Unit 302

In the UK all children aged between 3 and 4 years have the right to receive the minimum of 15 hours education which can be used between 3 and 5 days per week. There are many ways that this can be provided.

Describe the characteristics of the different types of schools in relation to educational stage(s) and school governance

Every Child Matters Framework which is currently in the process to be changed is part of the Children Act 2004; it is a piece of legislation which has and influences planning and provisions of learning opportunities. The Every Child Matters ensures that settings provide quality of children’s and young people’s play and learning.This supports children from birth to 19 years. When practitioners plan, they should relate their work to the five outcomes for children; be healthy, stay safe, enjoy and achieve though learning, make a positive contribution to society and achieve economic

The article then goes on to explain how in 1999 new curriculum guidance was introduced in the UK which was entitled ‘Early Learning Goals’. It was later developed to bring in six learning areas and stepping stones that led each child towards an early learning goal. Soler and Miller (2010) research this statement further and write, that in structuring the curriculum and its assessment in this manner, the policy makers have made assumptions about where the levels begin and end for all children.

This Act transferred the responsibility of children with special educational needs looked after by the health service to the local authority and as a result many special schools were built.

Children Act 2006 – Is an Act that defines the new duties imposed on the Local Authorities in respect to improving the Every Child Matters outcomes for pre-school children. The Act also defines new rules in relation to childcare for working parents as well as parental information services. It is aimed at improving the well-being of young children. It emphasises the importance of safeguarding children and young people within an educational setting. If a child discloses neglect or abuse; an establishment should have instructions to help the child. This could be referral to an outside organisation or internally.

There are four types of mainstream state schools funded by local authorities which are known as maintained schools. They all follow the National Curriculum and are inspected by Ofsted (the government’s Office for Standards in Education, Children’s Services and Skills).

Child Act 1989- “the Children Act 1989 aimed to ensure that the welfare of the child was paramount, working in partnership with parents to protect the child from harm” http://www.careandthelaw.org.uk/eng/b_section2 appendix 3

Foundation and trust schools are mostly run by the school governing body, they will call the shots on the school admission policy with the local education authority.

Coordinated admissions aim to ensure that as far as is practical, every child in a local authority area who has applied in the admissions round receives a place. And with the exception of grammar schools, who do not have to take pupils who are not up to scratch academically, schools must take all comers. Even those with challenging behaviour. Youngsters with special educational needs who don’t have a statement are treated in the same way as everyone else although this may sometimes require reasonable adjustments for them in the school or particular support for any special educational needs, as defined in the Disability Discrimination Act 1995.

The ‘Children’s Act 2004’ was continuously updated and developed into the ‘Children’s Act 2006’. This act states that all settings have to follow the Early Years Framework Stages (which were renewed in 2012). The Early Years Framework Stages (EYFS) is aimed to fulfil the five aims of ‘every child matters’ and the previous children’s act of 2004. The intentions are to achieve these aims by setting standards, promote equal opportunities and through a framework of partnerships, improve quality and consistency and lay secure foundation for all learning and development, present and future. By improving the quality the service and experiences are improved for all children and families. Safeguarding children is a vital part of improving all childcare services/settings.

Are run by the local authority, which employs the staff and owns the building and/or the land and also decide on the admissions criteria. They promote strong links with the local community and may use the school facilities for local groups such as adult education or childcare classes.

     The government does not fully provide funding for each school district since public schools are funded through property taxes (“Public”, 1). Therefore, the amount of money for

City Technology Colleges & Academies – These are secondary schools funded & monitored by the Department of Education. Academies can also accept funding from private sources. Our current government are looking to expand the academy scheme by encouraging schools to convert to academy status.

Department for Education (DfE), (2003a), ‘Every child matters’, [online] Available at webarchives.nationalarchives.gov.uk (Accessed 17 February 2014)