Outcome 2: know/understand how schools are organised in terms of roles and responsibilities:
Outcome 2.1 Describe/explain the roles and responsibilities of the following roles:
Main roles and responsibilities
The governing body works with the school. Its responsibilities and powers have to be exercised in conjunction with the Head Teacher and staff. It’s a fine balance and Governors do not intervene in the day to day management of the school, unless there is something seriously wrong. If there is a weakness in the school they need to take action. Individual governors have no power or responsibility. It is only the full governing body which has legal duties and powers and all governors share in that corporate responsibility.
The day to day management of the school is the responsibility of the head teacher and staff. Governors govern rather than manage. They are there to give direction and focus by performing a vital strategic role.
Governors can be of various types like Parent Governors, LA Governors (have political affiliation and nominated by Local Authority), Staff Governors, Teacher Governors, Community Governors…
Governors need to
Attend a meeting of the full governing body at least once or twice a term.
Attend committee and working party meetings setting targets for pupil achievement managing the school's finances making sure the curriculum is balanced and broadly based
Read reports and background papers prior to meetings
Attend other events such as concerts, open evenings, sports day etc.
Take part, if necessary in staff appointment panels, pupil admission and exclusion panels and more rarely staff discipline and grievance hearings.
Use your personal qualities and expertise in the interest of the school, its pupils and staff
Senior Management team
The Head teacher who bears the ultimate responsibility for success or failure of a school is aided and supported by the Senior Management Team which comprises of the Deputy Head, Senco, Year Leaders, Subject Leaders. The senior management of a primary school in fulfilling its leadership role must be aware of the current state of the school, be imaginative in launching new and relevant initiatives in a way that can motivate the whole school behind them, be diligent in keeping track of the progress these initiatives are making and the targets achieved.
Through good communication with parents and members of the local community the management must be aware of changes, incidents and occasions that will require a response from the school. They will lead initiatives that allow the reputation of the school in the community to be enhanced and provide children with wider opportunities than are possible within the institution. They will work closely with the P.T.A. in fundraising and events that set the school in a wider social context. There may even be a case for compiling a register of skills and time offered by parents and parishioners who volunteer to help in school or with trips.
The senior management must be aware of the funds available to perform the tasks and initiatives entered into, knowing which funds are available for different purposes and whether they can be used in other areas of activity.
The SEN Coordinator (SENCO), in collaboration with the head teacher and governing body, plays a key role in determining the strategic development of the SEN policy and provision in the school in order to raise the achievement of children with SEN.
He or she seeks to develop effective ways of overcoming barriers to learning and sustaining effective teaching through the analysis and assessment of children’s needs, by monitoring the quality of teaching and standards of pupils’ achievements, and by setting targets for improvement. The SENCO should collaborate with curriculum coordinators so that the learning for all children is given equal priority, and available