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Children’s Act 1989, Every Child Matters 2003,  states that safeguarding and promoting weal fair of children that are in need and also promotes the upbringing of such children by their families. Every child should get the support they need to be healthy, safe and happy.                                           

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4.2  Analyse the impact of organisational requirements and expectations on curriculum practice in your own area of specialism
The state education policy is focused on helping all children release their full potential. The commitment in developing an education service that provides equality of opportunity and high achievement for all students. This new Special Educational Needs Code of Practice plays an important role in achieving that because  promotes a consistency of approach to meeting children’s special educational needs. This work is to ensure that children’s with special educational needs are identified as quickly as possible and that early action is insured. This Code of Practice sets out a framework for effective school based support with less paper work for teachers and an emphasis on monitoring the progress of children with special educational needs more effectively. It covers the special educational needs provisions of the Special Educational Needs and Disability Act 2001 and provides a framework for developing the strong partnerships between parents, schools, Local Education Authorities, health and social services and voluntary organisations that are crucial to success in removing barriers in the education and learning. This replaces the 1994 Code in England. It follows consultation in January 1999 on proposals for changes to the Code of Practice and subsequent consultation between July and October 2000 with LEAs, schools, SEN voluntary bodies, the health and social services, and others on a draft of the measures to take. The draft will help schools and LEAs obtain the best value from the considerable resources and expertise they promote and invest assuring equality for S.E.N. at the same time, retains much of the guidance from this framework. But it takes account of the experiences of schools and LEAs in using the original Code and developments in education since the mid nineteen’s . It includes new rights and duties introduced by the SEN and Disability Act 2001 and Regulations. All of these changes in legislation had a big effect in influencing the quality and inclusion of all SEN students.                                                                                             This adaptations had an impact on the National curriculum (NC), as the government, not only promotes all inclusion and diversity but also wants there to be a range of provision to meet the needs of children with special educational needs, including provision in mainstream institutions, in units or resourced provision attached to mainstream schools and in special needs institutions. Schools and local authorities have duties to plan increased access for pupils with disabilities to school premises and to meet the curriculum as well. At the same the curriculum must be ensure by schools as policies for homework and school trips, don’t discriminate against pupils with disabilities, even if they are no longer in that condition. Simultaneous, accessibility plans must allow for the accommodation of such pupils whether or not there is currently a need for environmental amendments
TASK 5 

5.1   Analyse the quality improvement and quality assurance arrangements of own organisation 

In matters of per quality improvement and quality standards arrangements of a school or institution normally use a QIP (quality implementation plan), to guide and direct making sure all students, efficiently develop their skills and reach their goals.  A big variety of assessment approaches is available, so that the majority of students ensures that a successful feedback from their records and a major percentage of them concludes in time and in a positive outcome with the guidelines of a successful guiding program or stratagem.
I think that at all instructional levels, the school’s organisational pattern can materially affect the manner in which students and teachers interact between them. The quality of the staff must be assessed continuously to insure that quality is a standard, and that can be insured with constant training and updating in skills. All of these school wide structures should be designed to maximise teacher and student flexibility, encourage in-depth teaching and learning, and integrate as many different resources as they have available.
And a culture of hard work and opportunities for success must be at the top of that common ground inside the organisation aiming for quality.

5.2.   Explain the function of self-assessment and self-evaluation and the quality cycle

Self assessment and self evaluation  are always the best tools not only to improve the “delivery” but also to reflect on how the learning is taking place , if is being effective or not, as s well as self evaluation. The purpose of feedback is formative assessment if students participate actively with their teacher sharing goals and objectives realising how their learning is built. By doing this the teacher encourages the student to improve and improves is own practice.
A reflective assessment will help the struggle for students to learn, apply, demonstrate, and retain what they have learned is real. However, a growing body of research is demonstrating that metacognitive strategies, specifically reflective assessment, helps students bridge the gap between learning and retaining both content and skills. At its heart, reflective assessment is self-assessment strategy and formative assessment strategy that encourages students to think about their thinking. Reflective thinking helps students figure out what they know and do not know and connects their learning to other experiences and information in their world. Teaching must be sensible to realise all students needs and meet then no mater how diverse they are, therefor whenever this conditions are met the quality will always be assured and this circle of quality is maintained.
Quality assurance agency reports and Feedback from students is at the centre of this cycle because it allows the students and teachers to move or evolve in the same direction, making the cycle more effective, and improve the teaching and learning.

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