ipl-logo

September Guarantee Scheme In The Uk

767 Words4 Pages

In the UK when young people finish their secondary education, they are given a variety of post 16 options. This came into effect with the September guarantee scheme in 2007 set up by the government. The role of the scheme was to give young people wider opportuni-ties and access to employment, education or training. For example, continue with studies through sixth form or college. Young people also have the choice of working a full time job or volunteering role. Another option thatâ€TMs available is apprenticeship courses which involves paid work placement for the specific course they are studying.
This scheme ensures that young people and adults encourages them to succeed and achieve their dreams by making courses and training available …show more content…

School governor are made up of at least 20 people who work as a team to meet goals and support the schoolâ€TMs educational system and improve ser-vices for example, personal issues, support groups and activities etc. The governors are selected based on the links they have with the community and local authority. They help bring new concepts to manage the school effectively and work closely within the commu-nity for example raise money for charity organisations to contribute to the society. The governors represent the support staff and work together to raise issues and concerns. This helps structure the school management and improve the system as a whole.
Senior management team is made up of a number of staff in the school with leading position like year leader, deputy head and head teacher etc. SMT deal with any concerns within the school and make important decisions. They meet up regularly to discuss important top-ics/issues and make plans to improve the school system or follow up a serious case. Senior management team work with other organisations, local authority to support the school system and protect the well-being …show more content…

They are friendly and approachable with a flexible attitude. Support staff support teaching and learning for all pupils including individualised programmes for pupils with SEN. For example, they work closely with the class teacher to produce resources, activities and action plan to improve the teaching. They abide by school policies and are role models to the children. They also provide support with behaviour issues in and outside the class.
Other statutory roles e.g. SENCO work in schools to monitor and ensure that children with SEN are getting the best educational needs and assistance they require. The SENCO has a huge responsibility by working and communicating with parents with SEN children. They also work closely with social workers and other professionals. SENCO also offers advice and support for other staff member and ensure that the school keeps up to date with personal and other relevant information with SEN children. SENCO ensure that SEN children are receiving the right provisions and opportunities. They are attentive and hold good knowledge of special needs children and education. They are keen on supporting children with SEN by providing a stimulating and welcoming environment for

Show More
Related
865 Words | 4 Pages

However, as noted above, the governors power to issue executive orders and appoint thousands of committee member, allows him to have an impact on the implementation of policies. Informal powers of the governor depend on the individual’s leadership style, personality and ability to effectively voice their concerns and issues. The governor chooses his staff and how it should be structured. He usually chooses people who share his views and that will be loyal.

Read More
688 Words | 3 Pages

He adds that there should be alternatives for further education,

Read More
1247 Words | 5 Pages

Politics also play a part in this dynamic on a large and small scale, from the board members who must campaign for their position to individuals engaging in self-promotion in hopes of improving their position. Legitimate formal power and direction comes from the top of the pyramid on down through the ranks. Perched at the top of the power pyramid are five elected county school board members and the county superintendent of schools. Below them are five assistant superintendents and at the next level down are a combination coordinators and program managers. Lastly, all other staff make up the base of this formation, having the least amount of influence and dependent on mid-level managers for resources, information and approval of decisions.

Read More
447 Words | 2 Pages

We believe that every child is entitled to an education no matter what background they are from. We encourage our staff to listen to the suggestions and needs of our children and take all matters seriously, building an inclusive community on trust and self-worth. The Salamaca statement and framework for action on special needs education 1994 (UNESCO, 1994) also states ‘Each child’s learning needs are different’

Read More
428 Words | 2 Pages

Children with special education needs being included in mainstream schools and support assistants who support them. 8. Every child matters 2003 and children act 2004 updated in 2010 to help children achiever more - support children from birth to 19 years old need to be healthy stay safe, enjoy and achieve, make a positive contribution and achieve economic well- being. We should also know the national legislation and codes in the work with children, ensuring have equal opportunity for all children through the curriculum. We need to aware the impact of prejudice and discrimination, showing we promote equality and diversity through our work, encouraging

Read More
650 Words | 3 Pages

Making Connections: “The Perfect Match” Assignment “The Perfect Match” by Ken Liu illustrates flaws in society that could potentially bring about its downfall; one of which includes the misuse of surveillance technology. In the article, “Not Big Brother, but close: a surveillance expert explains some of the ways we're all being watched, all the time”, by Ausma Bernot, a connection can be made between how Centillion and current governments, such as China, use surveillance to constantly monitor and control citizens. After being apprehended by Centillion for trying to bring down the corporation, Sai and Jenny wonder where their plan went wrong. The CEO of Centillion, Christian Rinn, responds by explaining how “the right algorithms were triggered”

Read More
1374 Words | 6 Pages

1A, The teacher and learning support practitioners works together but the main responsibility the teacher have in the classroom and also plan the lesson so that the teachers can measure individual child's progress and there achievement and give feedback to the parents and other member of the staff who involved. Teacher have responsible and make sure that the teacher teach and explain and give examples. people who have extra help they need to explain in more details. When the teachers has finish there teaching the lesson and children are doing the task or work the teachers must monitor the child's progress and observation and work weather they understood what they doing.

Read More
538 Words | 3 Pages

Special educational need supporter treats speech defects and disorders and encourages the ability to communicate. The speech therapist works in partnership with parents, teachers and other professionals involved, to help children develop their communication skills to the best of their ability, and reach potential both educationally and socially. For some children, particularly those with speech sound difficulties, this may involve weekly sessions for a period of them. For other children, input may be at the level of working with parents and professionals to set appropriate goals and monitor progress Assistive technology Health officer Paediatrician medical

Read More
1729 Words | 7 Pages

1.1 Describe how a learning support practitioner may contribute to the planning, delivery and review of learning activities. The learning support practitioner may contribute to the short-term planning of learning activities of the class. Since the support practitioners get to spend more time with a child, or a group of children who need extra help, they would give inputs about how to adapt the lesson to meet the needs of everyone. The support practitioners may also get involved in the delivery of learning activities by working with a child, or a group of children who need an additional support.

Read More
1476 Words | 6 Pages

Schools also need to be more involved as far as making sure this support is given. Social workers play a vital role in promoting positive outcomes for children by providing support, counseling, and advocacy services that address the unique needs of each child and family they

Read More
710 Words | 3 Pages

Many students desire to go to college after high school. They aspire to get into their dream school, perhaps even an Ivy League school, and have higher education. However, with that dream, the rising cost of college may discourage students from attending, especially with apprenticeship programs being another option. Regardless, apprenticeship programs don’t offer a viable alternative to attending college. Colleges provide knowledge that many apprenticeships don’t have.

Read More
299 Words | 2 Pages

In March 2007 the Green Paper: ‘Raising Expectations: Staying in Education and Training Post-16’ discussed the rationale and proposals for Raising the Participation Age (RPA) to 18. Raising of the Participation Age (RPA) allows young people to be able to choose from post 16 options, dependent upon which option is suited to their individual needs and requirements. These options include, Full-time Education such as school 6th form, a college or a Foundation Learning provider; young people must be in education for at least 540 hours a year; an apprenticeship; a full time, paid job while receiving training for a recognised qualification or work with training. If employed, self-employed or volunteering full time which equates to 20 hours or more

Read More
470 Words | 2 Pages

That way the student/children don’t have to worry about having insufficient money, they will have the desire to complete their education instead of looking for a part-time job that may conflict with their

Read More
1690 Words | 7 Pages

Schools need to provide students with resources such as an RA or SNA (Special Needs Assistant) to students or teachers that want or need one. They also need to provide specific framework for students such as IEPs etc., allow pre-entry contact for pupils and parents, and create a strong relationship with parents based on constant communication. If schools can effectively provide these resources for students with special needs, the transition from Primary to Post-Primary education can run smoothly and create great educational experiences for these

Read More
733 Words | 3 Pages

Their roles is to plan, coordinate, schedule, and evaluate curriculum and instructional outcomes within a secure, positive, and enriched inclusive classroom environment. Their main responsibility is to provide instructional schedule and long range plan information. On the other hand, special education teachers have to design their lessons plans to fit each of the individual’s needs. Their main role is to provide instruction and support which facilitate the participation of students with disabilities in special education classrooms, but also in regular education classrooms. Their principal responsibility is to serve as case managers and be responsible for the development, implementation, and evaluation of their students.

Read More

More about September Guarantee Scheme In The Uk

Related Topics

Open Document