Tma_O1_E100

TMA01-Myself, My settings, Roles and Responsibilities. Part 1, (1,248 words) My setting I work in a nursery based in a primary school. My setting is in an inner-city area which has very high levels of social and economic disadvantage (OFSTED, 2009).81% of the children speak English as an additional language and are from a Pakistani heritage following the Muslim faith (OFSTED, 2009). The majority of pupils start school with very little or no English and are weak in home language development (OFSTED, 2009). All members of staff (Appendix A) work together, where they help and support each other. My setting follows the Early Years Foundation Stage (DCSF, 2008), focussing on the five key outcomes of Every Child Matters (DCSF, 2004). (KU3) My Nursery achieves the 5 outcomes by providing a safe and caring environment where children are confident to access equipment and areas independently. We aim to welcome children and families with different needs and cultures. As Owen and Hayes (2008 Reader 1, chapter 3 p 34) argue, “it’s impossible to educate without caring, or care without promoting children’s learning.” My setting also provides opportunities for children to learn new skills communicate and interact with other children and staff. My Responsibilities I have worked in a different setting where I and another member of staff were in charge of an Eating Healthy scheme. The scheme was carried out to help parents to understand more about food and exercise. I have also worked in a private nursery where I was in charge of the I.C.T department. It involved me to train members of staff and provide classes for parents. Both of these responsibilities helped me when I joined my current setting in 2007, where I work alongside a team in Nursery (see Appendix B) I am now able to use my experiences, skills and knowledge in my current setting in both areas . My setting ensures that the children have the right knowledge to make the right choices linked with their health and wellbeing. As it states in the Early Years Foundation Stage (DCSF, 2008) P8 “Children learn best when they are healthy, safe and secure…”This shows how important it is for children to eat healthy (KU3) .My setting has received funding for a scheme called “Let’s Get Cooking”. The scheme is aimed at children and parents. Each week I invite a group of children and their parents and we cook using different recipes and have discussions about food. This gives me an opportunity to get parents and children to think about food in more detail and talk about their eating habits. My previous experience has given me more confidence and knowledge of different aspects of the matter. This opportunity helps me and the children to build better relationships with both parents and other children which are very important for my setting. I currently work with special needs children ensuring that the needs of children are met. I liaise with parents and other members of staff contribute to planning, I make adjustments and make sure that practices are put in place to help children to access all aspects of the curriculum As it states in the SEN codes of practice (DFES, 2001a, p.36) “difficulties in accessing the curriculum, which has to be modified to support individual learning needs making sure that practices are put in place to help and support children” (KU3). I am a key worker for a group of children, this enables me to get to know the children more thoroughly, carry out initial and on-going assessment of the children’s learning and development so that I can monitor the children’s progress (DCSF, 2008). (KU3) This helps me to find out what the children should be learning and how I could find the appropriate learning opportunities and the areas where the children need more specific support. I am going to carry on building and supporting the children’s developmental areas in accordance to EYFS and ECM and my settings inclusion policy. The Curriculum In my setting we plan to promote children’s learning and development through the activities and care we offer. As I mentioned before my setting follows EYFS therefore the planning is linked with the four key themes. (KU3). I make sure that the children learn new skills by providing a play based environment. My setting provides plenty of opportunities for the children to do outdoor activities as well as indoors. From watching DVD 1, Block 4 outdoors (00.01-00.52), I have reflected back on my own settings outdoor provision. I have spoken to the class teacher if we can have an area outdoors where the children can plant seeds and flowers and then we can expand on the topic, by doing parent workshops and then link it back to indoor activities. (Book 2 Block 4 p.134) States that the best classroom and the richest cupboard is roofed only by the sky (Margaret McMillian 1919).Each day different activities are available for the children to choose from, these may include focused activities where a member of staff gives input to support the children’s individual learning through interaction and communication. (Reader 2 p83) Carrie talks about the importance of “children learn through their play and the experiences and activities that are provided for them” Vygotskys claims that interaction with children extends their early experiences (Miller 2010) (CS3). We have continues meeting with parents to inform them and help them understand the importance of play and how to develop their child’s learning at home. This helps us to make positive relationships and get the parents involved. The Sure Start programme (2005) is discussed in study topic 2 p35, states the importance of parent’s involvement in their child’s learning and development (KU3). My setting is part of BD3 for All project, the project gets parents involved in different activities which are held during holidays and out of school hours so that parents have opportunities to be involved in their child’s learning and spend more time with them at the same time. It states in Reader 1, Chapter 24 p263 “Parental confidence is the key to much of their child’s success” (Pugh etal.1994). Reflection on Aspects of My Developing Practice In my role as a Special Education Needs (SEN) Teaching Assistant, I always reflect back on my practice. After doing Activity 9 (study topic 16 p102) I am able to identify any strength, weaknesses and any improvements I can make (CS2). My role is always changing as I have to take on extra responsibilities for an example I might have to cover a member of staff. I have also been required to deliver Numeracy and Physical Education (P.E) lessons. By doing this I demonstrated my strengths by showing I can manage a group of children and also communicate with children who have no understanding of English. From Reflecting form my practice I learnt I could have used different resources to meet the children needs. I have now taken up delivering Numeracy lessons twice a week. This may include one to one sessions or a group of children I am able to use I.C.T provision to help me with the reaching (e.g. using the interactive board) This helped me to feel more confident and I am able to teach the children new skills. My setting encourages me to build up my qualifications so that I can develop my knowledge and skills so that I can improve as a practitioner. Reader 1, Chapter 4 p56, Miller highlights due to the Children’s Workforce (DFES 2006, there is a goal to have “integrated qualifications framework in place by 2010.” (KU3) Part 2-(282 words) Special Educational Needs Code of Practice (DFES, 2001a) - Working in partnership with parents. As previously mentioned my setting values the importance of working closely with parents who have Special Needs. After reading the code of practice I have better understanding why it is important to work in partnership with parents (CS2). It states on p22 of special Education needs code of practice “Parents hold key information and have a critical role to play in their children’s education.” As a setting we ensure that we have continues communication with parents, this is done through parent evenings, daily chats to parents and workshops .This gives me an opportunity to ask the parent questions about the child and the parent to ask me questions. On p32 of the SEN code of practice “Schools should accept and value the contribution of parents and encourage their participation.” Twice a year my setting sends out a questionnaire for parent to fill in about any improvements that can be made. This shows the parent that we as a setting are willing to help and listen to their views and concerns. As a setting we try to put the ideas into practice and then we inform the parents about what we have put in place due to recommendations of the parents. This makes the parent feel valued and respected. On page 23 of the code it says “respect the differing needs parents themselves may have, such as a disability, or communication and linguistic barriers” This is reflected in my settings provision for parents by making sure that a translator is available if the parent can understand or speak in English and other need of the parent are met. This shows the parent that I am willing to help and listen to their views and concerns. Part 3-(48 words) Reflecting on your own learning Having done the assignment I have more understanding and knowledge about how to develop children’s learning. I am able to put different ideas into practice. I found it useful to read about other practitioners and then compare their practices to mine (CS3) .I feel more confident having completed it. Total number of words -1,604 References Department for children, Schools and Families (DCSF) (2008) The Early Years Foundation Stage, Nottingham: DCSF Cable,C.Drury,R and Halevaara Robertson, L. (2008) A day in the life of a bilingual practitioner, in Cable,C,Miller L,and Gooddiff,G (2010) (eds) Working with Children in the Early Years ,Second Edition, Oxon:Routledge/The open university Department for Education and skills (DCSF) (2008) The Early Years Foundation Sage, Nottingham: DCSF Department for Education and Skills (DFEC) (2006) Children’s workforce Strategy: Building a World-class Workforce for Children, Young People and Families .The Governments Response to the Consultation, Nottingham: DFES Publications. Macintyre and Mc Vitty K (2003) Planning the Pre-5 Setting, London: David Filton Moyes, Janet R (1994) The Excellence of Play, Bristol: The open University Press Buckingham Miller, L/”Professional Roles in the early years” (2000), in Cable, C, Miller L, and Goodliff, G (2010) (eds) Working Children the Early Years, Second Edition, Oxon: Routledge/The Open University Office for Standards in Education (OFSTED) (2009), My Settings Inspection Report Department for Children, Schools and Families (DCSF) (2008) The Early Years Foundation Stage, Nottingham: DCSF The Open University (2010) E100 the Early Years: Developing Practice, DVD1: Roles, Provision and Practice’s, “Roles”, Milton Keynes: The Open University Ward, U (2009) Parents in the Early Years Settings, Exeter: Learning Matters Ltd. Wood, E (2007) Listening to children’s: multiple voices, meaning and Understandings, in Cable, C, Miller, L, and Goodliff, G (2010) (eds) Working with Children in the Early Years, Second Edition, Oxon: Routledge/The Open University. Owen ,S and Haynes ,G (2008)”Developing Professionalism in the early years “in Cable ,C, Miller, L and Goodliff, G (eds) Working with Children In the Early Years ,Second Edition, Oxon :Routledge/The open university Special needs code of practice (DFES, 2001a) Appendix A- PARENTAL INVOLVEMENT POLICY 1. Introduction 1.1 All parents and carers are equally valued as part of our school community. Children’s learning is improved when we work in partnership with their parents or carers and their wider family. We therefore believe in close co-operation with all families, and in regular consultation between the home and the school. 2. Aims 2.1 Our aims through parental involvement are: • To enhance the learning experience of all pupils. • To encourage parents and carers to be involved in the children’s learning. • To provide a partnership between home and school, seeking to ensure that families feel welcome and valued. • To ensure that maximum use is made of all these adults’ skills to enrich learning opportunities. • To provide learning opportunities for parents. 3. Involvement in the life of the school 3.1 School is open to parents and carers at all reasonable times. 3.2 Families are invited to regular events, activities and celebrations that are organised by the school. These occasions provide an opportunity to celebrate success, and a viewing public for a lot of the pupils’ work. 3.3 Regular newsletters are sent home, and each family should receive a copy of the school prospectus. 3.4 Parents can view much of the schools written information on the school website. 4. Involvement in children’s learning 4.1 Parents and carers can talk with teachers before and after school on an informal basis on most days. 4.2 Appointments to see a teacher or the Head teacher can be made through the school office, and can be set up as soon as required in most instances. In the absence of the Head teacher, meetings with the Deputy Head teacher can be arranged. 4.3 There are also opportunities between 8:30am and 9:00am on Assembly days for parents to have a discussion with their child’s teacher. Teachers value these opportunities to celebrate success, review learning targets and listen to parental views. The child can be consulted about their views to provide a complete picture. 4.4 An annual report on each child’s academic and personal development is made available in the Summer Term. An acknowledgement slip is attached, and parents may request a meeting with the teacher to discuss the contents of the report. 4.5 Regular curriculum workshops are organised to assist parents and carers in supporting their child’s learning. 4.6 Policy documents, schemes of work and National Curriculum guidance are readily available for parents and carers to view. Appendix B- Diagram of members of staff in the setting ----------------------- Ethnical Statement I have provided an extract of my setting’s parental involvement policy (See Appendix A), before doing so have I asked my setting permission if I can use it. I have also removed my settings name to protect its identity. Head Teacher Deputy Head teacher Assistant Head teacher SENCO Early year’s co-ordinator Reception Nursery Class Teacher Class teacher Special Educational Needs Teaching Assistant (Me) Teaching Assistant 2 Nursery Nurses 3 Nursery Nurses