September Guarantee Scheme In The Uk

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

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

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