This is junior stage and teaches children in year 3, year 4, year 5 and year 6. â€¢ Key stage 3: Key stage 3 is for children aged 11-16. This is secondary school and teaches children in year 7 to year 11. There are many different types of schools. The different schools are: Mainstream schools: All children in England aged 4-16 are entitled to a free school pace. Mainstream schools follow the national curriculum set by the government and have Ofsted Inpectionâ€TMs.
The most important current legislation and regulation in UK are Childrenâ€TMs Act 2004, Childrenâ€TMs Act 2006 and Lord Lamingâ€TMs report. It means that all professionals and everyone who is care of children and young people must be aware of the legal aspects. It also gives guidelines to schools and agencies how to deal with problems and issues relating to children. Childrenâ€TMs Act 2004 â€“ it was established to offer legal groundwork to the Every Child Matters document for the care and support of children. These include for example: children should be healthy, be safe in their environments, to make positive contribution to the society or be supported to enjoy life.
Burgmann Anglican School strives to provide a supportive and inspirational environment that seeks to develop students ' full intellectual and personal potential. Parents are encouraged to be involved in the life of the school and take on a partnership role to enhance the education of their children. We are a co-educational independent school located in Gungahlin, ACT with two campuses. The Valley Campus caters for students from 3-year-old Preschool to Year 5 and Year 9 to 12 while the Forde Campus caters for 3-year-old Preschool to Year 2 and Year 6 to 8. Our school is divided into four sub-schools: Early Childhood: Preschool - Year 2 Junior School: Year 3 - Year 5 Middle School: Year 6 - Year 8 Senior School: Year 9 - Year 12 There
From the age 5-11 your child will attend primary school. This is the first form of education known as primary education. There will be one teacher responsible for the work and support staff also known as teaching assistants usually. These schools are normally local and within walking distance (your catchment area). They are normally mixed sex schools.
Their goal is to achieve excellence in education and skills for learners of all ages. Ofsted report directly to Parliament and are independent and impartial. They have responsibility for inspecting maintained schools and academies, some independent schools, and many other educational institutions and programmes outside of higher education, inspecting childcare, adoption and fostering agencies and initial teacher training, publishing reports of their findings so they can be used to improve the overall quality of education and training, regulating a range of early years and children’s social care services, making sure they’re suitable for children and potentially vulnerable young people, reporting to policymakers on the effectiveness of these
UNDERSTAND HOW TO SAFEGUARD THE WELLBEING OF CHILDREN AND YOUNG PEOPLE Outcomes 1.1, 1.2, 1.3, 1.4, 1.5 - By the end of these outcomes you will understand the main legislation, guidelines, policies and procedures for safeguarding children and young people. 1.1 & 1.3 Outline current legislation, guidelines, policies and procedures within own UK Home Nation affecting the safeguarding of children and young people (500 words approx) Answer: Using the headings provided, describe the key points of each of the following guidelines and legislation and analyse how these guidelines affect the day to day work with young children • The Children’s Act 1989 Requires childcare organisations (including any organisation concerned with the supervision of children) not to offer employment involving regular contact with children, either paid or unpaid, to any person listed as unsuitable to work with children on the Department of Health list and the Department for Education and Employment’s List 99. The disclosure barring checks acts as a central access point for criminal records checks for all those applying to work with children and young people. This could be reflected in how organisations vet their employees and check for references and DBS certificates. •
Common Core is the federal government’s largest attempt to establish nationwide educational standards for all students in all grade levels in the subjects of reading and math. Proponents of Common Core argue that the standards ensure that students are ready for college or career success upon high school graduation. The standards can also serve as a diagnostic tool to gauge the academic standing of individual students, schools and districts. Resources can be better allocated towards individuals and schools that may be underperforming. Progress can be measured by assessing the extent to which individuals and schools meet the standards.
The EYFS is a background for all young children from birth right through the end of reception year in all types of early year’s provision. For example, a nursey, childminders and reception class in schools. This is by bringing together the welfare, learning and development needs also the EYFS was planned to raise the standards and to improve more access and positive experiences for all children in the early year’s sector. Hughes and Doherty (2009) explain that the EYFS was intended to promote standards and increase access to confident involvements for all children. It includes children’s safety and welfare desires, learning and development requirements.
Early Years teachers have independence in the activities which they plan for nursery classes, they ‘plan and prepare activities and materials’ (nationalcareersservice.direct.gov) such as, colouring or singing/dancing activities and pick what type of resources used on a day to day basis, meaning they are able to make professional decisions about their actions to an extent. However, Early Years teachers are still required to follow the National Curriculum and have managers such as Headteachers therefore, they do not have full independence within what they can teach, which restricts the level of which they are autonomous practitioners. Autonomy comes with accountability and responsibility, although Early Years Teachers have little autonomy, they still have responsibility and can be held to account because they have responsibilities detailed within their job role. For example, they are responsible for safeguarding children in their care. They also have a responsibility to follow the Policies and procedures of the school, which are outlined in their contract of employment and in their professional codes of practice.