Work Placement at Surrey Square Primary School - Essay Example

According to Ofsted (2012), at least 26 languages are spoken in the school, hence; this is an indication of just how diverse the school environment is. A quarter of the pupils’ population does not speak English, implying that teachers have an additional duty to ensure that instructions are clearly understood by such pupils. All these policies adhere to the mandate of the national curriculum (1988), which dictates that all pupils, regardless of sex, ethnic origin, and geographical location are catered for.

Another unique aspect of the school as identified by Ofsted (2012) is that ‘slightly more pupils than average are identified as having special educational needs.’ Additionally, the pupils who are eligible ‘for free school meals are above average,’ meaning that such pupils come from economically disadvantaged backgrounds and hence, require more socially inclusive support systems in the school (Ofsted, 2012). Also, such policies of the school adhere to the principles of the national curriculum (1998) that states Pupils should be at liberty to identify opportunities whenever they go to school.

Surrey Square Primary School has policies, which include the admissions criteria policy, positive behavior policy, safeguarding policy, single equality scheme, anti-bullying policy, teaching and learning policy, school food policy, lettings policy, and special education needs policy. Combined, these policies make the school environment a socially inclusive institution where the pupils overlook race, gender, religion, beliefs, and disability for purposes of enhancing respect, responsibility, compassion, community, enjoyment, and success (Surrey Square Primary School, 2012).

All these policies also adhere to the mandate of the national curriculum (1988), which dictates that the holistic need of the learner should be met and promoted (Gillard). One of the outstanding ways through which Surrey Square Primary School ensures that health and safety issues are addressed is by encouraging the staff to work with families and external agencies to resolve any problems at the social and community levels (Ofsted, 2012). Additionally, pupils are sensitized about risks, and according to the Ofsted (2012) report, their avoidance and management of risk capabilities are reflected in how they socialize in the dining pavilion and on the playground.

Any emotional issues that may emerge are discussed (and possibly resolved) through a teacher-student-parent approach, where parents are asked to handle their parenting roles in an emotionally supportive manner just as the teachers do in school. The school also has a safeguarding (child protection) policy whose aim is to ensure that the school environment is safe for the pupils. In addition, such policies adhere to the principles of the national curriculum (1998) that reiterates that all pupils need to get healthy lifestyle lessons.

Considering the power relations between pupils and staff, the latter is guided by a code of conduct that directs the relationships that they keep with pupils and their families. Specifically, the safeguarding policy makes it a prerequisite for staff to treat pupils with respect and dignity (Surrey Square Primary School, 2012). Any rewards, sanctions, restraint, detention, or punishment given to pupils must be within the provisions of the behavior management policy, which is set by the school (Surrey Square Primary School, 2012).

The school’s vision and commitment are embodied in the policies described above, which seek to make Surrey Square Primary School a school where responsibility, respect, enjoyment, compassion, community, and success are the key values (Surrey Square Primary School, 2012). Here, children should be equipped with 'the knowledge, skills, and understanding that they need for adult life and employment, according to the national curriculum. Surrey Square Primary School has a Special Education Need (SEN) policy that outlines the provision of special education to pupils who have learning difficulties.

Through the policy, the school indicates its aims as availing suitable learning conditions for SEN children and providing a broad and balanced curriculum to cater to their learning needs. It also aims to provide support, involving ‘parents, careers, and children in discussions’ for purposes of planning the appropriate action, ensuring the ‘greatest progress possible,’ and encouraging ‘integration and inclusion of all pupils’ (Surrey Square Primary School, 2012).

Such policies adhere to the principles of the national curriculum (1998) that points that all pupils, regardless of sex, ethnicity, origin, and geographical location should have access to broadly the same good and relevant curriculum.