Comprehensive Report: Schools as Organisations, Unit 2 Insights

This report provides a comprehensive overview of schools as organizations, covering key aspects of the UK education system. It begins by summarizing the entitlement and provision for early years education (0-5 years), outlining the different types of schools based on educational stage and governance. The report then explores post-16 options for young people and adults, including A-levels, apprenticeships, and vocational training, along with relevant legislation. It delves into the strategic purposes of school governors, senior management teams, teachers, SENCOs, support staff, and teaching staff, as well as the roles of external professionals such as educational psychologists, speech therapists, physiotherapists, and behavior support teams. The report further examines how a school's ethos, mission, aims, and values are reflected in its working practices, including evaluation methods. It summarizes laws and codes of practice affecting schools, roles of regulatory bodies, and the importance of school policies and procedures. The report also outlines the roles and responsibilities of national and local government for education policy, the role of schools in national policies, and the impact of other organizations working with children and young people.

Unit 2 – Schools as
Organisations

Table of Contents
INTRODUCTION...........................................................................................................................1
Main Body.......................................................................................................................................1
1.1 Summarise entitlement and provision for early years education (0-5 years) in the UK.......1
1.2 Explain the characteristics of the different types of schools in relation to educational
stage(s) and school governance...................................................................................................2
1.3 Explain the post-16 options for young people and adults.....................................................2
2.1 explain strategic purpose of:.................................................................................................3
2.2 Explain the roles of each external professionals who may work with a school....................4
3.1 Explain how the ethos, mission, aims and values of a school may be reflected in working
practices.......................................................................................................................................5
3.2 Evaluate methods of communicating a school’s ethos, mission, aims and values...............6
4.1 & 4.2 Summarise the laws and codes of practice affecting work in schools........................6
4.3 Explain the roles of regulatory bodies relevant to the education sector which exist to
monitor and enforce the legislative framework..........................................................................7
5.1 Explain why schools have policies and procedures..............................................................7
5.2 Summarise the policies and procedures schools may have...................................................8
5.3 Evaluate how school policies and procedures may be developed and communicated.........9
6.1 Summarise the roles and responsibilities of National and Local Government for education
policy and practice......................................................................................................................9
6.2 Explain the role of schools in national policies relating to children, young people and
families........................................................................................................................................9
6.3 Explain the roles of other organisations working with children and young people and how
these may impact on the work of schools.................................................................................10
CONCLUSION..............................................................................................................................10
REFERENCES..............................................................................................................................11

INTRODUCTION
Schools are one of major organisations that are needed to be taken in consideration for
better development and well-being of society. The schools are major institutions that help in
developing future of a nation. They provide basic and elementary education and lay down
foundation of a well behaved and educated individual. This report will lay emphasis on various
entitlement and provisions for early year of education. The characteristics of various schools and
post 16 options for young audience are also discussed. Strategic purpose of various officials and
professionals working with schools is been analysed. Various ethos, aim and objectives are
reflected and communicated to develop a better understanding in this report. Various laws and
code of conducts are practised and roles of different regulatory bodies are discussed as well.
Importance of policies and procedures are focused upon and Their relations with various
operations are stated here. Roles and responsibilities of local and national authorities as well as
policies related to children and elders are studied along with explaining role of or organisation on
young students.
MAIN BODY
1.1 Summarising entitlement and provision for early years education (0-5 years) in UK
The provision of education at early year's foundation stage (EYFS) is highly prominent in
UK. The government as well as authorities will see through effective handling of operations that
will help in better management of business activities that are been followed by organisation. It
provided 15 hours of free childcare to every child.
A vivid range of services are followed in firm that helps in better improvement of wide
range of operations and actions. Some major services that are provided by enterprise is
successful delivery of 15 hours of childcare services, funding education at EYFS to support
better physical and mental development of child (Muijs, 2015).
The department of education funds 15 hours of free child care for children's of age group
3 and 4 years old and for 2 years from disadvantaged family. Besides this, department also see
through funding of childminders and nursery schools in UK.
The early year's education policies and EYFS criteria was first implemented in year 2008
and was further mandated in year 2017 which derive structural framework of learning at initial
stage of children.
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1.2 Characteristics of different types of schools in relation to educational stage(s) and school
governance
Various schools are taken in consideration by authority and department to ensure better
imparting of educational services to a wide number of audience. Some major schools in
governance system are:
Academies: They are been set by sponsors and businesses and are independently
managed schools that help in better development of educational
services. They are kept under governance by local educational
authority.
Independent school: They have their own curriculum and admission policies which are
decided by head masters and governors. This schools are funded by
parents as well as from investments and charities. They are required to
be registered by department of education.
Specialist schools: Also, known as special education needs (SEN) schools, they ensure
better support of actives groups and they provide primary as well as
secondary education to their students (Hodges, 2014).
Community schools: They are owned and run by a group of people or local authority and
supported by various groups. They have their own admission policy
and primly used by local people.
Voluntary schools: They are voluntary aided or wilfully controlled organisations that are
looked after by local authority or a religious and peoples group. y have
their own staff that are basically funded by charity. For instance:
convent or missionary schools.
State schools: It is owned by government. The education is free but they charge fees
for boarding services. They provide educational services to students as
per their requirements and suitability for boarding. For example:
government schools.
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1.3 Post-16 options for young people and adults
In UK, re are vivid sources of provisions for people from age group 16 and above i.e.
puberty and early adulthood. Some major provisions in which individuals can get education post
16 of ir age are:
 A level: Known as advance level, it is a generalised qualification that makes individual
qualified for employment and also eligible to apply for universities. It further helps in
better management of their eligibility for vocational qualification (Montgomery and
Kehoe, 2016).
 Apprenticeship: It helps in gaining proper exposure to learn job related activities and
improve core knowledge and skills. This allows an individual to learn work and get paid
while learning. It also improves person’s chance to get proper job at end of training
period.
 Vocational training: It involves gaining of technical specifications and application of
generalised knowledge that individual gains during his/her A level. The person learns
about real life situations and improves his qualification by choosing vocation subjects,
courses and learning through apprenticeship (Hodges, 2014).
Various legal obligations are taken in consideration which support growth of post 16
educational criteria. Some major educational measures are:
 Education and skills act, 2008: It guidelines local educational authority to ensure a
better functioning and exercises to promote education and participation in training.
 Apprenticeship, skill, children and learning act 2009: It ensures that educational
groups and local authority see through educational requirement of an individual to have a
full time educations and Their requirements related to it by age of 19 years.
2.1 explain strategic purpose of:
 School Governors: They are overseer of school and have different roles like providing
institution with clear vision and guidance to carry out educational activities, holding
head teacher and or staff to maintain educational performance of school, overlook
financial resources and funding obtained by schools and well spending of money gained
(Godfrey, 2016).
 Senior management Team: also known as SMT, they consist of head teacher, deputy
head teacher, core subject coordinators and young group leaders. They see through the
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safety of the work environment of school building and ground, proper maintenance of
infrastructure, sustaining the quality of education in school and rectifying the issues
related to it.
 Teachers: they are the most important part of the educational institution and see through
the proper imparting of education, instructing students, supervising them, performing
their tests and perform other miscellaneous roles and duties. In case of SEN schools, they
look after the better and special attention to the kids with special needs (Montgomery and
Kehoe, 2016).
 SENCO: it stands for special education needs co ordinator. They are responsible for the
execution of SEN schools. It is like the additional support to the pupils with the special
needs and coordinate with the educational psychologist that will help in the better
handling and meeting of targeted goals. They perform the assessment, administration and
support of SEN.
 Support staff: the support staff in a school will help the firm to see through the better
handling of vivid activities and operations. They will see through the better providing of
safe ad supportive environment by the supportive staff. The students will interact with
support staff for school day, and other events. They send positive message to students
(Liljenberg,2015). It is important for a school to have the support staff as they help
the other staff members within the educational organisation or school to carry out
the teaching and other activities much effectively.
 Teaching staff: the teaching staff will help in the better handling of the operations which
are been taken in thought process by the teachers at a school. They assist the teachers in
their functions and activities which will help in better rise in compatibility. They also
reduce the burden on teachers.
2.2 Explain the roles of each external professionals who may work with a school.
Various external professionals that are associated with the work in school are:
 Educational psychologist: they are the professional which work with local authorities to
provide a good learning environment and help the young adults and children's to attain
their full potential. They work with schools to cater the psychological needs of students.
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 Speech and language therapist: also known as SLT's, they are the health professional
which see through the solution of the problems faced by students regarding speech and
language, in a school. They work with teachers and other professionals to gain a good
idea about the language and communication needs of children's (Hodges, 2014.).
 Physiotherapist: their main role in a school to tackle and treat the students with
movement difficulties, disability and illness. It will help the individual person with the
physical movement and intervention, advice and support. They will coordinate with
teacher, parents and schools to look after their duty.
 Behaviour support team: Also known as the behavioural and educational support
team(BEST), they will look after the behaviour management in mainstream schools and
academics. This group will look after the better handling of the operations that includes
the functions of changing the challenging behaviour of the students at the educational
institution. This will help the educational firm to plan their educational strategies.
 Education welfare officer: also known as EWO, he will coordinate with parents and
teachers in order to find that the proper and suitable, full time education at school and
encourage the students to maintain the complete attendance. They work in coordination
with head teacher and other senior staff.
 School nurse: a school nurse is the authorised medical person that help in looking after
the health and well being of a student at the educational institution. They will look after
the well being and meeting of the health and educational requirements of the students
(Hogan and Stylianou, 2018).
 School improvement partner: They act as the professional friends to a school and help
the management of the education institution to adopt the suitable and appropriate
measures in order to improve the effectiveness of the educational institution. They will
see through overall development of the school or academic organisation. They will also
provide better support to SIP in school.
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3.1 Explain how the ethos, mission, aims and values of a school may be reflected in working
practices.
The working practices of the organisation will showcase its missions, aims, values and
ethos in better way. These elements will help in the better handling of the operations at the
schools this will not only been reflected in the activities of the organisation but will also been
visible in the educational policies and procedures that are been followed by the firm. For
exampole St. Joseph high school will show case following elements:
 Ethos: the ethos are the morals and the etiquettes that are been showcased and well
elaborated by the educational institution that will be effectively showcased by the
organisation in a way (King, 2017). The learning and supportive atmosphere of an
educational institution that will help in the better presentation of the ethos or ethics in
general. This will be visible in various functions of school like prayers, medium of
instructions and policies.
 Mission: the mission of the firm is to provide its students with effective and supportive
environment that will make the students feel valued and develop their full potential to
meet the requirements of life in a better way. The educational policies and activities that
are been followed by the organisation (Muijs, 2015).
 Aims: the major aim that will be set and followed by the school is to make its every
student well literate and numerate, have high values and ethics. Besides this, they should
be able to understand their responsibilities towards oneself and society and develop
themselves physically, mentally emotionally and spiritually. This will be reflected and
will be visible in the educational institutions teaching practices.
 Values: the values of the school will cover the non negotiable components like diversity
truthfulness and discipline which will improve the performance of the organisation in a
better way. They will help in the better management of the education operations that are
been followed by the organisation.
3.2 Evaluate methods of communicating a school’s ethos, mission, aims and values.
The educational firm will look after the better showcasing and displaying of the
operations that will help in the better growth and development of the organisation. The ethos or
ethics, missions, aims and values that are been followed by the firm will help in the organisation
that support a good rise in capability and operational functionality of the organisation (Le
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Huérou, 2015). This will be communicated by the form of the various policies and operations
that are been followed by the organisation for the better imparting of education and improvement
in the learning processes. This will also motivate the organisation and its staff to follow the set
code of conduct and policies that supports a good management of the interaction between the
school authority and their students.
The various methods or components that are been analysed and accessed by the
organisation will help in the effective and better growth of the organisation. The ethos that are
been followed by the organisation will help the enterprise to met the operational capability of the
organisation in an effective and better way. This will help the organisation to meet the targeted
goals and maintain the ethicalness of the educational entity (Taylor, 2015). On the other hand,
the mission and aims will motivate and guide the firm to handle the activities in a better way.
While the values will improve the performance and support the maintenance of the standards that
are been followed by the organisation. Some major ways of communication the above discussed
measures are:
 setting code of conduct: this is the most effective way of communicating above
discussed measures. Its major advantage is that it leads to have a discipline within the
school, however the biggest drawback is that its is susceptible to denial and misused.
 Communicating through the staff: this is also an effective measure of interaction above
discussed measures. It helps in keeping the check over the activities within the school.
However the misinterpretation by a staff member can lead to conflicts.
4.1 & 4.2 Summarise the laws and codes of practice affecting work in schools.
Various laws and legal measures are been followed by the organisation or educational
institution that will support a good execution of the different operations and activities in the
organisation, which will help in better management of the actions and activities (Lewis and
Taylor, 2014). Some legal measures that are been followed are :
 Children's Act: it involves the commissioning of a child inspector who will look after
the well being and effectiveness of the children and young people by local authorities and
schools. This will help the fir to have a good welfare of the children's or students
within the educational institute.
 Every child matters: the will impact the practices as it will cover all the children in need
regardless to gender, class, race and religion and provide them with better education and
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health care services (Dew, 2017). this will help the organisation to get the effective
placing of the business operations and thus will lead to carry out the wide range of
operations in an effective way within a school.
 Equality Act 2010: this act will help in establishing the equality and thus will support a
good management of the operations that will support a good management of the
operations that will support a good rise in the compatibility and meeting of the targeted
goals and operations by treating everyone equally. This will lead the organisation to
treat every child equally without any sort of discrimination on the basis of various
grounds like colour, reigion or nationality.
 Freedom of Info Act: this will facilitate the better realise and gaining of the information
on the partial or complete level. It will help in better planning of the child care and
welfare practices. This makes the school liable to provide the proper information
related to the child to its guardians or parents in an effective way.
 SEND Code 2015: it facilitates the providing of effective health care, support and
education to the individual with special needs till the age of 25 years regardless to
nationality, gender and race or religion in UK (Toom, Pyhältö and Rust, 2015). this will
ensure the proper and effective growth of a child in much effective manner.
 UN Convention Rights of the Child: it is the general set of polices related to the child
care and welfare that is been developed by United nations and set the civil, political,
economic, socio cultural and cultural rights of children all over the world. It is also
applicable in UK. This will provide the international liability on a school to maintain
the basic rights of a child and thus will help the organisation to enhance the quality
of educational activities.
 Health & Safety at Work: this will ensure the proper safety of the individual at the work
place and provide him a better support in case of any accident. It will help the firm to
provide the proper health and safety services to a child at school or educational
institution.
 Working together to Safeguard Children: it is a statutory guideline that will help in the
better rise in the capability and meeting of the targeted goals and provide the better
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safety, care and education to children's in UK. It will help the firm to provide the
effective placing of the safety measures within the firm.
4.3 Explain the roles of regulatory bodies relevant to the education sector which exist to monitor
and enforce the legislative framework.
Various regulatory bodies that monitor and enforce the legal measures are:
 Health & Safety Executive: it is the legal body that is responsible for the
encouragement, regulation and enforcement of the various measures like health at
workplace, welfare of the employees or individuals and other sort of the occupational
risks that prevails in UK (Zuber-Skerritt, Fletcher and Kearney, 2015).
 School specific regulatory bodies: various school level regulatory bodies like National
College for Training and Leadership and Independent Schools Inspectorate, OFSTED
will help in better rise in the effective of development of a good leadership and imparting
of proper training to an individual. This will help in proper betterment of the school
students.
 Teaching Regulation Agency: it is the firm which has superseded the National College
for Training and Leadership and the Teaching Agency. It helps the organisation to have a
good placing of the teaching practices that are bee taken within the firm. It plays a very
significant role in keeping a check on various independent schools in UK.
5.1 Explain why schools have policies and procedures.
At the school level, it is necessary to have certain policies and procedures that help in the
better rise in the effectiveness of the organisation. The rules and regulation along with the code
of conduct help in developing a good quality and quantity that will help in better rise in the
customer satisfaction level and thus will support a better rise in operations or educational
activities at a school or academic firm. This saves times and provide the better idea about the
method to execute the business activities (Gu and et.al., 2016). the major reason of a schools
having the policies and procedures will help the firm to have a good growth and thus will lead to
the effective and appropriate carrying out of the various educational activities and operations in
an effective way. Besides this it is important to maintain the decorum of a school.
5.2 Summarise the policies and procedures schools may have
Staff: it involves:
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 Pay Policy: the staff of the school will be paid as per their skills, experience and ability,
on regular intervals.
 Performance management policy: the regular management and assessment of the
performance of the employees will help the school authority to provide better handling of
the operations performed by them.
 Grievance policy: this will help the employees to share their problems or issues that are
been faced by them at work place in a very effective manner.
Pupil Welfare:
 Safeguarding policy: this policy will involve the regulations that will ensure the better
safety and well being of the individuals or student in an organisation.
 Health and safety policy: it maintains the health and safety standards of a student at a
school (Bloom and et.al., 2015).
 Drugs awareness policy: This will prohibit the use of drugs at the educational
institution.
 Behaviour management policy: this will help in maintaining the better behaviour to be
followed by the organisation.
 Personal, social, health and economic education policy: this will facilitate the proper
handling of the operations that will help in the superior growth and development of the
operations on the personal, social, health and economic education services.
 Anti-bullying policy: This policy will help in the prevention of bullying practices at an
educational institution.
Teaching & Learning:
 Literacy policy: it will ensure that all the students are able to read and write.
 Numeracy policy: it will ensure that all the students in an educational firm are able to do
mathematical operations and counting.
 Early years policy: it will ensure that proper education is provided to a child in the early
years foundations stage (EYFS) level.
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