Schools as Organisations 6

Roles and responsibilities of national and local government for education policy and practice

The Department for Education is responsible for education and children’s services. It includes setting the National Curriculum and the Early Years Foundation Stage.

These documents are implemented by schools and nurseries; therefore it is also the Department of Education’s task is to develop the quality of service available to children. It means the realisations of the five outcomes of “Every Child Matters”: enjoy and achieve, stay safe, be healthy, achieve economic well-being, make a positive contribution.

Other roles and responsibilities of the Department of Education includes funding research into education based projects concerning children and young people and developing Workforce Reform such as the 2020 Children’s Workforce Strategy.

The Local Government has the responsibility to provide services to all the schools in the community. The Local Education Authority is responsible for promoting community cohesion, dealing with school management issues and behaviour management, the development of school policies, staff training and development and special educational needs.

Local Authorities have to create documents detailing their aims, vision and boundaries; and also policies that provide a framework for schools in the community. LEAs often employ specialist advisers for different aspects of the curriculum and experts for pupils with challenging behaviour and special educational needs. It is also the LEAs responsibility to inform the schools in the community about changes in the education policy and provide extra training within the area of changes. (SilkySteps Forum)

Role of schools in national policies relating to children, young people and families

Each school is responsible for being up to date with all the current policies which are introduced to protect children, young people and their families. Furthermore, they are expected to have their own policies in place relating to child protection, safeguarding and educational standards. These policies have to meet the expected national requirements set by Ofsted inspections, and also have to follow the LEA guidelines. (SilkySteps Forum)

Roles of other organisations working with children and young people and how these may impact on the work of schools

There is an extensive range of organisations that can support the school’s work with children and young people who have different special educational needs or disabilities. These organisations and the school work together as a team and share their knowledge and experiences to achieve the best interest of children and young people. In this co-operation both the policies of the school and those of the relevant external organisation have to be taken into account.

Social Services provide protection to children who might be at risk of abuse and assist the school in dealing with this sensitive situation by gathering information for court reasons.

The work of the Children’s Services is based on the five outcomes of framework “Every Child Matters”. Professionals of different areas are included in the organisations work: education, health, early years, child care and social services.

Youth Services work with secondary schools, and involves in the training and provision of young people from the age of 14 and beyond.

Speech therapists, occupational therapists, physiotherapists etc. all work for the National Health Services, providing specialised care for pupils with SEN or disabilities. (SilkySteps Forum)

External sources

Silkysteps Forum. Accessed 10/02/2014.
http://www.silkysteps.com/forum/showthread.php?t=15207

Schools as Organisations 5

Why schools have policies and procedures

Policies and procedures provide a framework and guidance for school life in each and every institution. They ensure that the school in run smoothly and pupils receive quality education. Policies related to staff give guidance regarding working hours, annual leave, salaries and bonuses, complaints and grievance procedures. They are useful sources of information for prospective employees before they decide to accept a job at the institution. Teaching and learning policies give a framework for everyday education aims and practices so that e.g. parents can have an idea about their children’s everyday activities. An equality, diversity and inclusion policy ensures that all pupils are included in the learning and play activities and any other aspects of school life, regardless of race, skin colour, ethnic origin, gender or disabilities. Furthermore, a school policy regarding parental engagement ensures the rights of any parent or carer to participate in activities and programmes organised for parents. Also, it includes their responsibility to support their children’s learning by encouraging them and making sure their homework and assignments are done.

Policies and procedures schools may have relating to:

a) Staff

According to Health and Safety Regulations the School as an employer have to make the workplace safe for the staff and prevent any potential risks to health. The ventilation, temperature, lighting, toilet, washing and rest facilities have to meet health, safety and welfare requirements. Also as part of the Child Protection laws, the school has to follow a safe recruitment process, whereby enhanced Criminal Records Bureau checks have to be sought on all staff who has unsupervised access to children.

b) Pupil Welfare

There are a number of laws providing guidance regarding children’s welfare. A schools welfare policies target the care and well-being of children, and an improvement of their health. These initiatives aim to protect them from the harmful effects of poverty, family problems, child abuse and inadequate resources. The school has to cater for children’s proper emotional and educational development and recognise the signs of child abuse and neglect in their lives outside of the school setting. The document entitled “Safeguarding Children in Education” sets out legal requirements for a safe learning environment, and the recognition of children in danger or suffering. Since the Children Act of 1989 it is the duty of Local Authorities to investigate situations where children are at risk. Every school must have a Designated Teacher who is responsible for child protection issues. This person has an adequate training so that they can give guidance to colleagues on child protection matters and liaise with investigation agencies. They are also responsible for the record keeping of pupils on the Child Protection Register.

c) Teaching and Learning

The Teaching and Learning policy aims to ensure that children are provided with high quality learning experiences in a well-managed learning environment to meet the individual needs of pupils and ensure their high level of achievements. Children learn best when they are happy, interested and motivated, and given tasks which match their ability. In order to create a healthy learning environment, the classroom needs effective routines and rules that are fair, consistent and clearly understood by all pupils. Social, physical, creative and academic achievements can be awarded by verbal or written praise by teachers, peers, displays of work or awarding of stickers, house points and certificates.

d) Equality, Diversity and Inclusion

Each child comes from a different family background, which can limit their opportunities in life. Schools have to make sure they offer equal opportunities to children of various cultural and racial groups to develop their full potential. The Children Act of 1989 and The Race Relations Act of 1976 are both against discrimination on the grounds of race, colour, nationality or ethnic origin. As Britain is a multi-cultural society it is essential that the pupils learn about the different cultures surrounding them and learn to value cultural diversity. According to The Sex Discrimination Act of 1975 it is unlawful to discriminate people on the ground of gender. It encourages schools to avoid gender stereotyping, because e.g. teachers discouraging boys from being sensitive and girls from being adventurous can restrict children’s future development and their expectations of themselves. As The Disability Discrimination Act of 1995 proscribes discrimination against disabled people in employment, the teachers have to show to the pupils with the help of pictures or videos that the people living with a disability are still valuable members of society who can carry out certain jobs. In general schools have to provide equal opportunities to the pupils in all learning and extra-curricular activities and these activities should also reflect the appreciation of diversity. Similarly, no parent should be excluded from any of the parental activities on the basis of ethnic origin or personal characteristics. As children can pick up various misconceptions about racial and cultural groups from the media and society, it is essential that their school environment help them to overcome of stereotyping. If the Teaching Assistant treats all children equally but not all the same it will help them to meet their individual needs and characteristics while appreciating the diversity of community around them.

e) Parental Engagement

The parent or carer of a child has a right to participate in decisions about their child’s education and to receive information from the school regarding the child. They have to receive a report about the pupil’s educational achievements each year. Parents may access the pupil’s educational record and information about the school curriculum if they request it. They can participate in activities like parents’ conference or voting in election for parent governors. Parents or carers have to be asked to give consent to certain activities, like school trips. If there is a school meeting involving the child (e.g. a governors’ meeting on the child’s exclusion) the parents or carers have to be informed about it. The parents have to make sure that their child is regularly attending school while in the compulsory school age and in return the school has to inform the parent immediately if the pupil is absent unexplained. The school has to inform parents about the following documents: the school prospectus, the home-school agreement, the school’s discipline and behaviour policy and the complaint procedures. The Children Act of 1989 introduced the concept of “parental responsibility” which means the rights and duties of a parent or carer of a child. As the act declares the child’s welfare to be paramount, local authorities have the right to act if they see the child is in danger. The document titled “Every Child Matters” states that support to parents is crucial as family has the most important influence on a young person’s life, therefore the school has to co-operate with the parents at all times to ensure the child’s most advantageous development.

How school policies may be developed and communicated

Schools have to make sure that they have relevant, functional policies in place regarding all the aspects of school life, pupils, staff and parents. Policies have to be revised and updated on a regular basis, as required by Ofsted inspections. Each school policy has to be fit for its purpose, e.g. the school’s disability policy has to cover all aspects of the life of disabled pupils in school and also general accessibility for visitors with disabilities. These policies are official documents that have to be checked regularly and audited if they are still correctly serving their purpose. When composing new school policies or reviewing old ones, the new documents have to be drafted, checked, ratified, signed off then implemented. Staff has to be made aware of the new policies or the changes and any necessary training have to be provided for them.

Schools as Organisations 4

Laws and codes of practice affecting work in schools

There are laws and agreements prescribing the welfare of all pupils in the school setting and at home with their families. Children have the basic human rights to clean water and healthy food, to a safe environment where they can grow and develop and to wide and inclusive education so that they bring out their best.

The Human Rights Act 1998 does not only ensure the basic human rights that are matters of life and death like freedom from torture and killing, but also your rights in everyday life: what you can say and do, your beliefs, your right to a fair trial and many other similar basic entitlements.

The UN Convention on the Rights of a Child 1989 requires that states act in the best interests of the child and respect the basic rights of every child including the right to life, the right to have their name and identity, and right to be raised by their own parents within safe a family environment (or have relationship with both parents if they are separated). Children also have the right to express their opinions and to have those opinions heard and acted upon when appropriate. Furthermore, every form of capital punishment is forbidden for children.

The Children Act 2006 is aimed at improving the well-being of young children by imposing the duty on the Local Authorities to improve the “Every Child Matters” outcomes for the pre-school age group. The act also puts emphasis on the importance of safeguarding children and young people within an educational setting when prescribing policies to deal with the disclosure of child abuse and neglect.

Data Protection Act 1998 ensures the confidential handling of personal data about pupils and their families. Only information relevant to the child’s education is to be stored in the school and it has to be in a locked cabinet or password protected computer files. The Freedom of Information Act 2000 provides individuals with the right to access, check and correct any information that is stored about them at an institution.

The aim of the Disability Discrimination Act of 2005 is to deliver equality of opportunity to disabled people. In education it means the recognition of diversity and learner differences amongst pupils and the reduction to barriers for learning for disabled people.

How legislation affects the way schools work

The Education Act 2002 has provisions about the necessity of raising standards and emphasise innovation in schools. Guidelines for staffing requirements and child-adult ratio for different age groups are also laid down. It includes the necessary required qualifications for class teachers and teaching assistants. (Early Years…)

The Children Act 2004 encourages a healthier and more balanced lifestyle by promoting sports and healthy eating habits and widening children’s education in this area at Health Education and Drugs Awareness lessons. Furthermore, the introduction of breakfast clubs and a wider range of after school activities provide help to working parents and creates more connections between school and home life. (Every Child Matters, 2004)

School premises have to accessible to differently abled people according to the Special Education Needs and Disability Act 1995. In everyday practice, inclusion of disabled people means their access to the learning environment as well as to the curriculum. School staff has to be aware of these pupils’ condition and accept that as a consequence some things need to be done differently. Individual education plans can make it possible to involve SEN or disabled children in the normal school setting while paying attention to their individual needs and helping them make their way into mainstream education. Also, in an inclusive educational setting, disabled children’s hidden difficulties, e.g., pain, and their possible problems with auditory, visual or tactile skills, perception, memory or concentration, have to be appreciated and taken into consideration.

Role of the Health and Safety Executive in terms of the education system

The Health and Safety Executive’s task is to monitor all health and safety responsibilities. It includes carrying out regular risk assessment in the school premises and proposing changes where necessary. It is essential that all areas of the school are safe for children, who might be more negligent of risks and less aware of the importance of their own safety, depending on their age and level of development. Classroom furniture, specialised equipment for PE, Chemistry etc. and playground furniture all have to be in a satisfactory condition in order to avoid any accidents while learning or playing activities.

Part of Health and Safety Executive’s job is record any accident occurring in the school, whether to pupils, staff or visitors. If the accident happens to a pupil, the parents or carers have to be informed immediately. Whoever the victim is, and investigation has to follow to decide whether it has been anybody’s fault or a risk assessment has to be carried out to find any faulty equipment.

Health and Safety Executives have to make sure that health and safety policies are followed by the staff at all times, keeping up their awareness of these issues and providing training and guidance where required. It might be required of them to train the rest of the staff about the policies or organise a tutor to carry out the training session and make sure everybody is clear about their responsibilities. The Health and Safety Executive’s task is to monitor the day-to-day application of these policies and call attention to any negligence that can potentially cause hazards to anybody in the premises.

Role of school specific regulatory bodies

The Office for Standards in Education (Ofsted) is an independent and impartial organisation that inspects and regulates the educational and child care institutions and reports directly to the government. They carry out hundreds of inspections every week and all results are published on their website. They provide help to educational settings that have not reached the required standards yet in improving their services. (Ofsted Website)

The General Teaching Council’s task was to regulate the teaching profession, promoting high standards in education. They published the “Code of Conduct and Practice for Teachers” and convened panels of the GTC had the power to issue reprimand on basis of misconduct. Since March 2012 its function has been taken over by the Teaching Agency. (General Teaching Council for England)

The Independent Schools Council is a non-profit organisation that represents more than 1200 schools in the independent education sector, assisted by a expert advisors of specific areas. The ISC aims to protect the sector promoting their interests in the political arena, provides legal and regulatory guidance for the sector and online access to sector and school information to inform parental decisions.

Reference list

Early Years Foundation Stage Staffing Requirements in England: Advice and Guidance for NUT Members. Accessed 15/02/2014
<www.teachers.org.uk>

Every Child Matters: Change for children in Schools. 2004. Accessed 15/02/14
<http://dera.ioe.ac.uk/7670/1/DFES-1089-200MIG748.pdf>

General Teaching Council for England. Wikipedia. Accessed 15/02/14.
<http://en.wikipedia.org/wiki/General_Teaching_Council_for_England>

Independent Schools Council Website. Accessed 15/02/2014. < http://www.isc.co.uk/>

Ofsted Website. Accessed 15/02/14. <http://www.ofsted.gov.uk/about-us>

Schools as Organisations 3

All schools have a strategic alignment that shows each staff member’s place and role in the hierarchy. The School Governors ensure the effective running of the institution, but the day-to-day management is the responsibility of the Head Teacher along with the Senior Management Team. The Deputy Head Teacher and the SENCO report directly to the Head Teacher, while the general teaching staff belongs under the SMT’s supervision. Class Teachers are responsible for their Teaching Assistants and the everyday quality education in the classroom. Now let us see the responsibilities of each in detail.

The Strategic Purpose of the Governing Body

The governing body of a public school is responsible for the standards of education, the recruitment of staff and the management of the premises. School governors are volunteers, who work in co-operation with the school and with all the staff to set aims and objectives, develop policies and review progress regularly, implementing the recommendations of inspections. The governing body of the school sets high standards in planning, keeping in mind that the level of challenge has to be appropriate in regards of development. They provide support and advice in realising these plans, taking into consideration the requirements of parents and the wider community. Setting a long term strategic direction for the school includes policies regarding uniform, discipline, sports and homework; spending the budget; reaching performance targets; dealing with complaints; decisions on academic matters and in some cases admissions; managing staff and the maintenance of the school property. (Teaching Assistant 2002) It is usually a team of 10-12 people and can form different sub-committees responsible for e.g. the aims and objectives; the adoption of new policies; setting targets etc.

The Strategic Purpose of the Senior Management Team

The senior management team usually consists of the Head Teacher, the Deputy Head Teacher(s) and the Assistant Head Teacher(s) (in secondary schools). While the Head Teacher has overall responsibility of the school, including staff, pupils and educational issues, other members of the SMT usually have their area to manage within the school environment, being directly accountable to the Head. Common responsibilities of members of the SMT are day-to-day management of the school, meeting learners’ needs (in the curriculum and also with extra-curricular activities) and keeping discipline amongst the pupils. They make sure that there is a good relationship between the members of staff and they also get support to further their professional development. The strategic management includes the development, implementation and regular review of the Whole School Development Plan, regarding not only the management of teaching and learning but also the financial management and external relations with the community outside of school. The SMT develops a policy on issues regarding the whole school and shares a collective responsibility for school management. (Teaching Assistant 2002)

The Strategic Purpose of the SENCO

The Special Educational Needs Co-ordinator is one of the statutory roles in schools. They are managing the day-to-day operation of the school’s SEN policy by providing guidance and in-service training to colleagues and liaising with professional outside of school to find further support if needed. They are not only responsible for a high quality teaching for SEN pupils but also take care of their records and keep in touch with their parents. (Teaching Assistant 2002)

The Strategic Purpose of Teachers

Classroom Teachers plan, prepare and deliver lessons to balance the requirements of the National Curriculum and the needs of their pupils. They have to record pupil development with the help of marked assignments, monitor each child’s individual progress and recognise problems, e.g., a student with special educational needs. (Teaching Assistant 2012) They communicate and consult with the parents, persons or bodies outside the school, the SMT and the SENCO in any issues regarding the children’s needs and development.

The Strategic Purpose of Support Staff

School support staff includes the Teaching Assistants who work directly under the Teacher’s direction, supporting their day-to-day work in the classroom. They help the teacher with everyday planning and preparation, support learning activities, report any problems or queries, and give feedback to the teacher. Under the teacher’s guidance they may also run teaching sessions and assess children’s work. Pupil support staff is attending children while they are outside of the classroom, in the playground. School administrators give a secretarial support to the whole school, while the technical staff makes sure that the IT equipment and other teaching resources are in adequate condition for use in education. The site staff consists of the maintenance staff who takes care of the building and premises of the school and the kitchen staff who gets meals ready for lunchtime. (“Becoming support staff” 2014)

The Strategic Purpose of External Professionals

There are a number of external professionals who may help the work of the general school staff with children who have some kind of special needs. Speech and Language Therapists deal with pupils with speech impairment or pronunciation difficulties. There are specialist teachers available for specific cases, like behaviour issues, autism, or for pupils who speak English as an additional language. The Education Welfare Officer’s role is to monitor attendance and absenteeism amongst school pupils. The Educational Psychologist supports the SENCO, makes observations and assessments about the development of SEN children.

The successful work of the school depends on the cooperation of all of these individuals. The final aim to provide quality education and promote children’s welfare while they at the school’s premises in the staff’s care. Each individual has to give their best in the everyday work as well as to respect the contribution of others to the common goal.

Reference list

“Becoming school support staff: Support staff roles.” Department for Education. Accessed 02/02/2014 <http://education.gov.uk/schools/careers/traininganddevelopment/staff/b00202532/school-support-staff/roles>

Teaching Assistant. Providing Support to Teaching and Learning in Schools. February 2012, edn. 2010/05. UK Open Learning Ltd.

Schools as Organisations 2

Explain what is meant by the following terms and how a school would reflect this in its practice

a.    Ethos

A school’s ethos is usually based on the philosophy or atmosphere in the school, providing a safe and respected environment that facilitates successful learning. It is affected by the type of school, e.g. religious ethos. (“School ethos” 2014)

b.   Mission

The school’s mission means its overall intention. It is the modern equivalent of a motto. The mission is what the school is intended to achieve on the academic and physical level and it is the summary of goals set forth by the institution. It is based on the school’s distinctive beliefs and includes concepts about the environment, services offered and parental involvement. It is specific to the organisation and focuses on a common purpose. (“Silky Steps” Forum 2014)

c.    Aims

Aims include the school’s vision and description and they are usually written down in the school prospectus and set by the Head Teacher in co-operation with the parents and community. Each school has its specific goals but all schools should aim to help pupils become successful learners, healthy individuals and responsible citizens. (“Evaluate Methods…” 2014)

d.   Values

Values describe the moral code the school represents and provide a general guide to behaviour and reference points in decision making. They have to relate to the individuals and the relationships between people; and to our contribution to our society and environment. (“Aims, values and purposes” 2014)

How a school would communicate ethos, mission, aims and values to pupils, staff and parents

• School Literature: School’s Prospectus, School Handbook, Policies
• School Website
• Meetings, e.g. for new parents, open days
• Assemblies and worship

Effectiveness of the different methods of communicating ethos, mission, aims and values to pupils, staff and parents

Parents can get an initial idea about the school’s ethos, mission, aims and values from the school’s prospectus and website before even deciding to enrol their children into the institution. Although, if the written information does not clarify certain points, face-to-face meeting with the school staff, e.g. on an open day might be useful. The School’s Handbook will detail all the policies, aims and values for future reference, but also it is essential to have an initial meeting between the teachers and the new parents so that they can talk about all the crucial points. Pupils should also be encourages to read to School’s Handbook or browse the website so that they are aware what is expected of them at school and what they can expect from the institution. Furthermore, school assemblies or common worships in a religious institution reinforce the ethos and values the teachers wish to give over to the children.

Reference list

“Aims, values and purposes.” Department for Education. Accessed 02/02/2014.
<http://www.education.gov.uk/schools/teachingandlearning/curriculum/b00199676/aims-values-and-purposes/aims>

“Evaluate Methods of Communicating a Schools Ethos, Mission, Aims and Values.” Studymode. Accessed 02/02/2014.
<http://www.studymode.com/essays/Evaluate-Methods-Of-Communicating-A-Schools-801899.html>

 “School ethos” Department for Education. Accessed 02/02/2014.
<http://www.education.gov.uk/schools/leadership/schoolethos>

“Silky Steps” Forum. Accessed 02/02/2014.
<http://www.silkysteps.com/forum/showthread.php?t=15449>

Schools as Organisations 1

Type of schooling early years children entitled to

As part of “Every Child Matters” and the Childcare Act 2006 every child is entitled to free part-time early years’ education between ages three and five. It includes 12.5 hours a week, 38 weeks a year in a nursery and it is distinct from Key Stage 1. In reception classes and nurseries children learn through play, are encouraged to explore their environment and gradually develop autonomy.

Types of schools

a.    Community schools

Community Schools are run by the Local Educational Authority that is responsible for the entrance exams and admissions. These schools are closely linked to the community they are embedded in and strive to serve any special needs of the area. E.g. in an industrial area pupils tend to choose professions linked to the local industries, therefore need more preparation in certain subjects in order to pursue further professional education.

b.   Foundation and trust schools

Foundation and trust schools have their own governing body and are not subject to LEA decisions. These institutions own their land and property and buy any services e.g. electricity from their own budget. Their rely on the donations and schooling fees paid in by the parents who in return expect high quality education that prepares their children for further studies at colleges and universities.

c.    Voluntary schools

Voluntary Schools include two types of Faith Schools. Aided Faith Schools receive financial support from the church only and by Local Educational Authority too. Controlled Faith Schools are run entirely by the church and independent from the LEA.

d.   Specialist schools

92% of Specialist Schools are in secondary educations. These institutions are specialised in a certain subject area or profession, providing a training that leads to a degree in a certain profession or prepares for further specialised studies.

e.    Independent schools

Independent Schools provide a high level of education but funded solely by the fees paid by the parents. There are 2300 Independent Schools in the UK.

f.     Academies

Academies are sponsored by the community or a local industry with strong ties to the community and therefore these institutions serve the special needs of the community or focuses on training pupils towards professions that are needed in the local industry. They generally have more freedom than simple state schools.

Post 16 options for young people and adults

At around age 16 young people have to make serious decisions about the direction of their future, if they want to pursue further studies or start to work. Therefore it is important that they have clear options to choose from, and soon there are likely to be more even more opportunities for them. The aim is to reduce the NEET (Not in Education, Employment or Training) situation of many young people. The September Guarantee means that after finishing tenth grade, students have the opportunity to take part in full or part-time education, an apprenticeship programme, entry to employment (E2E) or Level 2 employment training from the next September.

Communication and Professional Relationships with Children and Young People

Communication is the basis of human relationships and it is especially important to communicate effectively in a school setting where it is the channel of education and knowledge sharing. Furthermore, positive relationships between teachers and pupils make it possible to provide valuable education and a nurturing environment that facilitates personal development for children.

Skills needed to communicate with children and young people

When communicating with children it is essential to be clear, concise, age appropriate and supporting needs and abilities. On the one hand, this involves using words and phrases that the children will understand, and on the other hand, actively listening to the pupils and responding positively to whatever they have to say. Moreover, it is advisable to encourage children to ask questions and check their understanding by follow-up questions.

The teaching assistant needs a range of interpersonal skills to be able to facilitate effective communication with the pupils. The adult has to be available and make time to be able to listen to the children actively. Appropriate non-verbal skills support the success of communication, and they include facing the pupil, leaning slightly towards them, smiling, nodding, etc. Following the rules of turn-taking and being generally polite to the children (no shouting, no talking over people’s heads, etc.) shows them that they are respected by the other person and gives them a positive example to follow when developing inter-personal skills in their own interactions. If the adult is relaxed, confident and articulate during interactions, uses the vocabulary appropriate for the pupils’ age and abilities, and encourages them to respond and take an active part in the communication process, the children will develop a positive attitude towards social interactions. (Kamen 2011, p. 61)

How to adapt communication with children and young people

When communicating with children and young people we have to be aware of their age and current level of communication skills. It has to be clear what kind of communication we can expect from a child of a certain age (only words, phrases, or simple sentences following grammatical rules etc.) and what they will comprehend from what we say to them. With younger children it is advisable to use one word instructions or only simple sentences. When they form short sentences without grammatical indicators (e.g. missing plural or tense markers), we can show our comprehension by repeating the sentence in the correct form, which also facilitates their language development. Older children, who can already form sentences using correct grammar, can benefit from the introduction of new vocabulary and more complex sentence structures in conversations with adults. (Kamen 2011, p. 215)

The context of communication can be in connection with learning or just casual social interaction. At the lessons and educational activities, the learning material provides context and topic for communication between the adult and the children. During these activities the pupils have to learn to focus to the topic of the communication and with the help of the teacher try to shut out distractions. Social interactions in the breaks between lessons provide opportunity for the teaching assistant to build positive relationships with the pupils, but stay in a professional manner. These informal conversations, e.g. during meals, are similar to those children have at home with their family during dinner. Therefore they provide an excellent opportunity for the adults to get to know the pupils in a more relaxed way.

Whatever the context and occasion of the conversation, the teaching assistant has to keep it in mind that they are in a caring role; therefore their communications with the children have to formal and professional. Every statement or instruction has to be clear and unambiguous to avoid false accusations of prejudice or favouritism.  Constant checking for understanding ensures that the children receive communication appropriate

 for their age and abilities and they can comprehend the conversations with the adults. Physical contact may help to direct the child attention towards ourselves and show our empathy but we have to minimise its use to occasions when they are really needed and meaningful.

Differences between communicating with adults and children/young people

When communicating with children, we have to make sure we are listening actively to what they say and we are available for conversation whenever they feel the need to share something. Being clear and concise when giving instructions or explaining something to them is essential, as well as using vocabulary and grammatical structures suitable to their age and abilities. General politeness and empathy does not only show our respect but also teaches them mannerly conversation.

When communicating with other adults who are not colleagues in the school, e.g. parents and carers, they have to make sure they use a language that is understandable by everyone. It is not advisable to use jargon and technical language with people who are not experts in this area. Also, a teaching assistant has to be careful not to try and answer questions that are beyond their knowledge and expertise. In these cases the parents’ questions have to be referred to the class teacher or a teacher specialised in the field. Furthermore, parents and carers know their children the best therefore they are invaluable sources of information for the teachers and have to be involved in communication about the pupils’ welfare and development. (Kamen 2011, p. 70)

Communication between members of the teaching staff has to be effective and serve the quality education of the pupils. Confidential information should only be shared with those who are involved in the relevant aspects of the child’s life. Conflicts or disagreements are best to be settled outside the classroom, not in front of the pupils. Even if children do not comprehend every detail of a certain conflict, they are able to pick up on the nervous tones and influenced in a negative way in their social development.

Adapting communication to meet different needs of adults

When communicating with other adults we have to pay attention to any aspects that might cause difficulty for them in expressing themselves or comprehending what is being said. Problems can arise when the family is from a different country and has different social norms regarding conversations, and/or language difficulties. Speaking clearly and also providing opportunities for the parents to speak can help to create a positive and trusting relationship. We have to value all contributions and if they are struggling to express themselves properly, we help can them with the specialised vocabulary they are not necessary familiar with. We have to be attentive and patient towards people with hearing difficulties or speech impairment, who might have a hard time understanding us if we do not speak loud enough or need time and effort in expressing what they want to say. If a teacher is able to use sign language, communication with those with hearing problems can go much smoother. Whatever the problem is, as a teacher or teaching assistant you have to be confident and professional when communicating with other adults.

Managing disagreements between TA’s and children/young people and TA’s and other adults

Whether a disagreement is between teaching assistant and pupils or teaching staff and parents, certain interpersonal and social skills are useful in resolving the conflict. Good perception of the clashing interests and sensitivity to the different points of view can help us to see both sides of the story without agreeing with each. Conflicts often arise because of differing expectations from each side which are not met. When helping to resolve the disagreement, we have to try and find a common ground for both parties, where we can start and create ideas to bring the expectations closer to each other.

During this process we have to remain calm and polite and listen to all points of view. Making personal comments will not help the situation because we have to remember, most of the time the problem is not with the individual but only something they have said or done. If the disagreement cannot be resolved privately between the two parties, it is advisable to seek professional mediation. Supervisors always have to be informed about the issue, even if the conflict is resolved by the two parties.

Reference list

Kamen, Teena, 2011, Teaching Assistant’s Handbook Level 3, Hodder Education