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UNIT TWO

UNIT TWO. Schools as Organisations. Re-Cap. Strategic Roles of members of the school The Role of external professionals School’s ethos, mission aims and values. Learning Outcomes. Summarise the laws and codes of practice affecting work in schools

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UNIT TWO

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  1. UNIT TWO Schools as Organisations

  2. Re-Cap • Strategic Roles of members of the school • The Role of external professionals • School’s ethos, mission aims and values.

  3. Learning Outcomes • Summarise the laws and codes of practice affecting work in schools • Explain how legislation affects how schools work • Identify the regulatory bodies relevant to the education sector which exist to monitor and enforce the legislative framework • Explain the roles of regulatory bodies relevant to the education sector which exist to monitor and enforce the legislative framework

  4. Schools and Legislation • Schools like any organisation are required to operate under current legislation • A working knowledge of the legislation is helpful • Unfortunately a lot of legislation came about because of failings in the system that led to the death or serious injury of children.

  5. Schools and Legislation

  6. Legislation affecting schools • Education Order NI (1998, 2006) • The Children Order (1995) • Every School a good School • Every Child Matters • Childcare Act 2006 • Human Rights Act 2004 • UN Convention on the rights of the child

  7. 4.1 Legislation affecting Schools • Data Protection Act 1988: • Looking after the information you hold about pupils and students • If you handle and store information about school pupils – you are legally obliged to protect that information. Under the Data Protection Act, you must: • only collect information that you need for a specific purpose; • keep it secure; • ensure it is relevant and up to date; • only hold as much as you need, and only for as long as you need it; and • allow the subject of the information to see it on request. • Your pupils and students have rights to see their personal information. They can make a subject access request to see the personal information you hold about them. They – and their parents – also have the right to see their educational records.

  8. Legislation affecting Schools • SENDO (2005) – Special Educational Needs and Disability Order • SENDO amended and added to the existing Education (Northern Ireland) Order 1996 and also introduced some new legislation to Northern Ireland. • It increases the right of children to inclusion in mainstream schooling if that is the wish of their parents and is compatible with the provision of efficient education for other children. • Imposes a duty on Education and Library Boards to provide for parents with children with special educational needs advice and information relating to those needs. • Imposes a duty on Education and Library Boards to provide a means of avoiding or resolving disputes between schools or Boards and parents. 

  9. SENDO – 2005 cont. • Imposes a duty on Boards to comply with orders of the Special Educational Needs and Disability Tribunal  within certain time limits • Imposes a duty on schools to inform a parent if special educational provision is being made for their child. • Permits a “responsible body” to request a review or assessment of educational needs. • Brings Northern Ireland schools within the scope of the Disability Discrimination Act 1995. • This is only a brief summary of the provisions of the Order. A full copy of the Order can be found under Legislation.

  10. Children’s Order (1995) • The purpose of this document is to provide a practical guide to Northern Ireland child care law. • The Order is widely regarded as the single most important source of child law and it affects all who work for and care for children, whether as parents, paid carers or volunteers. • When it became law in November 1996, the Order was regarded as a radical piece of legislation and marked a major shift in the way children were dealt with by courts and by social services.

  11. Childrens Order (1995) • The Children Order introduced “parental responsibility” as the central organising concept in child law, and reasserted the significance of children’s welfare as the paramount consideration in disputes concerning their upbringing. • It introduced new procedures for protecting children in emergencies and made major changes to the legal regulation of children looked after away from home.

  12. 4.1 Legislation affecting schools • UN convention on the rights of the child(1989) • 54 Articles • Choose and summarise those relevant to children at school.

  13. Policy Task • Group 1 – Every school a good school • Group 2 – Childcare Act 2006 • Group 3 – Human Rights Act 1998

  14. 2.4.2 Explain how legislation affects how school work • We may be unaware that most of the legislation we have discussed operates in schools on a daily basis.

  15. 2.4.3 Regulatory Bodies • As well as local and national government schools are answerable to regulative bodies such as: • General Teaching Council for NI • ETI – Education Training Inspectorate • HSE – Health and Safety executive

  16. General Teaching Council NI • The Council is the independent professional body for teachers in Northern Ireland. • The Council's responsibilities as set out in the Education (Northern Ireland) Order 1998, Articles 34-41, are as follows: • - The registration of teachers; • - The development of a Code of Professional Values and Practice for the profession; • - Disciplinary functions relating to professional misconduct;

  17. General Teaching Council NI •  The provision of advice to the Department of Education and Employing Authorities on: • The training, career development and performance management of teachers; • Standards of teaching; • Registration issues; • Standards of conduct for teachers; and • Other issues such as may be determined by the Department of Education.

  18. Education Training InspectorateETI • The Education and Training Inspectorate inspect organisations that receive funding for education and training, including: • Pre-school centres including Nursery Schools and classes;Primary, Post-primary and Special Schools; • Alternative Education Provision Centres; • Work Based Learning and Employment programmes; • the Youth and Community sector;

  19. ETI • Inspection is designed to provide an evaluation of an organisation across the broad spectrum of its activities. The main emphasis of the inspection and of the report will be on the educational provision and outcomes, as seen in the quality of the learners’ achievements and of the teaching. There is also an emphasis on the leadership and management of the whole organisation and how this contributes to improvement.

  20. Health and Safety Executive • Ensure Schools comply with the Health & Safety at work Act (1974) • Schools as an employer is responsible for the health and safety of everyone utilising the building • Carry out risk assessments and put measures in place to address any risk posed • Have an appropriate health and safety policy drawn up • Complete and hold any appropriate paperwork

  21. Re-Cap • Legislation affecting schools • Regulatory bodies

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