Tma_2_of_E105

E105 Statement of consideration I confirm that I am currently meeting the pre-requisites for E105 as set out in the pre-registration information for students and have a valid agreement with confirmer forms. I confirm that I have followed the correct ethical guidelines and standards within the Tma 02. Also I’ve complied with all the legal requirements that are expected because I work with children. ➢ For this assignment I have only used an agreement with confirmer form, which has been completed by a fully Qualified teacher in my setting. ➢ I have changed names of children and members of staff and the setting name to maintain confidentially and respect from the staff and pupils that have helped. My professional practice: where am I now' Task 1 I am currently working as a learner’s support assistant with children aged 5-8 years mainly, it’s my responsibility to work independently with small groups of children to work on their weaknesses, and this is my job to strengthen. They are receiving 1:1 which benefits them. The setting I work at is called Alleyn Court Preparatory school, it’s an independent school and the children range from 2 and a half to 11 years. This particular school does follow the national curriculum, this is likely to change in the near future by the government. In our course subject’s maths and English the school follow the new revised curriculum framework, being a private school we are allowed to steer from the national curriculum if it helps the children’s development. For our phonics we follow the letter and sound framework. Task 2 (self- assessment) Pp6 – leadership and change: Use reflection on theory and practice to Improve practice, and that of others, and to promote and implement innovation and change in current practice and the wider community. For this learning outcome I rated my practice as 3 which is a reasonable amount. I believe that’s I scored myself accurately because I do need to encourage staff meetings to take place, so that I can bring my ideas forward. We do have regular meetings on a Monday which we do discuss how things could change and how we can improve our practice as a team. One of the main changes for the new school year was to change the 7 lesson timetable to a 9 timetable by making lessons shorter and breaks longer. Being a private school we all have to adapt to change so the children have more time on their education. Leadership is interpreted in many different ways not just as an individual leader a team making decisions together. Rost (1991) describes leaderships as a dynamic relationship located in a group of people, where leaders and collaborates work together to generate change. I am in total agreement of this because it’s important to work with your colleagues and make changes for the better. To involve the parents in activities we decided on is very important, recently year 1 in my setting went on a walk to identify different areas of where we live for the geography lesson. We involved the parents by sending a consent form asking parents’ permission to take children for a walk outside the school. The ratio is 1 adult to 2 children so we needed parents to take part in the walk. Every opportunity we get we try and involve the parents in different circumstances. Pp5- Partnerships: Work and communicate effectively with parents, colleagues and other professionals to safeguard and promote children’s welfare and to support children’s development and learning. For this learning outcome I rated my practice as a 4 which is lots of experience, confidence and skills. The reason I rated this is because at my setting we work very closely with parents, colleagues and organisations the setting. We value our parents very much and we take into consideration their views and suggestions and as Paige Smith (2010) says in a matter of words that’s parents know their children very well, so they tend to see themselves as their keyworker. Parents are key to a child’s learning as well, sometimes it’s good for parents to work alongside the child’s teacher and the results are very positive. Partnerships between parents and colleagues are important also because it promotes positive learning and it promoted positive relationships. As was said in DFES 2007b) Parents are central to a child’s well-being and it’s the practitioner’s job to support the child’s learning in the home setting as well as at school. At my setting we send home like most schools a reading record with a list of the different books on that particular reading level inside, the child can choose from this list once they have read their last one. We tell parents about this so they are free to buy reading books If they choose to, also we make comments to parents maybe to practice particular words and the parents write back to tell the teacher how the children found those words at home. We try and include the parents with topics in their homework books, it’s so the parents can choose 7 of the 9 homework pieces that they can do, it’s nice for the parent and child to have that time with each other. Pp1- Inclusive practices. Develop and implement inclusive policies and practices that promote equality, value diversity and support the rights of young children and their families. I rated myself a 3 which is a reasonable amount for this learning outcome. This is because in my setting we try and promote equality and diversity by working with families who have language barrier issues and they need us to help with communication issues. For example we do have a family at the school which are Chinese and the 2 children speak very good English but the parents speak limited English. When the children started 2 years ago the parents needed a lot of support with their language, so the school introduced a program which enabled the parents to learn some more English during school time, as we do have a bilingual member of staff and they have helped with their English language. It is important to make sure children respect each other even if they are from different countries or maybe have different colour skin. The ways in which we try and promote children’s relationships is by introducing the different cultures to make the children aware of the reasons why the other children may speak differently and look different and by explaining how were all the same; I think it’s important for children to respect their peers from different cultures and different religions. Families that have children with learning difficulties is something we have a lot of respect for and the school I am working at offer the correct facilities, i.e. A ramp and suitable experienced keyworker and correct materials. This can be scary for a parent to see their children in a setting that’s not designed just for children with disabilities, so we offer morning coffee for these parents that may need a little support and have more of an understanding of how the school will support their child. We also send home diaries home with the children each day to keep parents informed of their child’s progress. So partnership is vital so that parents are kept in the loop and if the parent and teacher are working on the same wave length it’s a good partnership and can only be a positive step. In reader 2 chapter 4 pg. 40 it states from the curriculum guidance for the early year’s foundation stage that “parents are children’s first and most enduring educators. When parents and practitioners work together in early year’s settings, the results have a positive impact on children’s learning and development. (DFES 2007b) This I believe in because if we are working with parents then only positive learning can come from this. In my setting I believe we do need to set up some activities for children with learning disabilities and physical disabilities, to get them to feel more confident in themselves and self-belief, we should also try to raise their selfa steam and encourage positive relationships with other children. Also I plan to promote different cultured food and maybe hols some fun classes to introduce the fun of different cultures, this could also make more equality rather than children from different cultures/ backgrounds being discriminated against. Task 3 Pp6- Inclusive practice I would try and get together with colleagues in the same department and discuss how our lessons went and what we have worked on and if there was room for improvement to make lessons work better. If it’s an activity I would see what hasn’t been worked on and introduce a different idea and see what the children think if the change and how they adapt to it. By doing this my knowledge will develop further because I would be learning how to improve the lesson or activity and this will make my practice more successful and skilful. I intend to communicate more with colleagues as I’m working with a small group of children throughout years 1, 2 and 3 I think it’s harder to keep up to date with all the children’s development, so I am going to suggest a system to change this so that we can see each child’s development. This I believe will develop my knowledge. PP6- After particular activities I would try and look for ways to improve maybe make the lesson more practical as it would be theory based. I would review how the children responded to the lesson if it needed changing then I would forward my suggestions to the appropriate person, then discuss how I could improve it. This will develop my knowledge when it comes to reflecting on my practice and evaluating, so in the future I would know how I could improve activities and lessons. PP5- I am going on a training course to enable me to learn about ways to improve my communication with parents and to help me to help children that need more of 1:1 special needs. I’m hoping this will be very beneficial at work and the children will get more support. This would develop my knowledge hugely because it will teach me more about special needs and it would benefit the children. PP1- I would like to improve our equal opportunity activities, I think it’s extremely important for children to respect their peers regardless of their religion or their culture and I think we could promote good friendly relationships, by coming up as a school of fun games that we could play from different countries and mix it with English games. I think this will encourage trying new foods from other countries and this could improve friendships. PP1- I think maybe we should as a school have a inset training day based on children with disabilities and special needs, I think we don’t realise the self-esteem on children and how it can be very low and it’s important for us to know how to give them confidence and to uplift them so that they feel happy in themselves and this could encourage new friendships. I think pp1 intentions will help me understand how to help children from other countries and also help children with disabilities to become friends. References • Rost (1991) describes leaderships as a dynamic relationship located in a group of people, where leaders and collaborates work together to generate change. Book 1 page 24. • In reader 2 chapter 4 pg. 40, it states from the curriculum guidance for the early years foundation stage. DFES 2007b) • Paige Smith (2010) , DFES 2007b), Book 1 page 47 E105 Assessment Criteria | |Criterion 1 |Criterion 2 |Criterion 3 |Criterion 4 |Criterion 5 | | |‘Knowledge and understanding of |Knowledge and application of the E105|‘Study materials influencing |‘Academic literacy’ (writing like an |Answering the assignment brief’ | | |study materials’ |learning outcomes |practice’ |undergraduate) | | | |Knowledge and understanding of |Extent to which specified learning |How engaging with the study material |Ability to present a well-argued and |Extent to which guidance for the | | |relevant study |outcomes are reflected in the |has influenced practice and thinking |clearly expressed piece of work and |assignment has been met, including | | |material |assignment |about practice |extent to which academic literacy has|content and specified appendices, | | | | | |been demonstrated |ethical considerations and word | | | | | | |length | |A: Excellent |Excellent knowledge and |Excellent knowledge and understanding|Excellent links made between the |The assignment is structured in an |The guidance for the assignment has | |85-100% |understanding of the underlying |of the learning outcomes for the |study materials, developing practice |excellent way. Ideas are expressed |been addressed in an excellent way | | |concepts and principles |assignment |and thinking. |very clearly and logically. |with excellent source referencing. | | |associated with the relevant | | |References are fully integrated into | | | |study materials for the | | |discussion and are presented | | | |assignment. | | |correctly in both text and reference | | | | | | |lists | | |B: Good |Good knowledge and understanding |Good knowledge and understanding of |Good evidence that engaging with the |The assignment has a good structure. |The guidance for the assignment is | | |of the underlying concepts and |the learning outcomes for the |study materials has influenced |Ideas are clearly and logically |addressed in a good way with good | |70-80% |principles associated with the |assignment |developing practice and thinking. |expressed. References support |source referencing. | | |relevant study materials for the | | |discussion and are presented | | | |assignment. | | |correctly in both text and reference | | | | | | |lists | | |C: Clear pass |Sound knowledge and understanding|Sound knowledge and understanding of |Sound evidence that engaging with the|The assignment is soundly structured.|Sound attempt to address the guidance| |55-65% |of the underlying concepts and |the learning outcomes for the |study materials has influenced |Most ideas are clearly and logically |for the assignment | | |principles associated with the |assignment |developing practice and thinking. |expressed. |Sound evidence of source referencing.| | |relevant study materials for the | | |References support discussion and are| | | |assignment. | | |presented fairly clearly and a good | | | | | | |attempt is made to list them at the | | | | | | |end of the assignment | | |D: Pass 40-50% |Adequate knowledge and |Adequate knowledge and understanding |Adequate links made between the study|The assignment is adequately |The guidance for the assignment is | | |understanding of the underlying |of the learning outcomes for the |materials and developing practice. |structured and expressed. Some ideas |adequately addressed | | |concepts and principles |assignment | |are not clearly and logically |Adequate evidence of source | | |associated with study materials | | |expressed. |referencing. | | |and the assignment. | | |Referencing may be inconsistent or | | | | | | |incorrect | | |E: Bare fail |Limited knowledge and |Limited knowledge and understanding |Limited links made between the study |The assignment has a limited |The guidance for the assignment has | |25-35% |understanding of concepts and |of the learning outcomes for the |materials and developing practice. |structure. There are omissions, |been addressed in a limited way. | | |principles associated with study |assignment | |errors or inconsistencies. |Little or no evidence of source | | |materials and the assignment. | | |Little or no sign of attempt to |referencing. | | | | | |acknowledge reference sources | | |F: Fail 0-20% |Little or no understanding or |Little or no knowledge and |Little or no evidence of links made |Little or no articulated argument and|Little or no evidence that the | | |reference to study material |understanding of the learning |between the study materials and |no clear structure or expression in |guidance for the assignment has been | | |relevant to the assignment. |outcomes for the assignment |practice. |the assignment. |addressed. | | | | | |No references | |