Nf1 Unit 1 Reflection

Although the class teacher is primarily responsible to plan, deliver and review all learning activities for the class, a teaching assistant can work alongside the teacher and make contributions that can improve the teachers plan, alter the delivery to make it more effective for pupil attainment and extend the teachers initial review. “Planning, teaching and evaluation follow a cycle which gives structure to the learning process” (Baker, B., Burnham, L., 2010) and is vital in my role as a teaching assistant. I aim to describe how I aide the teacher to plan and deliver lessons and how I give feedback to the teacher about individual pupils, in order for the teacher make improvements in her planning and to be able to target individual

The children act 1989 has influenced some settings by bringing together several sets of guidance and provided the foundation for many of the standards practitioners sustain and maintain when working with children. The act requires that settings work together in the best interests of the child and form partnerships with parents or carers. It requires settings to have appropriate adult to child ratios and policies and procedures on child protection. This act has had an influence in all areas of practice from planning a curriculum and record keeping. The every child matters framework has

Other statutory roles within schools apart from the Head and deputy head are Special Educational Needs Co-ordinator (SENCO). They have day to day responsibility for the operation of the SEN policy and are responsible for managing and monitoring the special educational needs provisions in the school and to monitor and review the provision for pupils with special educational needs. This can include

In mainstream primary schools the key responsibilities of SENCO has evolved as they now need to include overseeing the day to day operation of the schools policy, coordinating provision for children with special educational needs, liaising with and advising fellow teachers, managing learning support assistants, overseeing the records of all children with SEN, liaising with parents, contributing to the in-service training of staff, liaising with external agencies including LEA’s support and educational psychology services, health and social services and voluntary bodies (Cheminais 2005).

The setting has Special Educational Need Co-ordinator (SENCO) involved in supporting the teacher and /or parents. The SENCO organises further assessment of the child’s needs if required.

The rationale for this choice was that the authors clinical background is health visiting and therefore has prior knowledge of good practice in child and family settings, an understanding of child development stages and experience of supporting children with complex needs and their families. Additionally, the author has previously been involved in shadowing opportunities within their own organisation and knows service areas well. By choosing an area unfamiliar to the author, a fresh eyes approach could be pursued and limited the potential for bias.

Special Educational Needs Co-ordinators is the term which defines SENCO. SENCO co-ordinators are teachers who are in charge aimed at schools for special educational needs and work in connection with the managers, teachers, parents, governing body and other agencies. (Cowne. E, 2013, pg1-2). Under The Education Regulations 2008 it is essential a SENCO must be a qualified teacher, head teacher, chosen acting head teacher or aiming to become a qualified teacher. Therefore SENCO play an important role in adjusting and expanding policy and provision in schools for the development of children with Special Educational Needs, the SENCO has a responsibility for the way staff and the school itself operate in terms of working with children with SEN. (Cowne. E, 2013,

Following this, several programmes and frameworks were later implemented into all establishments that worked with children, and these included “Every Child Matters” services, planned around children’s and young people’s needs and the improvement of the five key outcomes which contribute to their well-being: be healthy, stay safe, enjoy & achieve, make a positive contribution and achieve economic well-being. There was also the implementation of the Common Assessment Framework (CAF) system which enables multi agencies to access and add information about a child’s needs. The CAF is used at the earliest opportunity when it is highlighted that a baby, child or young person may need help in their lives in order to progress. It is used when there is concern about a child, or agencies have recognised a child has additional needs, that require further exploration and a multi-agency response. The assessment provides further information and understanding of the child’s circumstances.

“The TAC is a model of multi-agency service provision. The TAC brings together a range of different practitioners from across the children and young people’s workforce to support an individual child or young person and their family. The members of the TAC develop and deliver a package of solution-focused support to meet the needs identified through the common assessment.” (CWDC, 2009.p29)

In the first paragraph there is mention of As a someone who worked with DHH students and was required to interpret and or proctor the state mandated tests, I feel the same sentiment you shared in the first paragraph. Especially, since these tests are set up in a way that often sets students with special needs (DHH, LD, ESL) at an extreme disadvantage. In an article about differentiating instruction and Deaf learners, Martin (2010) illustrates how the questions format for standardized testing are difficult for the students to answer and/or understand. Which I believe are applicable to other students with various disabilities.

I am a student in your SY389B that approached you after class on Monday to inquire about receiving an extension due to having food poisoning that has in turn caused my vertigo to act up. I was unable to attend class today as when I got back to Waterloo I took my medication, as I was very dizzy, and only woke up a few hours ago. I have been working on my Unit 1 Critical Reflection Paper but have been unable to complete it up to your standards. I want to produce my best work as this assignment is work 30% of my overall grade and was wondering if it would be possible to have a little extra time. If not, I understand that I will receive 3% off per day that my assignment is late. Also,

4. to identify and prioritise targets for intervention. Conducting interviews with parents, teachers and the child.

Undoubtedly, no single professional can have a full image of a child’s needs and if they are to receive the right help then partnership with children becomes vital, as the agencies working together can start their assessment with the experiences of children and families (Davies, 2011) and then can identify concerns, share information and take rapid action from the information obtained from the child (HM Gov, 2015).Partnership with children should be fostered by involving them in decisions, by including them in meetings and agreeing on a plan of action so their requirements can be achieved, rather than imposing decisions and services on them (Dominelli, 2009). Also DCSF (2010) outlines that it is a requirement for children to be kept fully informed of procedures involving them and consulted understandingly, since children can feel powerless when decisions are made on their behalf. This can leave a negative impact throughout their lives for example, leaving them with the idea that they do not have the ability to make good decisions even in adulthood, hence partnership is important (Parker-Rees et al,

In an Early Years (EY) setting, the role of a TA differs slightly to higher key stages in school, as it is a statutory requirement that each child “must be assigned a key person” (DfE, 2017:22), in which the assigned person must ensure that the learning

This paper will reflect on my own professional development and focus on my three targets picked at the beginning of the year from the Training Needs Analysis and Higher Level Teaching Assistant standards. It will critically analyse and reflect on my own professional development and whether I have achieved my set targets and what I plan to do next.