I have decided to do my portfolio on Beaufort Park School, for several reasons. Firstly, my brother and sister both go to the school, which means that most of the staff are familiar with me

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E1: Describe the functions and structure of your chosen organisation, explaining its purpose and justifying your choice.

E2: Outline how clients gain access to the service and identify any barriers they may face in accessing the chosen service

E3: Describe how the service is organised and funded at national and local level.

E4: Describe how the organisation relates to formal and informal carers

E5: Describe in detail the effects of any recent government reforms, legislation and policies on your chosen organisation

C1: Assess and discuss the impact of government policies on the way the organisation functions and is funded, explaining any changes.

C2: Analyse how your chosen organisation co-ordinates or interacts with at least one other service, drawing on the range of information gathered.

C3: Discuss why some services are charged to the user and others are free.

C4: Make realistic suggestions based on research about how access to the service can be improved.

C5: Present a thorough and clear account of how one aspect of the service you investigated has developed over time, explaining how this organisation differs from other types of services.

A1: Analyse how the public or clients have influenced the practices of the organisation.

A2: Evaluate the ways in which the organisation monitors changes in government policy and may alter the services it provides.

A3: Analyse how the work of the organisation relates to the work of other organisations at either local or national level, and how inter-agency co-ordination is managed.

A4: Provide a comprehensive analysis of how the organisation's practises are influenced by external factors including:

* Clients and the public

* The work of other national or local agencies.

Bibliography

I have decided to do my portfolio on Beaufort Park School, for several reasons. Firstly, my brother and sister both go to the school, which means that most of the staff are familiar with me. I also know a lot of the children who attend the school. Also it is very close to where I live, as it is less than a five-minute walk, therefore, it is very convenient. Moreover, Beaufort Park once used to be called Beaufort Street and was in another building, and I used to attend this school. However, in 1998 (after I had left the school) the school moved to another location (not far from the old one), and into a brad new building. Two schools became one (Beaufort Street and Park Hill), so the school renamed itself- Beaufort Park. Therefore, I am familiar with some of the teachers that are present at the school. Consequently, I think that Beaufort Park was the best choice of school to do my portfolio on.

Map

The school is situated behind a few houses, and behind a leisure centre. The school stands alone on a small field that surrounds it. There are two small side roads for which cars can get through, but there is no large main road, which would put the children in danger. The school also has a large car park which is separated from the playground by gates, which means that even when the children are playing in the playground they are not at risk.

Directly opposite the school there is a leisure centre, which is useful for the pupils. The school takes the children swimming once a week in this leisure centre, and the children don't need a bus to get there, as it is just a two-minute walk. From about a five-minute walk away from the school, you can get to a road which is full of different stores, such as, the bakers, flower shops, supermarkets, opticians, DIY stores and many more shops. Therefore, the school is situated in a good location, with lots of amenities nearby.

I have included a photograph of the school below:

Demography of area (Liverpool 8: Dingle) 1991:

* Unemployed of working age = 1315

* Unemployment rate = 22.9%

* Change in employment = 5.0%

* Total residents = 13 629:

- White = 96 .9%

- Black Caribbean = 0.3%

- Black African = 0.3%

- Black other = 0.8%

- Chinese = 0.5%

- Other Asian = 0.3%

- Other = 0.7%

* Population present aged 0-15 years = 2959

* Qualified residents ages 18+ - as % of all residents aged 16+ :

- Total = 6.5

- Male = 7.0

- Female = 6.0

% employed:

- Male =72.7

- Female = 81.3

* Percentage of resident population age:

- 0-4 = 7.8

- 5-15 = 14.4

- 16-24 = 12.8

- 25-59/64 = 46.3

- 60/65-74 = 11.8

- 75-84 = 5.3

- 85+ = 1 .5

From the demography:

* Beaufort Park must obviously cater for quite a few children whose parents are unemployed, as the unemployment rate is 22.9%

* Although there are quite a few unemployed parents in the area there are quite a lot of parents who are qualified residents and are employed, as the figures for male and female are above 70%.

* 14.4% (which is the second highest percentage in that category) of the population in this area are aged between 5 to 15 years old (2959 children in the area). This means that there is quite a lot of children who attend school in the area, so there should be a lot of pupils at Beaufort Park, however the school is actually quite small.

* Just under 97% of the population in the area are white, and the rest are of lots of different ethnic groups. This means that most of the pupils who attend Beaufort Park are whit, but the school still caters for pupils of different ethnic backgrounds.

Beaufort Park School claims the following:

Standards

* They will plan children's work carefully, asses it regularly and clearly identify areas of need, according to the individual child's ability. They intend to at least achieve required levels of achievement, as laid out in agreed targets, at the end of each key stage.

* They will actively encourage, through certificates, prizes, awards and occasional reminders to parents a respect by all families and pupils for accurate time keeping and full attendance.

* They will provide a set of clear rules, which are supported by the whole school community and foster awareness of respect for themselves and others.

* They will focus on rewards for good conduct around the school, at lunchtimes and playtimes to promote polite behaviour. They expect all staff to lead by example in their own behaviour and attitudes to the whole school community.

Quality of teaching

* The will match the needs of individuals through planning and preparing a broad and balanced curriculum using individual assessment.

* They will have clear learning intentions that are shared with the children, and provide feedback and evaluation, where possible.

* They will establish and maintain high expectations of all children in attainment and behaviour.

* They will provide a consistent approach to behaviour by using the school policy and a published code of conduct.

Quality of pupil response

* They will ensure that children understand the teaching staff's intentions and expectations.

* They will encourage the children to be actively involved in their own learning.

* They will allow the children time for reflections, including feedback.

* They will provide a broad, balanced and purposeful curriculum that is relevant to the children's needs, both collectively and individually.

Quality of curriculum

* They will ensure the curriculum is broad and balanced.

* They will ensure that the curriculum provides equality of access to all children.

* They will include a spiritual, moral, cultural and social dimension.

* They will include wide-ranging extra curricular provision, with parental involvement wherever possible.

Ethos

* They will provide a caring, stimulating environment, in which the children feel secure and happy, so they develop a sense of self-esteem.

* They will promote a development of respect for the religious and moral values of other cultures, religions and ways of life.

* They will provide, whenever possible, equal opportunities, regardless of sex/race/belief/disability.

* They will promote sensitivity to the needs of others, and co-operation between individuals.

* They will promote recognition of individual and group rights and responsibilities.

* They will promote the development of courtesy, good manners and consideration.

* They will promote the development of acceptable behaviour together with special reference to the unacceptable, such as bullying.

* They will promote a culture in school where the children can respect and care for themselves, their environment and the wider world.

* They will promote an awareness of the responsibilities of being a part of the school community, which involves the children, staff, parents and the wider community in all aspects of the school life-often based on the "weekly theme"

Efficiency

* They will follow LEA guidelines closely in all financial matters. They'll ensure that nominated individuals are responsible for money, so that it is spent wisely and always accounted for.

* They will endeavour to provide a healthy, safe and stimulating environment for its community.

* They will ensure that its material resources are well organised and stored, accessible and maintained in good condition.

* They will ensure that all children spend the LEA and OFSTED recommended time studying the elements of the national curriculum.

* Meetings will be well organised and use time efficiently.

* They will ensure that all employees' and Governors' needs are clearly met.

The following table lists the teachers at Beaufort Park School:

Teaching Staff

Mr. S. Hetherington

Acting head teacher

Ms. H. Wynne/Ms. A. Ray

Nursery

Mrs. L. Gillott

Reception

Mrs. H. Hebden

Class 1H

Mrs. S. Shotter

Class 2S

Mrs. R. Bennett

Class 3W

Ms. A. Mullen

Class 4ML

Mrs. P. Farrow

Class 5F (Deputy head teacher)

Ms. K. Mykytyn

Class 6M

Supporting Staff

Miss. J. Williams

Learning Mentor

Ms. C. Graham

Admin Officer

Mrs. J. Holmes

Clerical assistant

Mrs. A. Gandy

Nursery nurse

Mr. B. Aldag

Caretaker

Mrs. E. Shepherd

Classroom assistant

Mrs. I. Campobell

Classroom assistant

Mrs. L. Salla

Classroom and supervisory assistant

Mr. C. Moore

Classroom assistant

Mrs. L. Mushrow

Classroom assistant

Mrs. C. Millington

Classroom assistant

Mrs. R. Murphy

Supervisory assistant

Mrs. I. Roberts

Supervisory assistant

Mrs. B. Walsh

Supervisory assistant

Mrs. E. Simpson

Supervisory assistant

Ms. G. Higgins

Supervisory assistant

Mrs. P. Doyle

Cleaning staff

Miss. M. Doyle

Cleaning staff

Mrs. J. Foster

Cleaning staff

Mrs. C. Daniels

Cleaning staff

The following table lists the governors at Beaufort Park School:

Vacancy

Chair

Mrs Julie Cooney

Co-opted (Vice-chair)

Mrs. M. Whitehead

L.E.A

Vacancy

L.E.A

Mrs. P. Southern

L.E.A

Rev'd. R. Stock

L.E.A

Mr. J. Murphy

Co-opted

Mrs. J. Williams

Co-opted

Vacancy

Co-opted

Mr. L. Wilson

Co-opted

Mr. J. Millington

Parent

Ms. L. Logan

Parent

Ms. M. Robertson

Parent

Ms. D. Pritchard

Parent

Mrs. L. Gillott

Teacher

Mrs. S. Shotter

Teacher

Mrs. J. Holmes

Staff

Mr. S. Hetherington

Head teacher

Mrs. H. McCormack

Clerk

The hierarchy above shows that the governors at the school are the ones at the top, they have the final decision in everything that happens. Surprisingly the head teacher is below the governors, so the head cant run the school just on the basis of how he/she wants, everything must be discussed with the governors. The supporting staff are at the bottom of the hierarchy. Therefore, they don't really have any decisions made on how the school runs, they are just there to help out the teachers

The school doesn't really advertise itself. People come to know about the school by word of mouth. People also find out about the school, because the school holds a lot of courses for parents to attend.

People can find out things via the school prospectus, which can be picked up at the office desk. Although the school doesn't have a website, OFSTED reports, and other small pieces of information about the school can be found on the Liverpool City Council website

I think that the school could improve the way it advertises itself, by distributing leaflets and having its own website. Also if the school had a prospectus in different languages it would help as more people would be able to read about the school, but as the school only caters a prospectus in one language (English) people who cannot speak English will not know about the school.

The prospectus doesn't really have an admissions policy. It just states the admissions policy for pupils with disabilities and then says that if parents want to discuss the admissions policy and procedures they must make an appointment to see the head. I asked the head teacher about it and he said that parents who are interested in bringing the children to the school must make an appointment to see him, and then they will discuss why the child wants to attend the school, and similar matters, then a form to be filled in is given to the parents. Then once the form is filled in and sent to the school, the governors will decide whether or not a child is to be admitted. Children who already have siblings that attend the school are given a higher priority, as it is more convenient for the child to attend the same school as their siblings.

If a child is refused a place the parents have a right to appeal against the decision made. If an appeal is to be made it has to be within 21 days of the refusal.

Arrangements for the admittance of pupils with disabilities

Beaufort Park School clearly state their committal to equality of access to all. They are determined to ensure that disabled pupils are treated in "no less favourable way than other pupils."

The school is able to cater for pupils with a wide range of disabilities. There is wheelchair access to all the rooms at Beaufort Park.

In September the school is going to become a school for children with disabilities, as well as a mainstream school, therefore, lots of children with disabilities will be admitted.

Gaining access to Beaufort Park School is quite easy. Beaufort Park says that they keep very little information on the children who attend the school. However, if any parent wishes to see any records or documents they are able to contact the Head Teacher.

The school regularly sends home monthly newsletters, which contains school events, holiday dates and general information. Any copies (if lost) can be picked up at the office.

Beaufort Park's information system:

* Ensures that the information is straightforward and accurate

* Ensures that everyone has access to the information, in a form that is appropriate.

* Is regularly reviewed and up-dated.

Opening hours

The school bell goes at 9.55am. However, the school has recently opened a breakfast club that starts at 8.00am. Parents can drop their children off at this time, and a teacher will always be present while the children eat breakfast.

The school day finishes at 3.15pm, but the school now holds after school clubs that last for an hour. The reason that the school has opened a breakfast club and other after school clubs, is so parents have more time to pick up their children. Many parents asked for these clubs to be put on, because they were at work at 3.15pm and so were unable to pick up their children, but by having after school clubs the parents were able to be at the school and collect their children at 4.15pm, as the timing is more appropriate, also by having a breakfast club at 8.00am the parents can drop off their children earlier, in order to get to work on time.

Security

Since the school day begins at 9.55am, unless children start at 8.00am and attend the breakfast club, any children that arrive before 9.55am are not the responsibility of the teachers. Parents are responsible for the children who arrive before the school bell goes. However, if a parent needs to get to work, she/he can arrange with the class teacher to drop off their child before this time.

Also children cannot be picked up by anyone under the age of 14 years. This could be a barrier to access, especially if a parent cannot pick up a child, and needs to send a younger child, under the age of 14 years.

Location

The location in which the school is situated is quite a good one, as quite a large area of field surrounds it, and the school can easily be accessed. It is situated behind a few houses and a small leisure centre. There is a small road leading up to the school, so it isn't a dangerous place for the school children to be, as it isn't a main road. Therefore, access to the building is easy.

Cost

Most things at the school are free, except school dinners, and parents are asked to make a small donation towards school trips. However, if anyone is having financial difficulties, the head teacher and school governors will help out. No child is excluded from activities due to finance. Therefore, there are no to access for parents with financial difficulties.

Disability

The school has a policy regarding disabled children/children with disabilities. Also there are lifts for disabled children. Therefore, there are no problems to access due to this factor.

The school has a fair access to the services that they provide for people's need, irrespective of gender/ethnicity/disability/socio-economic group. They try very hard to treat everyone the same.

Due to the demand of working parents, the school has recently started up a breakfast club. This is good because working parents can drop their children at school earlier on, in order to get to work on time. If the school didn't have a breakfast club, then it could be a barrier, as parents would find it difficult to get their children to school and then get to work on time. Also I noticed that two children waited after school for half an hour, as their parents could not pick them up at 3.15, when school ends. So the school is very understanding, and does its best to help out. Therefore, from this aspect, there isn't a barrier to access, as they have recently improved this by opening a breakfast club, and after school clubs.

The location in which the school is situated is quite a good one, as quite a large area of field surrounds it, and the school can easily be accessed. There is a small road leading up to the school, so it isn't a dangerous place for the school children to be. Therefore, I don't think the location can be improved.

However, there are some problems in gaining access:

* The school doesn't have a website, and I think it would be very

useful if they did. That way anybody e.g. parents can gain access to information about the school whenever needed. Also the school can advertise any after school clubs that they have and regular news about the school that can be easily accessed.

* Although the school has a prospectus, it only has English

writing, and many of the children who attend the school, are of different ethnic groups, and this could be a problem, as some of the parents may not be able to read/speak English. Therefore, the school needs to cater a prospectus for people who speak different languages.

* Another problem is that the school prospectus doesn't clearly

state the procedures for the admission of pupils, it just states their committal to equality of access to all, and if they want any other information they have to see the head teacher. This could cause problems, because it isn't a very fair procedure, as if the head does not like the 'look of the pupil', he could refuse them a place. However, if the procedure involved writing a letter to the school, it would be a fairer procedure, as it would be harder to discriminate against people. Plus it could be harder for some people to arrange an appointment to see the head, as they may find it easier to just fill in a form. Therefore, this problem could be improved by having an admissions form to fill in first.
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* Moreover, the school doesn't seem to be advertised very well.

People only come to know about the school by word of mouth, if somebody passes it or through the Liverpool City Council. Therefore, I think that this is a barrier to access, because not many people know of the school, especially people who aren't from the area. I think the school needs to put more thought into how the school is advertised. The school could advertise itself by having a website and by distributing posters and leaflets about the school.

* Also the staff ...

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