Supporting the School

     The strategic purpose of:

      a) school governors

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.

b) 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.

c) other statutory roles, e.g., 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.

d) 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.

e) support staff roles

School support staff includes the Teaching Assistants who work directly under the Teacher’s direction, supporting their day-to-day work in the classroom. 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.¹

How the ethos, mission, aims and values of a school may be reflected in working practices.

The ethos of a school has to be recognisable in the school environment immediately as someone enters the premises as it is reflected in the day-to-day practices of the staff and the pupils working there. A school has to provide a safe and respected environment to facilitate effective learning practices. An optimistic and positive attitude from the staff is an example of good behaviour for the children. Relationships based on fairness, kindness and understanding have to be encouraged among the pupils. The school environment has to set reasonable challenges to each child as well as respect individual differences. 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.²

Methods of communicating a school’s ethos, mission, aims and values.

While the mission of the school is rather the summary of its academic and physical objectives, and often communicated in the form of a short motto, the ethos is more about the beliefs and feelings of the school and manifests itself in the everyday activities and relationships of teachers and pupils. The aims of the school are usually written down in the school prospectus and set by the Head Teacher in co-operation with the parents and community.³ Each school has its specific goals but all schools should aim to help pupils become successful learners, healthy individuals and responsible citizens.⁴ The values of a school are general guide to behaviour and reference points in decision making.⁵ They have to relate to the individuals and the relationships between people; and to our contribution to our society and environment.⁴ The Pulloxhill School devotes each month to one value (shown on the calendar on their website⁵) that they want to communicate towards their pupils and their community. Awarding the children for acquiring the value of the month brings these abstract concepts closer to them and builds them into their everyday lives.

  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. According to the learning and teaching policy of the Welford and Wickham Primary School in Newbury, the learning environment should be organised to ensure that children have the opportunity to work individually, in groups and as a class, make decisions, solve problems and be creative. They will develop social skills while they achieve academically and also receive support from peers and the teacher. The learning environment can be enhanced by work displays where pupils can show the work they proud of, see what their peers are capable of doing and also learn more about a topic. 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.⁶ In the Ambleside Primary school teaching staff is also encouraged to evaluate their own work by classroom observation, sharing pupil’s work throughout school and discussing quality or discussion with pupils.⁷

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 governing body of the school will publish annually a report to give the parents and cares a summary of their activities and also hold an annual parents' meeting to discuss their achievements.⁸ 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.

Sources:

1 “Becoming school support staff: Support staff roles.” Department for Education.

http://education.gov.uk/schools/careers/traininganddevelopment/staff/b00202532/school-support-staff/roles

2 “Silky Steps” Forum.

http://www.silkysteps.com/forum/showthread.php?t=15449

3 “Evaluate Methods of Communicating a Schools Ethos, Mission, Aims and Values.” Studymode.

http://www.studymode.com/essays/Evaluate-Methods-Of-Communicating-A-Schools-801899.html

4 “Aims, values and purposes.” Department for Education.

http://www.education.gov.uk/schools/teachingandlearning/curriculum/b00199676/aims-values-and-purposes/aims

5 “Values.” Pulloxhill School.

http://www.greenfieldpulloxhillschools.org.uk/Values

6 Welford and Wickham Primary School Teaching and Learning Policy

http://atschool.eduweb.co.uk/wickham/policies/t_lpol.html

7 “Learning and Teaching Policy.” Ambleside Primary School.

http://www.amblesideprimaryschool.co.uk/SiteData/Root/File/Policies/Teaching%20and%20Learning%20Policy(1).pdf

8 “Parental Involvement.” Department for Education.

http://www.education.gov.uk/schools/pupilsupport/parents/a0014567/parental-involvement

Supporting Classroom Practices

Describe the appropriate action to be taken in response to basic first aid and emergency situations.

It is recommended for schools to have a trained first aider available not only for the employees but also for the children and visitors of the institution. However, the TA should be able to act appropriately in a first aid or emergency situation and be aware of the school regulations. The TA has to be able to immediately recognise signs of illnesses or injuries and report these to the teacher. They have to call qualified help in a health emergency and in the meantime create the appropriate conditions and provide comfort for the injured or ill child. Also they have to take care of their own health and safety and offer their help as appropriate. In case of an emergency the TA has to be able to provide basic first aid to the pupils – such situations include:

Bruising: place ice in a cloth on the bruised area, lift the bruised limb it above the heart if possible.

Bleeding: wearing gloves apply pressure directly on the wound, place sterile dressing over it and bandage it firmly.

Bites and stings: remove sting with a pair of tweezers, in case of difficult breathing, pain and swelling seek immediate medical assistance.

Burns and scalds: place the burnt area under cold running water, remove any clothing not stuck to the skin, and cover it with cling film. Deep or large burns need medical attention.

Choking: debris should be removed from mouth and slap firmly between shoulder blades up to 5 times, next apply abdominal trust, and if this doesn’t help call ambulance.

Signs of distress: give comfort with physical contact until immediate needs are met, generally only younger children.

Sickness: any contamination should be cleaned immediately, keep up good standards of hygiene to avoid it.

The school’s health and safety policy outlines the emergency procedures for handling illnesses and injuries. It is essential to keep calm and also comfort the injured child. Try to access the injury without moving the casualty and get help immediately from the first aider or the emergency services. Contact the parents or carers of the child, but if you cannot, go to the hospital with the child yourself. Explain the situation in a reassuring manner to the other children and get cover to supervise them. Report the incident to the appropriate person or record it in the accident book. Emergency procedures have to be known to all staff, as well as the location of first aid equipment and personnel.

Explain why effective communication is important in developing positive relationships with children, young people and adults.

It is the responsibility of the TA to provide individual care and support to the pupils, encourage them to concentrate on their tasks and be independent, take responsibility for their behaviour and learning. Effective language and listening skills are essential when providing this support, since they are the basis of a good relationship between the pupils and the TA because they have to use a language that the children can understand and relate to. This way the pupils can accept the TA as a role model, which encourages them to modify their behaviour and attitude according to the TA and their instructions. Furthermore, vivid communication with the children makes it possible for the TA to get to know each of them individually and to be able to cater for individual learning needs and strategies. With the help of effective informal interactions the TA can build a strong relationship with the pupils where they will be able to respond to individual needs and modify the children’s behaviour to the right direction. Also the TA has to quickly recognise uncharacteristic behaviour patterns and deal with problems promptly without disrupting the relationships or report serious problems to the teacher. Good relationships in the classroom encourage pupils for learning in a positive but disciplined atmosphere and give a sense of self-fulfilment to both children and staff. This way, children will acquire certain values that contribute to their social, ethical and moral education. There are certain strategies to help the TA to maintain a positive relationship with the pupils. First of all there should be an open communication between the two parties: the TA always has to be available for listening to the children, and has to make conversation with them, for example by involving them in decision making, ask them about their hobbies and lives outside of school or just chat with pupils outside of class. The basis of an honest friendly relationship is that the TA greets each pupil by the name. It is part of the respect they give to pupils and therefore they can request the same from their side. Emphasise individual differences and have a unique relationship with each pupil by occasionally having a one on one time.

Outline current legislation, guidelines, policies and procedures within own UK home nation affecting the safeguarding of children and young people.

While working in a close relationship with the pupils the TA has to be able to recognise any potential signs of child abuse. If they decide it is necessary to take steps, they can seek advice in the school policy or procedures for suspected child abuse.  It is a legal requirement for the school to have a policy of potential child abuse that is checked with Social Services staff and compatible with local authority systems. There also has to be a specialist member of staff who has the necessary training to deal with such cases.

If child approaches the TA with complaints about any form of abuse in their home, the TA should stay calm and keep their emotions under control. It is essential that the child is comforted and sees that their problems are taken seriously. The pupil has to understand that it is not their fault what is happening to them and the appropriate action will be taken to help them. If they are ready to talk about it, the TA is there to listen to them and can be trusted, but also the child has to be informed that the issue cannot be kept in secret; certain people have to informed in order to make the necessary steps.

The TA has to contact their supervisor and make notes about what pupil said, without changing any details or interpreting anything. Senior members of staff are responsible for carrying out the procedures laid down by Area Child Protection Committee. The ACPC has managers in each area to deal with children and their families. ACPC issue procedures about what should be done in case of suspected child abuse, ensure that national policies and procedures relating to child protection are carried out, and all relevant agencies work together for protection of children.

It is essential for school staff to identify concerns as soon as possible to get help. Cases of suspected child abuse have to be reported to the local authority and it is the responsibility of the Social Service Department to carry out the investigation. The process starts with a Consultation which involves discussion and advice on concerns. Then a Referral, formal request on behalf of child, is handed in. during the Initial Assessment all records and files are checked to find out if the child needs protection. There is also a consultation with the family but only if it does not expose the child to further risk of abuse. Strategy Discussion involves professionals from the Social Services Agency making a decision and planning further action. Child Protection Enquiry is the investigation carried out by Social Services and police to assess the need of child protection. Following the investigation a Child Protection Conference, multi-agency meeting takes place to decide whether any action is necessary, and whether to put the child’s name on the child protection register. The result of the conference is the Child Protection Plan that outlines how to keep the child safe and reduce or remove any risks of further abuse. A series of regular follow-up meetings is necessary to assess progress, review needs, and de-registration if child’s safe.

Describe the possible signs, symptoms, indicators and behaviours that may cause concern in the context of safeguarding.

According to statistics children are more likely to be abused by people who are close to them and who they know well than by strangers. Abuse can happen in families of any social or cultural background and does not depend on the child’s age either. Abusive relationship in a family is not an isolated incident but a process; therefore school staff has to look out for any drastic changes in a pupil’s behaviour that can be a sign of abuse at home.

There are four main forms of abuse whose signs a TA has to be able to recognise and take necessary action. Physical abuse is a knowingly not prevented or non-accidental injury that can include cuts, scratches, bite marks, fractures, burns, bruises in places and forms unlikely to be caused by an accident. Injuries from accidents are infrequent and likely to appear on the limbs. Non-accidental injuries, on the other hand, are frequent, patterned, and appear in an unusual place, like skull, eyes, nose, face, ears, mouth, neck, shoulders, chest, genitals, thighs, legs. If a TA notices injuries like these, they first have to ask the child how they received them. If the signs show a disturbing frequency, it is advisable to make a record of them to find out if they show any pattern and if abuse can be suspected.

Emotional abuse in the family can happen through verbal attacks, humiliation, isolation, rejection or over-protectiveness, or inconsistency in the adults’ behaviour. Signs of emotional abuse include: aggression, unresponsiveness, communication problems, lethargy, stunted growth, failure to thrive, wetting or soiling themselves, poor self-esteem, rocking back and forth, or withdrawal from social activities. Just like as signs of physical behaviour, an isolated appearance of one or two of these signs is not necessarily a reason to be worried. But the TA has to be aware if a child is showing one or some of these signs repeatedly over a period of time and consider if they are caused by emotional abuse.

Sexual abuse is the exploitation of children in sexual activities to meet the sexual demands of an adult and can be indicated by a number of different types of sings, for example, bruising on the chest, inner thighs and buttock of the child, genital injuries, urinary-tract infections, frequent headaches and stomach aches, stained underclothes, bed wetting, and eating disorders. A TA should be alerted if they experience any of the above on a regular basis or any sudden changes of behaviour. Potential indicators of sexual abuse can be flirtatious behaviour, running away from home, referring to secrets that cannot be told, fear of a certain person, feeling of worthlessness, anxiety, or inappropriate sexual knowledge for the child’s age.

Finally neglect is a type of abuse when the child’s basic needs are not met and their rights to be fed, kept warm, loved and given medical attention are breached. Signs of neglect are low weight, large appetite, dirtiness, smelliness, inappropriate clothing, e.g., sandals in winter. Some of these signs do not necessarily mean neglect, because some children develop slower than the others, but if their development if affected by the lack of care from the parents, the TA has to take action. A neglected child can be recognised by the lack of attention they show for what is happening around them and by the parents’ lack of interest in their own child.

Since the TA is spending a lot of time with the children they will get the pupils know very well and have to notice any sudden or unexpected changes of behaviour or any physical injuries. Behaviour problems can be caused by harmless changes in the family (e.g., new baby is born), and injuries can be caused by simple accidents. But if the child is often upset and the signs are coming back repeatedly, the TA has to consider taking action against potential child abuse.

The Learning Environment

Explain how a Learning Support Practitioner may contribute to the planning, delivery and review of learning activities.

The Learning Support Practitioner or Teaching Assistant works directly under the Teacher, following their curriculum and directions.

The TA does not only have to be fully briefed about the Teacher’s educational intentions but also has to be involved in the planning and preparation of the learning activities so that they are aware what is going to happen in the classroom and can support the teacher’s work. Also this is the way for the TA to learn from the Teacher how to plan lessons and learning activities. Planning is a decision about what will be done, when, how and with which pupils. The support the TA can give to the Teacher at the planning stage depends on their qualifications, expertise, experience, and job description and has to support the ethos of the school. The TA can help the Teacher in planning and preparation with new ideas and learning strategies; the preparation of the learning materials, organising and managing the learning experiences. It is also the duty of the TA in the planning and preparation stage to get the classroom ready for the specific learning activity (e.g., arrangement of desks, distribution of learning materials, etc.) and tidying up afterwards. If the TA has any concerns about the implementation of the planed learning activities they should share those with the Teacher. Problems can arise from the lack of appropriate learning materials, time restrictions, learning environment, the role or expertise of the TA.

Effective learning combines the utilisation of key and basic skills with discrete support, constructive feedback and encouragement of pupils to take responsibility in their own learning. In order to support this process the TA has to be fully aware of the aims and objectives of the learning activities, their relation to the curriculum and the ethos of the school. Also they have to understand clearly their roles and duties in the delivery of learning activities and use appropriate materials and learning strategies previously agreed with the Teacher. The duration of the learning activities can be a part of a lesson, a single lesson or several consecutive lessons, and can be planned for individual pupils, groups of pupils or the whole class. During the delivery of the learning the Teacher and the TA can share the workload between each other in different ways, according to previous planning and depending on experience and training. The most common arrangement is the TA helping out the Teacher while they are dealing with the whole class, e.g. the TA can be assisting pupils in the use of equipment and ICT, supervising children’s behaviour and progress, helping out the slower ones. If the TA has experience or training in dealing with SEN children, it can be their responsibility to deal with individuals or small groups with special needs while the Teacher is working with the whole class. Alternatively this situation can be turned around if it is the Teacher who has the means to deal with the SEN children and the TA can be made responsible for teaching the rest of the class. The tasks of the TA may include: explaining points or words, repeating instructions of the Teacher, reading stories or hearing children to read, making notes for a pupil while the Teacher is talking, checking pupils’ work helping to correct mistakes, guiding work on computer, helping to catch up on missed work, supervising and observing children’s practical work. During these activities the TA should give their individual attention to pupils, be available for help and give support as needed, try and match individual needs to long-term learning goals. The TA has to take into consideration the way children learn and develop and the factors influencing learning, and immediately report any problems to the Teacher. The learning materials used by the TA have to be suitable for the age, maturity and abilities of the pupils, and also address the individual learning needs. These materials have to be high quality, accessible, relevant, useful and simple to use, also interesting and challenging for the pupils. It is the TA’s responsibility to help pupils following instructions and keeping on task, for which they can use skills like questioning, active listening, prompting reticent pupils, explaining new words, modelling correct use of language, ensuring pupils follow the Teacher’s instructions, helping them to use resources and using praise to reward good work. In order to keep pupils motivated they have to reward desirable behaviour with positive reinforcement and also discourage negative attitude. Also with the promotion of self-motivation and individual learning encourages student to take responsibility for their learning.

The TA’s role in the review of the pupils’ progress is also essential since they are present at all learning activities and are deeply involved in the pupils’ life in the school, not only by being part of the regular learning activities but also by being role models and mediating important values about confidence, self-esteem and acceptance to the children. The TA should be fully aware of what the learning objectives of the planned activities are and how their success can be measured so that they can contribute to the assessment of the quality of the experiences. Monitoring pupil learning is essential because this way the lessons can be adjusted according to the children’s needs and become more effective. Also if we build and maintain a learner’s profile for each pupil we can provide more appropriate learning opportunities to the children. The TA can support the Teacher by carrying out different types of observations in the classroom and provide information about how well the learning activities went, what was the pupils’ response and where they needed help. When the TA is giving feedback to the Teacher they have to give a realistic and fair picture about the success of the learning activities according the evaluation measures they agreed on earlier in the planning phase. It is also among the responsibilities of the TA to collect information about the children from the parents / carers, to keep a record of each pupil, be aware of and report any problems. These records help the Teacher to see the development of each pupil throughout the term.

Evaluate own strengths and weaknesses in relation to supporting learning activities and how these may have an impact on the support that can be provided.

Having taught English to children and adults as well in my home country, as a TA I would not have any problem with leading group work or providing private tutoring to some pupils with special needs. In private teaching you can focus on the specific needs of one individual so however challenging those may be, still I find this form of learning activities the easiest as a teacher and the most beneficial for individual needs.

Learning in small groups is advantageous in regards of developing communication, social and team work skills, but requires the teacher to take up the leader role and persuade the children to pay attention and follow the instructions. Teaching the whole class is the more difficult version of leading group work and I am still not confident in keeping discipline even in the furthest corner of the classroom (I am not a loud person).

However, I have never worked with SEN children, so I am not sure how I would cope with children with behaviour problems or specific learning disabilities. I should take a course about this to have an idea really.

Preparing the classroom or teaching materials is not a problem for me; I am quite resourceful in finding creative ways of teaching, and confident with the use of computer, printer, Xerox machine etc. I am also crafty when it comes to preparing handmade materials or creating displays. If I am short of ideas I just go on the Internet and browse for inspiration. I especially like playful activities when children can learn without noticing it. The simplest ideas like crossword puzzles or memory card games can provide a bit of fun and break the monotony of a lesson, and they are easy to prepare with the help of free programs form the Internet.

Keeping a record of children’s behaviour and progress is also a job for me who likes organising information and paying attention to details. Not to mention the fact that I find record keeping very important since a teacher has to know all the pupils very well in order to deliver value in teaching.

Explain the sorts of behaviour or discipline problems that should be referred to others and to whom should be referred.

The ultimate goal of the teaching team is to deliver the best to the pupils. Therefore if the TA experiences any kind of concern regarding the performance or the professionalism of a colleague it is their responsibility to report these problems in an appropriate way. First of all there is an informal way to solve these problems by approaching the member of staff involved.

The next step is involving other members of staff into the issue. The TA can ask for advice from a senior and more experienced colleague or share their concerns with the Head Teacher in a personal interview. In this case it is important to provide very specific observations of the problem. The Head Teacher has the authority to give an informal warning to the problematic colleague, advise them to take counselling and set up a timetable for improvement. If the problem cannot be solved within the school the Head can turn to the local authorities or the trade union for advice.

If there is a need for a formal (discipline, capability or grievance) procedure, a written record of the problem’s investigation has to be provided and the results of this are discussed at a formal hearing in front of the Governing Body. Both parties have the right to prepare for and to be represented at these meetings. A disciplinary procedure deals with misconduct of a colleague, a capability procedure is to decide about the possible incompetence of a staff member, and a grievance procedure is evaluating factors affecting the well-being of colleagues or their ability to carry out work.

As far as pupils are concerned, it is essential that the TA recognises signs of behaviour problems and emotional distress because these issues are often stay hidden from family and friends. If a child’s behaviour drastically changes, becomes isolated from their peers and family, have difficulties with learning despite giving their best, becomes disobedient or aggressive, the TA might have to refer them to an educational psychologist who has the necessary means to tackle these issues. When working directly with children one by one or in groups, an educational psychologist uses observation, interviews and tests to assess a student’s particular emotional and learning needs. Following that they can create interventions to help the child with their problems.¹ They can also determine if a pupils needs a statement of having Special Educational Needs. Educational psychologists also carry out research to further the development of educational policies and deliver trainings on behaviour and stress management.¹

While Educational Psychologists work with children in their normal environment of their school and home, more severe cases of behaviour and learning problems to be dealt with in special schools, the so called Pupil Referral Units. PRU’s are for children who temporarily or permanently are excluded from school because of a physical or mental illness², including severe behaviour issues, long lasting illnesses or pregnancy. Pupil Referral Units aim to deliver the same broad curriculum, with the necessary counselling services so that after a short while pupils can be re-integrated into mainstream education. If the mainstream school setting cannot meet a student’s needs on the long term, PRUs offer long term placements where young people are being prepared for independent life in society.²

Compare and contrast the roles of the Teacher and the Learning Support Practitioner in the assessment of learners’ achievements.

While it is the responsibility of the Teacher to give an objective and official evaluation of the academic, mental and physical development of each pupil, the TA – being present and active participant at all learning activities – can provide a lot of help in this. It is amongst the responsibilities of the TA to gather information about the children from the parents and keep a personalised record of each pupil. This clerical support gives a basis to see each child’s development during the school year. Also the TA is required to work with certain groups of pupils if they need special attention and supervise the children during non-formal activities. This close relationship provides plenty of information about the pupil’s day-to-day development which can contribute to the Teacher’s formal assessment.

Analyse the importance of developing and maintaining positive relationships with colleagues and other adults within the learning environment.

As our aim in the learning environment is to make the most of the pupils’ learning experience, it is important that the members of the teaching team are on good terms, and supporting one another in their common goal. In order to develop and maintain positive working relationships with colleagues, every individual has to be clear and confident about their own role and standards in the working process as well as the role and standards of others. If we constantly seek and respect our fellow team members’ knowledge, share information and ideas and are supportive to others in achieving results, at the end of the day the pupils will benefit from our hard work. Professional and supportive members of the teaching team keep this ultimate goal in mind.

Sources:

1 “Educational psychology.” Department for Education.

            http://www.education.gov.uk/schools/careers/careeropportunities/b00201184/educational-psychology

2 “Pupil Referral Unit” Cumbria County Council.

            http://www.cumbria.gov.uk/childrensservices/schoolsandlearning/ils/pru.asp