years education runs on a specific themes which is learn through playing such as play
using numbers, letter formation and language activities.
Educational toys and charts are the foundation of child care nurseries which encourages
children to play independently and learn by choosing wide range of activities.
Different types of Early Years provision that can offer the Free Entitlement places to children
Day Nursery: This consist to be a nursery for the care of small kids during the day, this type of
organisations are providing services to the people who are working and not able to taking care of
their kids.
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Registered Childminder: Registered Childminders are determined as the self employed people
who work in their own houses and provide child care facilities to their other people. Each
registered childminder has an Ofsted registration certificate that indicates the increasing number
of children which can be cared for in the premises.
Nursery Schools: This determined as the school for children, which is offering services in
between the age of three to five years kids, who are not old enough to attend kindergarten.
Nursery Classes: Nursery is a type of playschool or pre-school generally for children of 4 years
of age. In this Students are exposed to objects that develop social, emotional, physical and
intellectual growth. These programs make use of fun-based techniques.
Pre-schools: A preschool, also known as nursery school, pre-primary school, playschool or
kindergarten, is an educational establishment or learning space which offering early childhood
education to children before they begin compulsory education at primary school.
Children’s centres: It refers as a place or group of places where local families with their young
children can go and taking the benefits or receive support that they needed in their life. In this the
facilities and activities are designed especially for parents expecting a baby, or those with a child
under 5 years old.
1.2 Characteristics of different schools
In order to characterise schools into different categories they can be divided into many
categories. To continue the operations every one of them needs to follow the national curriculum.
Some of the main categories of institutions are as follows:
 Community institution – It is the schools which is run by the local authorities and a
good number of staff is given employment in the same. The ownership of land and
building is with the private individuals.
 Wilful institution – These are the schools whose fixed assets are under control of
charity and trust. They are mostly the church schools yet it has to employ staff from the
general public and needs to keep control over the admissions and needs to maintain
required minimum number. Their operational expenses are funded by different
organisations and their main aim is to provide services not profit earning.
 Foundation schools – The owner of these institutions are the legal authorities (current
government). Ownership of the building is in the hands of system of rules. Their aim is to
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provide education to all as the cost of learning is low which encourages maximum
students to become a part of it (Hatcher, 2011).
In order to characterise schools into different categories they can be divided into many
categories. To continue the operations every one of them needs to follow the national curriculum.
Some of the main categories of institutions are as follows:
 Voluntary controlled schools – These schools are also known as maintained school.
They are funded by central government like local authorities. It doesn't charge fees from
children.
 Specialist schools – These schools are state secondary school which aim to become
excellence in their specialisations. They get funds from public under Specialist Schools
Programme. Sometimes private sectors also sponsors funds to these schools.
 Academies and city technology colleges– These are state-funded schools in UK which
gets direct funds from Department of Education. These schools are independent from
local authority control. City Technology colleges is also known as CTC it is a state-
funded secondary schools which doesn't charges any fees for childcare. It is not
controlled by local authority.
 City Technology colleges – Also known by another name CTC, it is a state-funded
secondary schools which doesn't charges any fees for childcare. It is not controlled by
local authority. Department of Education look after these secondary schools. Private
sector sponsors 1/5th of their capital cost and remaining cost is bear by Department of
Education.
 Community and Foundation special schools – These are state-funded schools which is
controlled by local authorities. It is responsible for school's admissions and has their own
school property. In special schools admissions are provided to the students on the basis of some special needs and have a less
number of staff to pupil ratio. In this all staff have some specialist training in special educational needs(SEN).
 Faith schools – These schools UK teaches general curriculum which is related to
religious character or organisation.
 Grammar schools – These are state secondary schools, which selects children on the
basis of examination. Child having age 11 can only apply for these schools. Children who
passed the exam are transferred to grammar school others sent to local secondary modern
school.
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 Independent schools – These schools not dependent on other departments as they are
financially strong as to providing higher education to their students. They are even not
taking any kind of help form National and local governments. They are not contributing
in ant kind of tax or tariff. They accepts donations from private sectors. This type of
schools are mainly funded through feed paid by children.
 Free schools – These schools are type of academy. It is non-profit making school and
funded by state government. They doesn't charges any fees for attending classes. Local
authorities doesn't have any control over it.
 Voluntary aided schools – It is a state-funded school in England and Wales. Trustees
like religious organisations bears the costs of these schools and these trustees have
controlled over it. Foundation and Trust schools – The owner of such type of institutions are the legal
authorities who are the part of current government. Foundation schools were founded
under the the act of School Standard and Framework 1998 in order to replace grant-
maintained schools, which was established by central government. (Hatcher, 2011).
 Community schools: This can be considered as the major category of state funded school
which ran slowly and independently with the help of Local Education Authority(LEA).
This type of schools are owned by local authority and in this staff are also employed by
local authority and people hired as per their skills and ability (Burgess, 2014).
1.3 Post 16 options for young people
With the change in the external environment the opportunities for students of age sixteen
has increased to a great extent. They can even leave the institution and can search for job in the
market or can continue their studies (Midtsundstad, 2015). With the advancement in the
economy young students now have more choices available with them as the government bodies
has started giving more attention to this age group with an aim of motivating more and more
youth to be a part of education or employment. The attention on children of post 16 has raised to
a high level in order to increase the living standards and quality of education in country as their
contribution is vital in
total GDP. By providing them chances to proof themselves government can enhance the capacity
of an individual. More training programs are made available through which the learning skills
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