Know the Structure of Education from Early Years Essay Example

primary goal for centers and identified effective approaches to accomplish it. These centers offer diverse services for children under 5 years old and their families, encompassing integrated early education and childcare, parental support, child and family health services, and assistance with parental employment. The day nurseries can be privately-owned or affiliated with colleges, universities, or workplaces. Children can enroll in nursery from as young as 6 weeks old until they reach the age of 5. Parents have the option to choose between full-day or half-day care.

Nurseries are vital in supporting working parents as they provide a secure environment for children to learn and play. They have flexible opening hours, including Saturdays, to accommodate different work schedules. These facilities operate year-round, except for specific holidays. Nurseries have specialized rooms for different age groups. For infants aged up to 2 years old, there is a room with a staff-to-child ratio of 1:3. Additionally, there is another room for either 2 to 3 year olds or 2 to 5 year olds, depending on whether the nursery offers an independent pre-school unit.

Certain nurseries strive to include children with special educational needs and disabilities (SEEN) by meeting the necessary staffing ratios, providing staff training, and supplying required equipment. Additionally, some nurseries have a dedicated pre-school unit for children aged 3-5 to aid in their transition into school life. In Wales, these nurseries incorporate themes from the Foundation Phase. All nurseries are inspected by Posted in England and the CASSIS in Wales to ensure they maintain a high standard of care. Furthermore, all staff members undergo CRY checks and possess appropriate qualifications or are actively pursuing them in the

field of child care.

Pre-schools, also known as pre schools, provide a mix of play and educational activities for children aged 2 to 5. These can be found in different locations such as local authority primary schools, independent schools, community child care centers, child and family centers, and establishments managed by local authority social departments, colleges, universities, or workplace nurseries. In England, the regulatory body responsible for overseeing these pre-schools is called "Posted," while in Wales it is referred to as "Estes." In Wales specifically, pre-schools utilize the foundation phase to create an environment that promotes enjoyable learning through play. Similarly in England, Foundation Stage 1 follows the same philosophy of learning through play and is specifically designed for nursery and pre-school children although it is not compulsory.

Children are entitled to government-funded free hours at a pre-school, usually from the age of 3 until they begin nursery or reception class. The decision of whether to send their child to pre-school is in the hands of the parents. It is widely acknowledged that attending pre-school aids children in preparing for full-time school by familiarizing them with the setting, schedules, and peers.

Nursery Class offers a free part-time or full-time place for children in a community to join a nursery class within a primary or infant school or a nursery school. In Wales, children can join the term after they turn 3 years old and are part of the Early Years Foundation Phase. In England, they are part of the Foundation Stage 1.

Reception Class provides a free place in a state school for all children in the UK between the ages of 5 and 6.

When children start in a reception class, they are in full-time education and are expected to attend every day.

The stage for early education in England is known as Foundation stage 2, while in Wales it is called the Foundation Phase. State maintained schools in both countries receive funding from the Central Government through local authorities and do not charge fees to students. The local authority typically owns the school's land and buildings and covers the expenses of the school staff. Each school has a set of Governors who are responsible for making decisions about its functioning. In Wales, all children aged 3 to 7, whether attending maintained or non-maintained settings, follow the mandatory curriculum known as the Foundation Phase.

Children are provided with increased chances to investigate their surroundings and comprehend the mechanisms of various things by engaging in practical activities that align with their stage of development. The Foundation Phase operates on the belief that early years' education should provide a strong foundation for the future, using an appropriate curriculum that promotes experiential learning. The Phase places significant importance on children learning through action. Instead of simply completing exercise books, young children are encouraged to actively participate in play and gain hands-on experiences.

The curriculum aims to improve children's speaking and listening skills, as well as boost their confidence in writing and reading. It takes a practical approach to teaching mathematics, enabling children to grasp problem-solving techniques and see how math applies to daily life. The curriculum focuses on developing conceptual understanding and promoting diverse problem-solving approaches. Its objective is to nurture children's personal, social, emotional, physical, and intellectual well-being. Additionally, it strives

to instill positive attitudes towards learning so that children find joy in education and stay motivated.

The text underscores the significance of self-esteem, self-confidence, creativity, expressiveness, and observational skills in personal development. It also emphasizes the importance of outdoor activities in offering practical problem-solving opportunities and nurturing an appreciation for conservation and sustainability.

Secondary Education

Before the Education Act 1944, Voluntary Schools referred to schools associated with a foundation, typically a religious group. The Act established two types of maintained voluntary schools.

Voluntary Controlled (PVC) schools have their costs covered by the state but are under the control of the local authority. Voluntary Aided (VA) schools, on the other hand, receive partial funding from the state and a foundation, with the foundation having a greater influence over the school. In the past, most Roman Catholic Schools chose to become VA schools, while over half of Church of England Schools opted for PVC status. Today, many Faith Schools, which are schools with a designated religious character, are VA or PVC schools. These schools often have their land and buildings owned by a charity, typically a religious organization like a church.

The school Standards and Framework Act 1998 introduced the category of Community School, which replaced county schools on September 1, 1999. A Community School is a standard type of maintained school that aims to promote high standards of educational achievement. Community Special Schools, on the other hand, specifically cater to pupils with special educational needs and may not have a religious character. The Governing Body holds the overall responsibility for the school's conduct.

The local authority is the owner of the land and buildings and

also employs the teaching staff. However, the actual responsibility lies with the governing body. Foundation Schools were established by the Labor administration and are managed by a governing body, which hires staff and sets the admissions criteria. Normally, the governing body or a charitable foundation owns the land and buildings. Trust Schools, which are a type of Foundation School, collaborate with external partners such as businesses or educational charities to form a charitable trust. Their goal is to improve standards in schools and innovate new approaches to education.

The decision to become a Trust School is made by the governing body and parents of the school. Free Schools, which are state-funded schools, operate independently from local authority control and are managed by teachers. They have the autonomy to determine the school day's duration and term dates, as well as create their own curriculum and allocate their finances within the school. Free schools can be established by various entities, such as charities, universities, independent schools, communities and faith groups, teachers, parents, and businesses.

Grammar Schools are the only state secondary schools that have the legal ability to select all their students based on academic ability. These schools are found in Northern Ireland and certain parts of England that still use the 11 plus entrance examination. Non Maintained Schools, on the other hand, are independent of control by the Local Education Authority (LEA), although some academies may still have some LEA influence. Independent Schools, which are typically run privately for profit, differ from non maintained schools as they are not operated for profit and are usually managed by a charitable organization.

An Independent school is a school

that is not funded by the national or local government, and instead relies on tuition fees, donations, and investments for its operation. It provides full-time education for five or more pupils of compulsory school age. The governing body of an independent school is in charge of its daily operations. The head teacher, with the support of the governing body, hires staff and sets admission policies. Independent schools are not obligated to follow the National Curriculum.

The SIS (Independent Schools Inspectorate) and Estes occasionally inspect these schools. City Technology Colleges are secondary schools for students with various abilities that do not require fees. Students adhere to a curriculum similar to the national curriculum, emphasizing technology and practical skills. The college receives funding from the Department of Education and commercial sponsors, and is jointly managed by these two entities. The Office for Standards in Education regularly evaluates them. Additionally, the governors of these colleges often include directors from local or national businesses who provide financial support.

Academies are schools that operate independently and are managed by sponsors from businesses, charities, or voluntary groups. They partner with the Department of Education and LEA to fund the land and building, while the government covers the running costs.
Academies are required to adhere to the same National Curriculum core subjects as state schools and are inspected by Posted. They have self-governing authority and are typically registered as operational charities or registered charities. The Academies Act 2010 aimed to increase the number of academies through the implementation of the Free Schools Programmer.

The Welsh Government's decision to adopt a no academy status policy has resulted in a

lack of academies in Wales. However, faith schools can come in various forms like voluntary aided, free schools, academies, and voluntary controlled, but they are associated with a specific religion. While faith schools follow national curriculum guidelines like other state schools, they have the freedom to focus solely on teaching their own religion in religious studies. Admissions criteria and staffing policies may also differ in faith schools, although anyone can apply for enrollment.

There are only 35 state maintained boarding schools in the UK. While tuition is free, there is a charge for boarding. These schools have outstanding facilities and highly qualified teaching staff. Most of them cater to children aged 11-18, but there are two schools that also offer boarding for primary aged children. State boarding schools follow the National Curriculum and administer the same exams as state schools. They are proud of their high exam results. These boarding schools include a variety of school types, such as Grammar, Comprehensive, VA, PVC, Academies, Community, Technology College, and Sixth Forms.

In Wales, students with Special Educational Needs (SEEN) have the right to receive a full-time education tailored to their specific needs. This right applies to individuals aged 2 to 19 and can be fulfilled either in a special school or a mainstream school. A student with special educational needs is defined as someone who experiences more challenges in learning than their peers of the same age, or has a disability that hinders them from fully utilizing the available educational resources for others in their age group.

In a mainstream early years setting, a child with Special Educational Needs (SEEN) can receive additional assistance coordinated by

the Special Educational Needs Coordinator (SENCO). Generally, children's special needs are addressed within their mainstream school according to the principles of the Code of Practice for the rights of children. Unless the parent indicates otherwise, the Local Education Authority (LEA) must make efforts to keep the child in a mainstream school. However, there may be cases where the local authority has to conduct a statutory assessment of the child's educational needs.

The local authority may determine that a child requires special assistance after a legislative assessment. In such situations, they are required to create a statement outlining the child's educational needs and the necessary specialized help and resources to address those needs. While mainstream schools can sometimes meet these requirements, there are specialized institutions equipped with adequate facilities and trained personnel to cater to a wide range of special educational needs for children with statements.

From summer 2013, young individuals must continue their education or training until the end of the academic year in which they turn 17. This requirement is expanded from summer 2015 to include their 18th birthday. It's important to note that this doesn't mean they have to stay enrolled in school. After turning 16, they are free to choose how they want to participate, whether it be full-time education at a school or college, work-based learning like an apprenticeship, or part-time education or training if they are employed, self-employed, volunteering, or working for at least 20 hours per week.

AS and A levels are the typical qualifications provided by schools and colleges for students aged 16-19. These qualifications are highly regarded by universities and employers, as they primarily focus on academic subjects,

with some including work-related components. AS levels can be taken independently or as the initial stage of an A level course. Year 12 is when AS levels are completed, while AH exams and coursework are added to an AS level in Year 13 to elevate it to A level standard. A level results are crucial for admission to the majority of university and college programs.

The International Baccalaureate (IB) is a comprehensive educational program for students aged 16-19. It is widely recognized globally and pursued by students worldwide. Formerly exclusive to independent schools, certain state schools now offer this option as well. The program leads to the prestigious IB Diploma, highly esteemed by universities and advantageous for students aspiring to study abroad.

The B is known for being both demanding and rewarding. It provides a wider array of study options compared to A levels and promotes independent thinking and creativity. Diplomas are offered by colleges, schools, and academies as a qualification for 14-19 year olds, although many students choose to pursue them at 16 years old.

The purpose of diplomas is to provide practical learning opportunities and encourage young individuals to continue their education. Diplomas aim to refresh work-focused skills in a creative way, allowing students to gain hands-on training and real-world experience. Unlike A levels, diplomas involve less traditional classroom teaching and are suitable for those who have a specific career path in mind and prefer experiential learning. The objective of diplomas is to offer students a wide range of potential future opportunities.

After finishing their education, students have multiple choices. They can decide to join the workforce, seek further training, or continue their

studies at a university with an advanced diploma. National Vocational Qualifications (NV) offer practical tasks and goals specific to various jobs. If a young individual already has a clear career path and is eager to start working, NV may be the appropriate choice for them. NV programs encompass more than 1,000 subjects such as childcare, plumbing, hairdressing, management, catering, construction, and IT. These programs are available at colleges, schools, workplaces or through a combination of these environments.

Through rigorous on-the-job observation and assessment, candidates can acquire the necessary skills and qualifications. Beets BITE qualifications encompass a wider range of industries and sectors compared to NV qualifications. These qualifications cater to young individuals who are interested in a specific field but are unsure about which job they want to pursue. Typically, they are pursued after the age of 16. Both NV and Beets qualifications aim to prepare individuals for employment or advanced studies. Additionally, your Child can advance through different levels of proficiency to enhance their understanding of the chosen subject.

Obtaining high-level qualifications in Beets and NV can lead to professional qualification and provide opportunities for higher education, like the Higher National Certificate or the Higher National Diploma. The Welsh Government strongly supports and promotes Apprenticeships in Wales as they contribute to the development of essential skills in our nation. Apprenticeships inspire individual success and bring significant advantages to the workplace. The government currently provides various initiatives to encourage employers to hire more apprentices.

The Young Recruits Programmer is a renowned initiative in Wales that provides funding to employers who offer exceptional apprenticeship programs for young learners. These programs are open to all individuals in

Wales, regardless of their age or career aspirations. Apprentices have the opportunity to gain practical experience and acquire additional skills from a training provider. They split their time between attending college or a training provider and working at their employer's business, allowing them to obtain qualifications and valuable experience.

• There are three types of Apprenticeships:
• Foundation Apprenticeship
• Apprenticeship
• Higher Apprenticeship

Different types of apprenticeships exist as various jobs require different levels of qualifications, with some being more advanced than others. Vacancies clearly indicate the different levels and their respective contents. The duration of apprenticeships typically ranges from two to three years, varying based on the specific type of apprenticeship and the qualification level being pursued. A wide range of 150 apprenticeship routes is available. Each apprentice follows an approved program of study.

By undertaking an apprenticeship, you will attain a reputable certification and have access to over 150 various job opportunities. While traditionally restricted to trades like construction and engineering, apprenticeships now span across all industries. Your employer will decide the training approach for you to effectively carry out your duties. Here are several methods through which apprentices receive their training:

• On the Job
• At college which could be full-time or part-time

At Ata training centre, you have the option to attend either once a week or in blocks of a few days or weeks. By the end of your apprenticeship, you will acquire the qualifications, skills, and experience needed to meet your employer's specific needs.

In Wales, universities and the Open University provide a variety of

academic degrees in different subjects. Higher education opportunities are available at 8 universities and various further education colleges. The main degree offered by Welsh universities is the Bachelor's degree, which usually takes three years of full-time study to complete. Attaining higher education can enhance job prospects and assist with relocation if desired or required.

Certain institutions offer a four-year undergraduate Master's degree as the first degree, with students being referred to as undergraduates during this time. Some universities also provide a two-year Foundation degree that emphasizes vocational training. Higher education institutions are private entities operating independently from the government, generating income through sources like student fees, research projects, and business ventures. However, they also receive some funding from public funds.