2.2 Explain The Roles Of External Professionals

Educational psychologists work with children who have a range of difficulties. Their roles consist of them;-

The behaviour policy outlines the school's aims of how to create “a positive community atmosphere in which children can learn effectively by promoting good standards of behaviour”. The school aims to recognise and respond to good behaviour in children, promoting a positive classroom environment where the focus is on praise of children's good behaviour and work. It outlines rewards and sanctions, and sets out a code of conduct that all children, staff, parents and governors should be aware of.

The policies and procedures within my placement school relevant to promoting children’s and young people’s positive behaviour cover a range of six sectors these are

The Education Act 2002 – local schools and authorities are required to protect and safeguard and promote the welfare of children.

This means keeping children safe from accidents (i.e. road safety), crime and bullying and actively promoting their well-being in a healthy, safe and supportive environment. It also encompasses issues such as pupil health and safety and bullying, about which there are specific statutory requirements, and a range of other issues, for example, arrangements for meeting the medical needs of children with medical conditions, providing first aid, school security, drugs and substance misuse.

1.1 At present employed at Cheam Park Farm Junior School in Year 5 as per the job description (see attachment 1) I have a range of duties such as enabling access to learning pupils and to assist the teacher in the management of pupils and the classroom. Supervising and providing particular support for pupils and ensuring their safety and access to learning activities but also challenging children to make them work to the best of their ability. Supervising children at playtime and making sure there playing safely individually and in groups. Setting out

| Section 175 of the Education Act 2002 requires local education authorities and governing bodies of maintained schools and FE colleges to make arrangements to ensure that their functions are carried out with a view to safeguarding and promoting the welfare of children.All children deserve the opportunity to achieve their full potential.  The five outcomes that are key to children’s and young people’s wellbeing are: * Stay safe * Be healthy * Enjoy and achieve * Make a positive contribution * Achieve economic wellbeing The school should give effect to their duty to safeguard and promote the welfare of their pupils (students under the age of 18 years of age) under the Education Act 2002 and , where appropriate, under the Children Act 1989 by: * Creating and maintaining a safe learning environment for children and young people. * Identifying where there are child welfare concerns and taking action to address them in partnership with other

A child will be assessed by an educational psychologist if there are concerns about their intellectual, communication and behavioural development. Assessments can be arranged by the SENCO or independently. The aim of the assessments is to find out why the child is not progressing and what support is needed in order for them to progress. Specific learning difficulties are often identified in this way such as Dyslexia, AHAD, Dyspraxia. Support and targets for the child are then set to help them achieve. The outcome of the assessments may involve the child referred to other professionals e.g. occupational therapist, optometrist, speech and language therapist, psychiatrist. The psychologist will advise the school on how to promote development for example, keeping verbal instructions simple. Keep stories and group activities short to match attention span.

The ethos and mission of a school are often referred to hand-in-hand as the same thing. They are however, different. The mission is based upon what the school intend to achieve in a more physical and academical way, whereas the ethos is more related to the beliefs and feelings of the school.   As they are inextricable linked to the holistic teaching approach they become part of most school mission statements as one.

Ensuring children and young people’s safety and welfare in the work setting is an essential part of safeguarding. While children are at school, practitioners act in ‘loco parentis’ while their parents are away. As part of their legal and professional obligations, practitioners hold positions of trust and a duty of care to the children in their school, and therefore should always act in their best interests and ensure their safety – the welfare of the child is paramount (Children Act 1989). The Children Act 2004 came in with the Every Child Matters (ECM) guidelines and greatly impacted the way schools look at the care and welfare of pupils. Children and young people should be helped to learn and thrive and be given the opportunity to

The ethos, mission, aims and values of a school is normally based on the beliefs and feelings of a school and can be felt in the school’s atmosphere, They should be recognizable when entering the school environment as it should be part of the school’s everyday activities and part of the daily practice of both staff and pupils. School policies are in place to ensure that children are at the centre of everything, reward systems to celebrate achievement in both academic and non-academic areas. There is a school council where pupils’ voices are heard and they can make positive changes to the school, this gives them a sense of pride in the school and enhances the positive atmosphere. Assemblies are led in a way and the school works together .The school has strong links with the local vicar and church family. Through the church, the

Practitioner’s expectations should be to become a valuable practitioner, to be reliable and build good relationships with children and parent carers, encouraging play whilst learning, and by having children’s best interests e.g. physical activities, outings, this would help them to enjoy their growth in knowledge and assist in enhancing their development as a whole. Also practitioners should work as a team with other staff members and parent/carers in order to support the children to promote the children’s initial learning so that the children will feel confident and would be able boost up their self-esteem, and this will also help them in their future, and prepare them in further education when they move onto school. Also the

All work with children should be underpinned by the principles and values as stated in the National Occupational Standards in Children’s Core Learning and Development. These principles and values are stated below:

Within this assignment I will evaluate the regulation of care provision for looked after children. I found that two organisations supports and give guidance to schools and services which support looked after children (OFSTED and the Care Quality Commission). They are both similar but highly different in which institutes they inspect. I have analysed the OFSTED report for Pool Hayes Arts and Community School. This showed and supported the roles and responsibilities I have explained in my previous M2.

The ethos and mission of a school are often referred to hand-in-hand as the same thing. They are however, different. The mission is based upon what the school intend to achieve in a more physical and academical way, whereas the ethos is more related to the beliefs and feelings of the school. As they are inextricable linked to the holistic teaching approach they become part of most school mission statements as one.