Identofy the Main Types of State and Independant Schools Essays

Identofy the Main Types of State and Independant Schools Essays Identofy the Main Types of State and Independant Schools Essay Identofy the Main Types of State and Independant Schools Essay 1 Identify the main types of state and independent schools. * Primary * Grammar * Comprehensive * Religious * Voluntary aided * Voluntary controlled * Specialist * SEN * Academies 1. 2 Describe the characteristics of the different types of schools in relation to educational stage(s) and school governance. Primary, Secondary and Grammar schools are all governed by the Local Education Authority (LEA). These schools determine their own admissions policy. Local groups such as childcare classes and adult education may develop the use of the school facilities. Foundation schools (such as religious schools) are not run by the LEA but by their own governing body. This governing body determines its own admissions policy in consultation with the LEA. The governing body or a charitable foundation will own the schools, the land and buildings. As these schools are not governed by the LEA they have to buy in any support services. The decision on becoming a trust school will be made by the governing body and consultation with parents. There are two types of voluntary schools, voluntary aided and voluntary controlled. Voluntary aided schools are mainly faith or religious schools although pupils of any religion can attend. Much like a foundation school they are run by their own governing body, although the buildings and land are normally owned by a charity or organisation. These schools are funded partly by the LEA which will provide support services. Voluntary controlled schools are very similar to voluntary aided schools, although they are funded and run by the local authority. The local authority will employ the staff and provide support services. A charity, which is often a religious organisation, will usually own the land and buildings. Specialist schools are generally secondary schools that have applied for specialist status to develop one or two subject specialisms. They will receive additional funding from the government for this. Special schools can also apply for specialist school status to be given for a special educational needs (SEN) specialism under one of the four areas of the SEN Code of Practice. (Burnham etal, 2010, page 73) Academies are set up by sponsors from businesses and are independently managed schools which jointly fund the buildings and land. They are not maintained by the LEA but have close links with it. Private Independent Schools are funded by fees paid by parents and also income from investments, gifts and charitable endowments which sets them apart from the local authority. This means that just over half of independent schools have charitable status, meaning they can claim tax exemption. The Head Teacher and governors decide on the admissions policy and they do not have to follow the National Curriculum. These schools are obliged to register with the Department for Education (DfE) so that they can be monitored on a regular basis by the Independent Schools Incorporate (ISI) 2. 1 Describe roles and responsibilities. School Governors School Governors are made up of a variety of different people who will link somehow to the school and also the local community. They are generally in a team of 10 to 12 people and they have the responsibility of running the school. In addition to the Head Teacher there should be at least one staff governor and at least one parent governor. There can also be a support staff governor. There will also be a local authority (LA) governor who will be appointed by the LA, and a local community governor who generally works or lives in the community served by the school. Governors work closely with the Senior Management Team and the Head Teacher. Governors are based on various committees which are responsible for various areas of school management for example, personal issues or the school site. They will meet in the committees and then report back to the full governing body. Their main duties are: to set aims and objectives for the school. * to adopt new policies for achieving the aims and objectives. * to set targets for achieving the aims and objectives. (Burnham etal, 2010, page 74). Senior Management Team The schools SMT (sometimes known as Senior Leadership Team) works closely with the Head Teacher. In a primary school the team will usually consist of more experienced staff who have management positions (i. e. Deputy Hea d, SENCO and Foundation Stage Leader. In a secondary school it may also include a year group leader or subject area leaders. During their meetings which are held on a regular basis they discuss any arising issues and make decisions concerning implementation of the school improvement plan and the running of the school. It is also their duty to discuss how best to share this information with teachers and support staff. SENCO Having a Special Educations Needs Co-ordinator in a school is a legal requirement along with a Head Teacher and a Deputy Head. Another statutory role in a primary school is a Foundation Stage Manager. The SENCO is responsible for monitoring and managing the provision for pupils with pecial educational needs. Their duties will include liaising with other professionals and parents with regard to pupils with special educational needs, providing support and advice, ensuring that all relevant background information about individual children with special educational needs is collected, updated and recorded, ensuring Individual Education Plans are in place. An Individual Education Plan has targ ets and planned strategies that are implemented for pupils with special educational needs. Teachers Every teacher has the responsibility for the preparation and planning of the curriculum for their class. This will usually be for all subjects under the National Curriculum in a primary school. They will also usually have another area of responsibility in the school such as being a member of the senior Management Team. In every school each subject will need to be represented so there is a person responsible for it. In smaller schools that have fewer teachers, staff may be responsible for two or three subjects each. They will need to know of any developments to the curriculum in their area and in staff meetings feed back this information. The local authority will arrange subject leader forums which they will be expected to attend. They will also need to be available to offer support and advice to other teachers in their subject and also teach pupils in accordance to their educational needs, together with communicating and consulting with parents. Teaching Assistant A teaching assistant will be strongly guided by the teacher. They will be expected to plan and prepare work alongside the teacher, assess pupils work, support learning activities as directed by the teacher, report any queries or problems to the teacher, and to give feedback to the teacher after planned activities. Other Support Staff There are a number of other support staff roles that ensure the effective running of a school such as midday supervisors who ensure the smooth running of eating areas and playgrounds, care takers who ensure the school and its grounds are clean and safe, office staff who deal with the administrative ide of things within a school, late arrivals etc. 2. 2Describe the roles of external professionals who may work with a school. Schools have a wide range of external professionals who work on a regular basis such as: Educational Psychologist These are allocated through the local Special Educational Needs department and will provide assessments and observations to pupils who have additional needs. Speech and Language Ther apist Most Speech and Language Therapists (SLT) are based an at alternative location outside the school but will come into school to work with children, teachers and parents. They will work with pupils on speech, language and communication problems. Specialist Teacher Specialist teachers may attend schools for a variety of different needs such as behaviour support, social and communication needs for example autism, and English as an additional language needs. They will offer advise and support to pupils. Education Welfare Officer The Education Welfare Officer (EWO) is usually based within the local authority. They visit schools and work with the Head Teacher monitoring pupil attendance and providing support around absenteeism if there are any issues. They are also involved in working with parents to help and support excluded pupils on their return to school. School Improvement Partner School Improvement Partners (SIP) work alongside the local education authority and support Head Teachers at looking at ways of developing the school through both the school self-evaluation (a document that looks at and evaluates the school’s progress) and pupil attainment and progress. Academic factors are focused on as well as looking at extended school provision (out of school activities such as after school, breakfast clubs) and parent liaison. Physiotherapists/Occupational therapist Although these healthcare professionals do not work in schools they may be asked to attend for meetings and discussions relating to pupils who they see outside school. Teachers may also visit schools other than the ones they work in for meetings such as ‘cluster groups’. These are useful meetings and are to encourage teachers who have similar roles to meet and discuss their ideas and practices. 3. 1Define the meanings of Aims and Values. Aims Most schools will have their particular aims/visions within their prospectus and in other school literature. It will state what the school sets out to achieve and is usually set by the Head Teacher, with input from staff, parents and the community. Values The values of a school can be described as it’s moral code or ethos in which pupils as well as staff are expected to adhere to. Although each schools values may differ slightly they will generally include things such as respects for self and others, respects for property etc. Bibliography Louise Burnham, Brenda Baker, 2010, Supporting Teaching and Learning in Schools, Level 2 Certificate, Harlow, Essex, Heinemann. www. direct. gov14. 10. 12

Indias Look East Policy

India's Look East Policy India’s Look East Policy India’s Look East Policy is an effort being made by the Indian government to cultivate and strengthen economic and strategic relations with the nations of Southeast Asia in order to solidify its standing as a  regional power.  This aspect of India’s foreign policy also serves to position India as a counterweight to the strategic influence of the Peoples Republic of China in the region. Initiated in 1991, it marked a strategic shift in India’s perspective of the world. It was developed and enacted during the government of Prime Minister  P.V. Narasimha Rao  and has continued to enjoy energetic support from the successive administrations of  Atal Bihari Vajpayee, Manmohan Singh and Narendra Modi, each of whom represents a different political party in India. India’s Pre-1991 Foreign Policy Before the fall of the Soviet Union, India made scant efforts to foster close relationships with the governments of Southeast Asia. There are several reasons for this. First, due to its colonial history, India’s ruling elite in the post-1947 era had an overwhelmingly pro-Western orientation. Western countries also made for better trade partners as they were significantly more developed than India’s neighbors. Second, India’s physical access to Southeast Asia was barred by Myanmar’s isolationist policies as well as Bangladesh’s refusal to provide transit facilities through its territory. Third, India and the Southeast Asian countries were on opposing sides of the Cold War divide.   India’s lack of interest in and access to Southeast Asia between its independence and the fall of the Soviet Union left much of Southeast Asia open to China’s influence. This came first in the form of China’s territorial expansionist policies. Following Deng Xiaoping’s ascent to leadership in China in 1979, China replaced its policy of expansionism with campaigns to foster extensive trade and economic relations with other Asian nations. During this period, China became the closest partner and supporter of the  military junta  of Burma, which had been ostracized from the international community following the violent suppression of pro-democracy activities  in 1988. According to former Indian Ambassador Rajiv Sikri, India missed a crucial opportunity during this period to leverage India’s shared colonial experience, cultural affinities and lack of historical baggage to build strong economic and strategic relations with Southeast Asia. Implementation of the Policy In 1991, India experienced an economic crisis that coincided with the fall of the Soviet Union, which had previously been one of India’s most valued economic and strategic partners. This prompted Indian leaders to reevaluate their economic and foreign policy, which led to at least two major shifts in India’s position toward its neighbors. First, India replaced its protectionist economic policy with a more liberal one, opening up to higher levels of trade and striving to expand regional markets. Second, under the leadership of Prime Minister P.V. Narasimha Rao, India ceased to view South Asia and Southeast Asia as separate strategic theaters.   Much of India’s Look East Policy involves Myanmar, which is the only Southeast Asian country that shares a border with India and is seen as India’s gateway to Southeast Asia. In 1993, India reversed its policy of support for Myanmar’s pro-democracy movement and began courting the friendship of the ruling military junta. Since then, the Indian government and, to a lesser extent, private Indian corporations, have sought and secured lucrative contracts for industrial and infrastructure projects, including the construction of highways, pipelines and ports. Before the implementation of the Look East Policy, China enjoyed a monopoly over Myanmar’s vast oil and natural gas reserves. Today, competition between India and China over these energy resources remains high.   Furthermore, while China remains Myanmar’s biggest weapons supplier, India has boosted its military cooperation with Myanmar. India has offered to train elements of the Myanmar Armed Forces and share intelligence with Myanmar in an effort to increase coordination between the two countries in combating insurgents in India’s Northeastern States. Several insurgent groups maintain bases in Myanmar territory. Since 2003, India has also embarked on a campaign to forge free trade agreements with countries and regional blocs throughout Asia. The South Asia Free Trade Agreement, which created a  free trade area  of 1.6 billion people in  Bangladesh,  Bhutan,  India,  Maldives,  Nepal,  Pakistan and  Sri Lanka, came into effect in 2006. The  ASEAN–India Free Trade Area  (AIFTA), a  free trade area  among the ten member states of the  Association of Southeast Asian Nations  (ASEAN) and  India, came into effect in 2010. India also has separate free trade agreements with Sri Lanka, Japan, South Korea, Singapore, Thailand and Malaysia. India has also boosted its cooperation with Asian regional groupings such as ASEAN, the Bay of Bengal Initiative for Multi-Sectoral Technical and Economic Cooperation (BIMSTEC) and the South Asian Association for Regional Cooperation (SAARC). High-level diplomatic visits between India and the countries associated with these groupings have become increasingly common the last decade.   During his state visit to Myanmar in 2012, Indian Prime Minister Manmohan Singh announced many new bilateral initiatives and signed around a dozen MOUs, in addition to extending a line of credit for $500 million. Since then, Indian companies have made significant economic and trade agreements in infrastructure and other areas. Some of the major projects taken up by India include the resurfacing and upgrading of the 160-kilometer Tamu-Kalewa-Kalemyo road and the Kaladan project that will connect Kolkata Port with Sittwe Port in Myanmar (which is still in progress). A bus service from Imphal, India, to Mandalay, Myanmar, is expected to launch in October 2014. Once these infrastructure projects are completed, the next step will be connecting the India-Myanmar highway network to the existing portions of the Asian Highway Network, which will connect India to Thailand and the rest of Southeast Asia.