Unit 1

1.1

Early year provision is the case that is provided though different sources by trained
individual in early years namely 0 to 5 years old. This can include nursery, reception class,
childminder and preschool.

Nursery classes or school nurseries are attached to primary schools and cater to children
aged three to five years. These classes offer part-time or full-time places and follow the
school’s curriculum and routine, facilitating a smooth transition to formal education.

Preschools and playgroups cater to children aged two to five years and operate for shorter
sessions, such as mornings or afternoons. These settings emphasize play-based learning and
socialization in a less formal environment, helping children develop essential social and
cognitive skills.

Childminders offer another flexible option, providing care in the childminder's home for
children from birth to twelve years. They often care for a small number of children, creating
a homely, family-like atmosphere and offering more personalized care.

Reception classes serve as the first year of primary school for four to five-year-olds, blending
early years education with the start of formal schooling and adhering to the Early Years
Foundation Stage (EYFS) curriculum.
Finally, specialist early years provision caters to children with special educational needs and
disabilities (SEND). These settings provide tailored support and therapies to aid development
and learning, ensuring that all children have access to the early education and care they
need to thrive. Each type of early years provision in the UK is designed to meet different
needs and preferences, ensuring comprehensive support for children’s early development
and preparation for school.
1.2

In the UK, the statutory framework for education, including the National Curriculum, defines
key stages of learning and assessment. This framework ensures consistent educational
standards across schools. The Early Years Foundation Stage (EYFS) covers children from birth
to five years, focusing on areas such as communication, physical development, and literacy.
Assessments are conducted through ongoing observations, culminating in the EYFS Profile at
the end of the reception year.

Key Stage 1 (KS1) includes children aged 5 to 7 (Years 1 and 2), covering subjects like English,
mathematics, and science. Assessment consists of teacher evaluations and Standard
Assessment Tests (SATs) at the end of Year 2.

Key Stage 2 (KS2) spans ages 7 to 11 (Years 3 to 6), continuing with similar subjects and
adding modern foreign languages from Year 3. SATs at the end of Year 6 assess English and
mathematics, with teacher assessments in writing and science.
Key Stage 3 (KS3) covers ages 11 to 14 (Years 7 to 9), offering a broader curriculum that
includes subjects such as history, geography, and modern foreign languages. Assessments
involve teacher evaluations and internal exams to monitor progress.

Key Stage 4 (KS4) encompasses ages 14 to 16 (Years 10 and 11), focusing on core subjects
and additional GCSE options. GCSE exams at the end of Year 11 provide benchmarks for
student performance.

Key Stage 5 (KS5) or Post-16 Education, for ages 16 to 18 (Years 12 and 13), allows students
to choose A-levels, vocational qualifications, or other post-16 options. Assessments include
A-level exams and other qualifications necessary for university entry or other pathways.
Throughout all key stages, ongoing teacher assessments, standardized tests, and internal
exams play a crucial role in tracking progress and setting targets.

1.3

Traditionally, it was common for pupils over 16 to both leave school and work or to carry on
in further education. Nowadays, there are more options as the government is more focused
on and funding education for pupils aged between 14 and 19. They are greatly focused on
decreasing the number of young people not in education, employment or training (NEET)
post-16. The government went on to further guarantee students that were leaving
compulsory education at 16 an available place in further education. It was in 2007 the
'September Guarantee' was applied nationally and was then further stretched out to include
17-year-olds that have finished a short course.

The September Guarantee

When the previous Labour party was in power, the guarantee had the following included:

 Sixth form college, full or part-time education in school, independent learning

provider or further education (FE) college.
 An Apprenticeship or programme-led Apprenticeship that should involve both a
training component and a job or work placement.
 Entry to Employment (E2E)
 Employment alongside training to NVQ level 2

The reason as to why all these were included is because by 2013 all pupils would have to
carry on in their education or training till, they're 17 years old. This does not necessarily
mean that they have to stay in school till they're 17 but rather they are encouraged to
follow one of the options listed above. Under the coalition government, the age was
increased to 18 years in 2015.
2.1

School Governors Most governing bodies consist of 10-12 people who have the
responsibility of running the school. They represent the interest of the community, parents,
staff, and the local authority. Governors play a crucial role in the management of the school
and its future direction. They are accountable for ensuring the school provides a good
quality of education. This includes setting the school's vision, ethos, and strategic direction,
as well as monitoring and evaluating the school's performance. Governors support the
headteacher in making decisions about the budget and staffing, ensuring the school’s
accountability.

Senior Management Team The senior management team (SMT) is usually led by the
headteacher and includes deputy head teachers. The SMT is responsible for the day-to-day
running of the school. They implement policies set by the governors and make sure that
these policies are being implemented on an operational level. They focus on delivering the
curriculum through preparing timetables, ensuring effective teaching, and managing staff.
The SMT also oversees student welfare and maintains discipline within the school.

Other Statutory Roles, e.g., SENCO The Special Educational Needs Coordinator (SENCO)
looks after the special needs provision in the school. They ensure that students with special
educational needs (SEN) are supported appropriately. The SENCO works with teachers and
parents to create individualized education plans (IEPs) that cater to the specific needs of
these students. They may also coordinate with external agencies to provide additional
support and resources.

Teachers have the responsibility of delivering the curriculum and engaging students in
learning. They plan and deliver lessons, assess student progress, and manage classroom
behaviour. Teachers also support students’ social and emotional development. They play a
crucial role in implementing the school’s policies on teaching and learning, ensuring that
students achieve their full potential.

Support Staff Roles Support staff roles may include midday supervisors, teaching assistants,
administrative staff, office staff, and caretakers. These staff members assist in the smooth
running of the school and provide essential support to both teachers and students. Teaching
assistants (TAs) help with classroom activities, support individual students, and provide
additional help for students with special educational needs. Administrative staff manage the
school’s records, handle communication, and support the management team. Over the
years, the increased number of support staff has allowed schools to improve their services,
focusing more on individual interactions between the TAs and pupils.

2.2

External professionals play vital roles in enhancing students' learning and well-being within
the education sector. Educational psychologists assess and support students with learning or
behavioural difficulties, collaborating with teachers and parents to develop individualized
education plans. Speech and language therapists address communication challenges by
assessing and treating speech, language, and communication problems, while also working
with educators to implement effective strategies in the classroom.

Occupational therapists assist students facing physical or cognitive challenges, helping to

improve fine motor skills and overall participation in school activities. Social workers
provide support to students and families dealing with social or emotional issues, ensuring a
supportive environment for learning. Health professionals, including nurses and doctors, offer
medical care, manage chronic health conditions, and promote healthy lifestyles among
students.

Special Educational Needs Coordinators (SENCOs) liaise with external agencies to ensure
comprehensive support for students with special needs. Counsellors provide emotional
support and counselling services to students, helping them manage stress and personal issues.
Careers advisors guide students in educational and career planning, offering information on
further education, vocational training, and employment opportunities.

Family liaison officers strengthen school-family relationships by supporting parents in

engaging with their children's education and resolving any issues that may arise. External
tutors and coaches provide additional academic or sports support to students, addressing
specific areas where extra help is needed. Education welfare officers focus on improving
school attendance and addressing truancy, working with students, families, and schools to
identify barriers and develop strategies for improvement. Together, these external
professionals collaborate with school staff to create a supportive and inclusive educational
environment, ensuring that all students have the opportunity to succeed and thrive.
3.1

Effective teamwork is essential for success and is characterized by the following:

 Communication
Open Communication: Sharing information transparently.
Active Listening: Understanding and respecting each other’s input.
Constructive Feedback: Positive and productive feedback.
 Collaboration
Shared Goals: Working towards common objectives.
Mutual Support: Helping and leveraging each other's strengths.
Trust: High levels of trust for risk-taking and idea sharing.
 Roles and Responsibilities
Defined Roles: Clear individual roles and responsibilities.
Accountability: Responsibility for tasks and contributions.
 Coordination and Structure
Effective Leadership: Guiding the team, facilitating communication, and resolving conflicts.
Collaborative Decision-Making: Involving all team members in decisions.
Adaptability: Adjusting to changes and challenges.
 Interpersonal Relationships
Respect: Valuing each member’s contributions.
Cohesion: Unity and camaraderie within the team.
 Performance and Evaluation
Regular Evaluation: Periodic performance and process reviews.
Recognition and Reward: Acknowledging achievements.
 Diversity and Inclusion
Diverse Perspectives: Encouraging varied viewpoints for creativity.
Inclusion: Ensuring all members feel valued.
 Problem-Solving
Effective Conflict Resolution: Prompt and constructive conflict resolution.
Innovation and Creativity: Encouraging innovative thinking and solutions

3.2

The role of communication in establishing professional relationships for effective teamwork

can be analysed through Tuckman's 1965 model, which outlines the stages of team
development: Forming, Storming, Norming, and Performing. In the Forming stage, team
members come together and begin to understand their roles and the team's goals. Clear
communication is essential at this stage for members to get to know each other, understand
their responsibilities, and grasp the team’s objectives. Open and honest communication
establishes a foundation of trust, which is crucial for future interactions and collaboration.

As the team progresses to the Storming stage, members start to express differing opinions,
and conflicts may arise as they assert their positions and challenge the group's direction.
Constructive communication becomes vital for addressing and resolving conflicts, ensuring
that disagreements are managed positively and do not hinder team progress. Clear and
consistent communication helps in setting and adjusting expectations, roles, and
responsibilities, which is crucial for overcoming this turbulent phase and moving towards
cohesion.

In the Norming stage, the team begins to develop a cohesive structure, with roles and norms
being established and accepted. Effective communication reinforces the team's norms and
values, promoting a shared understanding and approach among members. Open lines of
communication foster collaboration, with members sharing ideas and feedback more freely,
which helps to solidify the team’s structure and working relationships.

Finally, in the Performing stage, the team reaches a level where it operates efficiently
towards achieving its goals. Continuous, clear communication ensures alignment and
coordination, optimizing the team’s performance. It encourages the free flow of ideas and
constructive feedback, driving innovation and effective problem-solving. At this stage,
effective communication not only maintains high performance but also ensures that the team
can adapt to any challenges or changes that arise.

Overall, communication is the backbone of each stage in Tuckman's model, facilitating the
progression from forming to performing. It helps build initial trust and understanding,
resolves conflicts and clarifies expectations, establishes norms and fosters collaboration, and
ensures efficiency, alignment, and continuous improvement. Effective communication
underpins professional relationships and is essential for building a cohesive, high-performing
team.

4.1

Stewart Headlam Primary School aims to provide a happy, healthy, and inclusive learning
environment. Their ethos focuses on fostering a welcoming, multicultural community where each
child can thrive. The mission emphasizes offering the best opportunities through an engaging and
inspiring curriculum. Their values include respect, diversity, and the holistic development of every
child, ensuring they enjoy learning and achieve their full potential.

Ethos:

 The school promotes a friendly, supportive, and forward-looking environment. It

emphasizes kindness, respect, and inclusivity, ensuring all members feel valued and
respected.

Mission:

 Develop a school that inspires everyone to achieve their best and make positive
contributions.
 Deliver a rich, creative, and stimulating curriculum for all children.
 Encourage independence, self-discipline, and excellent teaching standards.
 Build an inclusive community where everyone feels safe, proud, respected, and
valued.

Aims:

 Create a positive culture promoting excellent behaviour in a calm, safe, and

supportive environment.
  Establish a whole-school approach to maintaining high behaviour standards.
 Outline clear expectations and consequences of behaviour.
 Provide consistent behaviour management for all pupils.
 Define and address unacceptable behaviour, including bullying and discrimination.

Values:

 Kindness, trust, equality, fairness.

 Safety, happiness, inclusion.
 Confidence to speak up and choose the right actions.
 Emphasis on rights and responsibilities under the United Nations Convention on the
Rights of the Child (UNCRC).

4.2

Ethos: Promoting a Friendly, Supportive Environment

 Inclusive Policies: Ensure all students feel welcomed and included, regardless of background.
 Positive Reinforcement: Encourage positive behaviour and achievements through praise and
rewards.

Mission: Inspiring Achievement and Positive Contributions

 Engaging Curriculum: Design a curriculum that is both challenging and accessible, promoting
curiosity and a love for learning.
 Professional Development: Provide continuous professional development for teachers to
maintain high teaching standards.

Aims: Creating a Positive Culture

 Behaviour Management: Use consistent behaviour management strategies to promote

respect and responsibility.
 Safe Environment: Ensure the school environment is safe and conducive to learning through
regular safety checks and protocols.

Values: Kindness, Trust, Equality, and Fairness

 Rights Respecting School: Integrate the principles of the UNCRC into school policies and
practices.
 Support Systems: Establish support systems for students needing additional help, fostering a
culture of care and understanding.

Practical Applications

 Collaborative Projects: Encourage group work and collaborative projects to foster teamwork
and mutual respect.
 Community Involvement: Involve parents and the community in school activities to
strengthen the sense of community.
 Feedback Mechanisms: Implement regular feedback mechanisms for students and staff to
voice their opinions and contribute to school improvement.
These practices help create a cohesive and supportive educational environment that aligns
with the school's ethos, mission, aims, and values.

Below is a table with the main points

School Unique Selling

Ethos Mission Aims Values
Name Points

Inspire Positive culture, high Kindness, Rights

Stewart Friendly,
achievement, behaviour standards, trust, equality, Respecting
Headlam supportive,
positive safe learning fairness, School, engaging
Primary inclusive
contributions environment respect curriculum

This approach, as suggested by the CACHE Level 3 Diploma in Supporting Teaching and
Learning course, helps to systematically compare and understand different educational
settings.

5,1

It is a legal requirement for all schools to have a range of clear policies and procedures. By
having these policies and procedures, parents, staff, governors, and others involved in the
running of the school can work efficiently together. It is also important that these guidelines
are constantly reviewed and updated regularly. Furthermore, the policies and procedures in
place should create an environment in which teachers and other staff members can remain
safe. These policies are created by governing bodies and often aim to improve the quality of
learning and safety of the children.

The policies and procedures ensure and endorse the well-being of all families, children, staff,
volunteers, and everyone connected to the service. When policies and procedures are well
thought out and, most importantly, implemented, they provide a common understanding and
agreement on how things should be done at the service. All in all, well thought out and
implemented policies and procedures ensure:

 Good practice.
 The establishment of a professional and effective organization.
 Uniformity among staff, parents, and children.
 The prevention of any vagueness about how specific situations/issues should be treated.
 Agreement among staff.
 More efficient and effective service delivery.

Staff

1. Recruitment and Selection

o Policies ensuring fair, transparent, and non-discriminatory hiring practices.
o Procedures for background checks and vetting.

2. Professional Development
o Continuous professional development (CPD) programs.
o Appraisal and performance management systems.
 3. Code of Conduct
o Expectations for professional behaviour and ethics.
o Guidelines on dress code, punctuality, and communication.

4. Grievance and Disciplinary Procedures

o Processes for addressing complaints and resolving conflicts.
o Disciplinary measures for misconduct.

5. Workload and Well-being

o Policies to manage and support staff workload.
o Mental health and well-being programs.

Pupil Welfare

1. Safeguarding and Child Protection

o Policies to protect children from abuse and neglect.
o Procedures for reporting and managing concerns.

2. Behaviour and Discipline

o Expectations for student behaviour.
o Procedures for managing misconduct and implementing disciplinary actions.

3. Attendance
o Monitoring and promoting regular attendance.
o Procedures for managing absenteeism and tardiness.

4. Support Services
o Access to counselling, mental health support, and pastoral care.
o Special educational needs (SEN) and additional support services.

5. Anti-Bullying
o Policies to prevent and address bullying.
o Procedures for reporting and handling bullying incidents.

Teaching and Learning

1. Curriculum Development
o Policies for curriculum planning and delivery.
o Ensuring the curriculum is broad, balanced, and inclusive.

2. Assessment and Reporting

o Procedures for assessing student progress.
o Reporting mechanisms for communicating with parents and stakeholders.

3. Teaching Quality
o Standards and expectations for teaching practices.
o Classroom observation and feedback processes.

4. Resource Management
o Policies for the use and management of teaching resources.
 o Ensuring access to up-to-date and adequate learning materials.

Equality, Diversity, and Inclusion

1. Equal Opportunities
o Policies ensuring non-discrimination in all school activities.
o Promoting equality for all students and staff regardless of background.

2. Inclusion
o Ensuring all students have access to the curriculum and school activities.
o Support for students with disabilities and special educational needs.

3. Anti-Discrimination
o Policies to prevent and address discrimination based on race, gender, sexuality,
religion, etc.
o Procedures for handling discrimination complaints.

4. Cultural Competence
o Promoting awareness and appreciation of diverse cultures.
o Training for staff on diversity and inclusion.

Health, Safety, and Security

1. Health and Safety

o Ensuring a safe physical environment (e.g., fire safety, first aid).
o Procedures for risk assessments and managing hazards.

2. Security
o Policies to secure school premises.
o Visitor management and access control procedures.

3. Emergency Procedures
o Plans for responding to emergencies (e.g., fire drills, lockdown procedures).
o Communication plans for informing parents and authorities during emergencies.

4. Health Policies
o Policies on managing medical conditions and administering medication.
o Promoting healthy lifestyles and well-being.

These policies and procedures are essential to the smooth and safe operation of schools and
colleges, providing a structured environment that supports both teaching and learning while
ensuring the well-being of both staff and students.

5.2

Policies and procedures in education play a crucial role in ensuring quality across various
aspects of school operations. Here's how different categories of policies contribute to quality
in education:
Staff Policies

1. Anti-bullying Policy: Helps create a safe and respectful environment for both staff
and students, fostering a positive school culture conducive to learning.
2. Whistleblowing Policy: Encourages staff to report any concerns about misconduct or
malpractice, ensuring transparency and accountability within the school community.
3. Grievance Policy: Provides a structured process for resolving disputes and concerns
among staff, promoting fairness and maintaining morale.
4. Pay Policy: Sets out clear guidelines for staff remuneration, ensuring fairness and
equity in salary structures which can contribute to staff motivation and retention.
5. Child Protection Policy: Ensures safeguarding procedures are in place to protect
students from harm, demonstrating a commitment to their well-being and safety.
6. Discipline Policy: Defines expectations for behavior management, promoting a
disciplined environment conducive to effective teaching and learning.
7. Drugs Awareness Policy: Educates staff on recognizing and addressing issues related
to drugs, contributing to a supportive environment for students' well-being and
learning.
8. Personal Social and Health Education Policy: Guides the provision of essential life
skills education, promoting students' personal development and well-being.

Pupil Welfare Policies

1. Health and Safety Policy: Ensures a safe physical environment for students and staff,
reducing risks and promoting well-being.
2. Attendance Policy: Encourages regular attendance, which is crucial for academic
achievement and social development.

Teaching and Learning Policies

1. Curriculum Policies: Ensure a structured and balanced curriculum that meets

educational standards and promotes holistic development.
2. Special Needs Policies: Provide tailored support and accommodations for students
with special educational needs, ensuring inclusivity and equitable access to education.
3. Planning and Assessment Policy: Establishes clear guidelines for effective teaching
practices, promoting consistency and quality in assessment and feedback.
4. Marking Policy: Defines standards and practices for providing constructive feedback
on student work, enhancing learning outcomes.
5. Homework Policy: Sets expectations for homework assignments, reinforcing
learning and promoting independent study skills.
6. Teaching and Learning Policy: Defines strategies and approaches to teaching that
align with educational goals, promoting effective pedagogy and student engagement.

Equality, Diversity, and Inclusion Policies

1. Equal Opportunities Policy: Ensures fairness and non-discrimination in all aspects

of school life, fostering an inclusive environment where all students have equal access
to opportunities.
2. Race Equality and Cultural Diversity Policy: Promotes respect for cultural
diversity and tackles discrimination based on race or ethnicity, fostering a harmonious
school community.
 3. Special Educational Needs Policy: Ensures provision of appropriate support for
students with additional needs, promoting inclusivity and accessibility.
4. Gifted and Talented Policy: Provides enrichment opportunities for high-achieving
students, nurturing their potential and promoting excellence.
5. Disability and Access Policy: Ensures accessibility for students and staff with
disabilities, removing barriers to participation and promoting inclusivity.

Parental Engagement Policies

1. Homework Policy: Communicates expectations for parental support with homework,

enhancing learning continuity between home and school.
2. Attendance Policy: Encourages parental involvement in ensuring regular attendance,
reinforcing the importance of school attendance for academic success.
3. Home-School Agreement: Establishes mutual expectations and responsibilities
between parents and the school, promoting collaborative support for students' learning
and development.

Contribution to Quality in Education

 Consistency and Standards: Policies ensure consistency in practices and uphold

high standards across all aspects of school operations.
 Accountability and Transparency: Clear policies promote accountability among
staff and transparency in decision-making processes, fostering trust within the school
community.
 Safeguarding and Well-being: Policies related to safeguarding, health, and well-
being create a safe and supportive environment where students can thrive
academically and personally.
 Inclusivity and Diversity: Policies promote inclusivity, celebrate diversity, and
address inequalities, creating a nurturing environment where every student feels
valued and supported.
 Continuous Improvement: By providing frameworks for evaluation and
improvement, policies support ongoing development and enhancement of educational
practices.

In summary, policies and procedures in education serve as foundational frameworks that

uphold standards, ensure safety and well-being, promote inclusivity and equality, and
facilitate effective teaching and learning practices, thereby contributing significantly to the
overall quality of education provided by a school.