The main types of state and independent schools include nursery schools, primary schools, secondary schools, faith schools, free schools, special schools and state boarding schools. These different types of schools in the education sector comprise of distinguished features. The initial type of schools is mainly nursery schools that basically strengthen the initial year’s base of the students and are funded by the government. Then comes private schools that are administered by private authorities therefore the expenses of education are bear by the parents instead of the government. Also, private schools have no obligations to follow the national curriculum. In addition to these schools, there are faith schools that are mainly concerned with religious education where policies and admission criteria are different from other schools. These schools are required to follow the national criteria. The schools run by the state of the country are known as free schools administered by the government authorities. The paying scale of the staff and the duration of school terms are different from other private schools.

Roles and Responsibilities

The roles and responsibilities of school governors include sustainability of effective education, enhancing the standard of education and promoting the methods and techniques of teaching in schools. The senior management team of any school is responsible to monitor daily practising of school activities. The significant task of the senior management team is to exercise flexible methods and techniques to ensure effective implementation of regular activities. SENCO is one of the statutory roles of the education sector that assist a pupil with “Special Education Needs” by providing additional support, guidance and services to teacher, parents and individuals engaged in the education process. The teachers possess a fundamental task in the education process. To develop the mental capabilities of the students, the teacher has to plan, arrange, and then deliver a lesson to the students that fulfil the requirement of the National Curriculum. The Support staff is considered as the essential part of an education system that is accountable to facilitate the teacher in their day to day activities. Support staff possesses high responsibilities of providing secretarial and technical support to the teaching staff.

The role of external professionals vital for the teaching staff and other relevant professionals. External professional such as Educational Psychologist can facilitate teachers with essential professional knowledge and specialist skills. The additional knowledge provided by an external professional can enable the teachers to guide their students more effectively.

Aims and Values of Schools

The aim can be defined as the attempt or intention of a person or an organization to accomplish a certain objective. The aim of the school is to offer knowledge, skill, expertise, and experience to their students that can enable them to become a well-cultured and well-behaved citizen of the society. For example, one of the basic aims of any school is to offer a caring and peaceful environment for their students where they can learn new positive habits and enhance their self-esteem. Values determine the importance or merit of something that is associated with high standards. The core values are the foundation of the communities and their cultural norms.

Laws and Codes of Practice That Affect Work in Schools

Health and Safety Act 1974 is one of the prominent acts that have highly influenced the environment in schools. The law ensures the implementation of effective safety practices that can protect students, teacher and other professionals engaged with the school environment. The health and Safety Act has introduced health and safety policies and relevant training to the staff members to overcome any uncertain situation in school. It is examined that the implementation of the Health and Safety Act 1974 has enabled the school children to learn new methods to face the challenge and difficulties. The Act has also allowed the staff members and children to put forward their views regarding health and safety issues in schools that were encouraged and taken into consideration. It is believed that improving results of young students has eventually accomplished the goal of the Health and Safety Act.

Purpose of School Policies and Procedures

The schools and other educational institutions comprise of policies and procedures to enable the daily operations to run effectively and thoroughly. Some of the important reasons for having policies in schools include the sustainability of the safe environment, implementation of quality education, and enforcement of acceptable behaviours. Policies concerning staff are introduced for the well-being and protection of the basic rights of staff members. Anti-bullying policy in schools guides the staff about techniques and strategies to tackle and overcome bullying issues.

Policies concerning pupil welfare ensure the sustainability of discipline and positive behaviour in school. Besides, these policies provide knowledge and general awareness to the children that could keep them secure. Child protection policy entails key points of protecting young people and children against suspected threats of society. Teaching and learning policies incorporate learning and assessment policies, special education need policies, an early year’s policies, and marketing policies. These policies play important role in ensuring a safe and secure learning environment for teachers and students. Besides, the main objective of these policies is to monitor that all the children are provided with equal opportunities in learning and other curriculum activities.

Roles and Responsibilities of National and Local Government for Education Policy and Practice

The national government is accountable to monitor the education services that must meet the requirement of the national curriculum. It is the fundamental duty of the national government to make the availability of quality education that could strengthen the early year foundation level of the children. Besides, the national government play a significant role in financing the education sector for research purposes that could develop the standard of education. The foremost contribution of the national government is to support those non-government organizations who participate in promoting the education sector. The national government develops these non-government organizations through different means such as a charity or voluntarily.

On the hand, the local government is responsible to ensure that essential resources and services are available with the schools to carry out daily activities smoothly. The local government is responsible to monitor the behavioural and management problems of school and to develop new policies and regulation that can overcome these types of behavioural issues. Providing training to the education staff members and another professional working in schools is compulsory for the local government. These training sessions are beneficial for the teaching staff to learn new methods and skills that can subsequently assist them in educating children.

Blended learning is a method to education that links online educational materials and opportunities for interaction online with old-fashioned place-based classroom approaches. It needs the physical existence of both teacher and student, with few basics of student control over time, location, route, or speed. While students still join “brick-and-mortar” schools within the existence of a teacher, face-to-face classroom experience are linked with computer-mediated activities regarding content and delivery. Blended learning is also practised in professional growth and training settings. Blended learning is extremely context-dependent, therefore a general conception of it is tough. According to some reports, a lack of consent on a hard definition of blended learning has resulted in problems in research on its efficacy. A well-cited 2013 study widely explained blended learning as a combination of online and individual delivery where the online segment effectively substitutes some of the face-to-face contact duration rather than supplementing it.

All of these practices include learning, the concept of location or time, and the usage of technology. Whatever one chooses to call it, blended learning associate classroom and online education. And because of advancement in both school program and digital technology, as a learning style, it lasts to gain motion. While education specialists continue to argue the effectiveness of hybrid learning, its presence has challenged them to re-assessed not merely technology’s place in (and out of) the classroom, but also how to approach and educate the students in a more effective manner.

Types of common Blended Learning

Station Rotation Blended Learning

Station-Rotation blended learning enables the students to move through stations on a static timetable, where at least one of the stations is an online learning station. This model is usual in elementary schools as teachers are already habitual with the rotating in centres and stations.

Lab Rotation Blended Learning

‘The Lab Rotation’ model of blended learning allows students to move through stations on a fixed timetable in a dedicated computer lab. It allows for comfortable scheduling preparations with teachers that facilitate the schools to operate within the existing computer labs.

Remote Blended Learning

In Remote blended learning, the students emphasize finishing online coursework while only interacting with the teacher occasionally. This method is distinct from the Flipped Classroom method in the balance of online to face-to-face instructional time. In addition to that, the remote blended learning program does not allow the students to learn from a teacher directly on a regular basis but in a flipped manner.

Flex Blended Learning

In FlexBlended Learning, there is a course or subject where online learning is considered as the mainstay of student learning, even if it guides students to offline activities at times. Students move on an individually customized, fluid time table among learning modes. The teacher of record is on the spot, and students learn mostly on the brick-and-mortar campus, except for any homework projects. The teacher of record or other adults offers person to person support ina comfortable manner.

The ‘Flipped Classroom’ Blended Learning

The flipped classroom blended learning is considered as the widely known version where students are allowed to relax at home and work in school encouraged by the teacher or peers. In this way, old-fashioned parts for each space are ‘flipped.’

Individual Rotation Blended Learning

The Individual Rotation model enables students to rotate through positions, but on individual time tables that are arranged by a teacher or software algorithm. Unlike other rotation styles, students do not certainly rotate to each station but only to those events scheduled on their list.

Types of Rare Blended Learning

Project-Based Blended Learning

Blended Project-Based Learning is a model in which the student utilizes both online learnings either through courses or self-directed access together with a person to person instruction and association to design, iterate, and publish project-based learning projects, products, and interrelated artefacts.

Self-Directed Blended Learning

In Self-Directed blended learning, students use a mixture of online and person to person learning in order to lead their own personalized analysis, attain formal learning objectives, linked with counsellors physically and digitally. As this type of learning is self-directed, the part of ‘online learning’ and physical teachers keeps on transforming, and there are no recognized online courses to complete.

For students availing this model, the main problem is to seek out styles of products, procedures and possibility that can deliver the type of spark that can maintain learning while being self-conscious enough to realize what is working and why, and consequently to make alterations accordingly. Some students require very little to soar, while others are in dire need to support through very explicit ways that they can lead themselves through with independency and self-critique.

Inside-Out Blended Learning

In Inside-Out blended learning, experiences are designed to ‘finish’ or ‘end up’ beyond the physical classroom, but still, need to benefit from the distinct advantages of both physical and digital spaces. In both the Outside-In and Inside-Out styles, the nature of the ‘online learning’ is comparatively less critical than the attention on platforms, spaces, individuals, and changes beyond the school walls.

Outside-In Blended Learning

In Outside-In blended learning, experiences are designed to initiate in the non-academic physical and digital atmospheres that most students use on a regular basis but ends inside a classroom. This could mean old-fashioned letter grades and assessment forms, or less traditional teaching and learning method that simply makes use of the classroom as a concealed-circuit that offers a safe space for sharing, to be imaginative, work together and give and receive a response that improves student work. Well-structured, each of these three areas possesses its own strengths and accompaniments the other two.

Supplemental Blended Learning

In this style, students finish either whole online work to increase their day-to-day face-to-face learning or whole person to person learning experiences to augment the learning gained in online courses and activities. The great idea discussed here is increasing critical learning goals that are encountered entirely in one space while the contrary space offers the student with particular supplementing practices that the other did not or could not deliver.

Mastery-Based Blended Learning

Students move between online and face-to-face learning including activities, assessments, and projects, based on the conclusion of mastery-based learning goals. Assessment style is important in any mastery-based learning experience; the aptitude to use face-to-face and digital valuation instruments are either strong enough or complex based on the approach of the learning designer.