Unit 2: Key Issues In Working In Schools
UNIT 2 – KEY ISSUES IN WORKING IN SCHOOLS
E1 – Key legislation that supports the teaching assistant in promoting safe working practice in school
The Health and Safety at Work Act 1974
Every child matters Framework and The Children Act 1989 and 2004
The Disability Discrimination Act 1995 (replaced by Equality Act 2010)
The Education Act 2002
CRB (criminal records bureau
COSHH (control of substances hazardous to health) 1999
The Data Protection Act 1998
The Education Reform Act 1988
The Special Educational Needs and Disability Act 2001
The Race Relations
The Sex Discrimination Act 1975
The Children Act 2004, through the Stay Safe outcome of the Every Child Matters Change for Children programme, places a duty on schools/services …show more content…
to safeguard and promote the well-being of pupils. This includes the need to ensure that all adults who work with or on behalf of pupils are competent, confident and safe to do so.
Health and safety legislation states that - “ Two of the most important pieces of health and safety legislation affecting educational establishments across the UK are the Health and Safety at Work, etc Act 1974 and the Management of Health and Safety at Work Regulations 1999. These set the standards that must be met to ensure the health and safety of all employees and others who may be affected by any work activity. Other regulations also exist to cover work activities that carry specific risks, for example lifting and carrying, computer work and electricity.
The Management of Health and Safety at Work Regulations 1999
The Education (School Premises) Regulations 1999
The Workplace (Health, Safety and Welfare) Regulations 1992
The Manual Handling Operations Regulations 1992
The Control of Asbestos at Work Regulations 2006
The Health and Safety (Display Screen Equipment) Regulations 1992
The Electricity at Work Regulations 1989
The Reporting of Injuries, Diseases and Dangerous Occurrences Regulations 1995
The Control of Substances Hazardous to Health Regulations 2002
The Provision and Use of Work Equipment Regulations 1998
The Construction (Design and Management) Regulations 2007
The Health and Safety (First Aid) Regulations 1981” (Website Ref 1)
E2 - Policies and procedures that the teaching assistant might use in relation to safety
Schools require a number of key policies and procedures that support the legislation described in E1. A range of policies are required and can include the following with associated procedures.:
First aid policy, this is used when a child has injured themselves (requires qualified first aiders able to administer first aid).
Behaviour policy, which will include a set of rules of the school together with the sanctions or consequences that would have to be followed if the rules were broken by any child. Examples include, fighting outside during break, which would necessitate a time-out followed by a discussion of the problem and possibly assist with a resolution.
Risk Assessment policy identifies any risks within the classroom or outdoor area of the school environment, examples include sufficient fire exits, slippery floors, walking, not running, moving up and down stairs in groups, example check-list can be created, making sure fire exits are clear and easily accessible, etc.
There should also be a policy to allow a practice of a procedures and a review .
Emergency Plans – to evacuate the school in case of fire, or if there is a dangerous incident requiring immediate external assistance.
E3 - The responsibilities of the teaching assistant in maintaining a safe environment
Within the Children 's Act 2004 it makes clear that “The Child 's Interests Must Come First” (Website Ref 2) Consequently, play areas ( indoor and outdoor) must be supervised to provide a safe environment managing accident prevention, identifying hazards, e.g. clutter near emergency doors, spillage on floors, risks to tripping etc. Ensure they are protected against the weather (Sun, wind, rain ). Additionally, visitors to the setting should be clearly identified and sanctioned for the visit within the school premises.
When a TA organises a particular activity consideration should be given to a safe layout, sufficient resources available, adequate hygiene. Maintaining a positive example is considered the most appropriate method for children to learn from throughout any activity. Follow rules and give clear boundaries. Develop the key person approach and help the children to be appropriately confident and assertive. The TA should know how to use all the safety equipment provided, and teach the children about safety.
E4 - How the teaching assistant can provide pupils with opportunities for risk and challenge within a safe environment
Bruce, Meggitt and Grenier state that by constantly encouraging children to use their biologically driven risk assessment they will further develop this process of self risk assessment – under supervision (Books Ref 2 page 386) – e.g. sliding backwards down a slide on their stomach. Children who are not supported by an adult to take their own risk assessments are more prone to accidents. It is also important to keep children aware, but confident with skills such as learn, for instance ‘stranger danger’ and the ‘green cross code’, which are easily remembered and keep children aware. Children need to be given the freedom to explore as long as they are aware of what the dangers are, for instance if they walk into a playground and see a broken bottle how do they know not to go near? A TA needs to talk to them and explain the dangers of them picking up the bottle, how they might be hurt etc.
Too many children to supervise runs the risk of an accident, therefore a suitable (depending on the age of the child) adult to child ratio enables children to play safe, in a safe environment. The better trained the staff are then the greater the competency of checks can be carried out on the area where children will be playing. E5 - The importance of managing behaviour to keep pupils safe from harm
The importance of managing behaviour by providing a framework for socially acceptable behaviour, so that pupils are able to learn and play within a safe and secure environment is fundamental to the learning experience for a child whilst avoiding injuries. Children learn from their own mistakes which will help them in later life as they become conditioned to self-assessment of risks, gaining valuable life skills. A TA should teach clear, unambiguous behaviour boundaries, and assist them to manage conflict, so children will learn what is expected of them (rules) and the consequences of breaking these rules. The effect it will have on themselves and also the possible harm it can do to others. “ Accidents are the most common cause of death in children aged between 1 and 14 accounting for half of all child deaths”( Book Ref 1 page 272). Therefore, it is extremely important to make children aware of danger, how to avoid it and how to be safe. Additionally, repetition of fundamental safety rules is often necessary for most children.
E6 - Strategies that teaching assistants can use successfully to resolve conflict with colleagues Strategies that the teaching assistant can use to resolve conflict with colleagues are:
Understanding why the disagreement or grievance may have occurred – were you to blame, was it a lack of training, a misunderstanding, could there have been a different outcome?
Ask - If somebody has done something that made you angry, if you don’t understand somebody’s viewpoint, if you don’t understand their actions.
Ask yourself why? And if you could have handled the situation better.
Could just be a clash of personalities with different points of view?
Realize that conflicts are inevitable at work - Whenever people are engaged, committed and fired up, conflict and disagreement is bound to happen.
Handle the conflict sooner rather than later - Do it now! It’s very tempting to wait for a conflict to blow over by itself, but it rarely does – in most cases it only gets worse with time.
Arrange a meeting and talk constructively about the conflict without accusation.
Get mediation from a senior member of staff or someone impartial or in-between to help discuss the issue.
When working within a team you have to respect others points of view.
Conflict can have an adverse affect on teaching children, for example if the class teacher and teaching assistant have an unresolved issue, it can cause a difficult atmosphere within the classroom that the children will readily pick up on. E7 - How teaching assistants can develop their own practice
Developing your own practise as a TA requires that you first identify previous experiences and skills. By reflecting on your own task ability or receiving objective advice from a teacher or colleague, it is possible to determine goals and objectives. A number of tools are available to assist:
SWOT analysis (strengths, weaknesses, opportunities, threats), by identifying key areas about you then further personal, critical judgements can be made by you. By analysis and reflection of your capabilities it will then be possible to create a Personal Development Plan - which is a way of recording, reflecting and writing about the practical outcomes about you so far, it is a personalised record of your own career or experiences and it helps to improve development. This plan allows you to focus on how you can achieve your objectives to improve. Associated with this can be the creation of SMART targets - these are clearly defined target that has the following characteristics:
S -specific - Specific means going or heading for one goal, something in which you really want to achieve.
M-measurable - Measurable is how much time you set yourself to achieve
A-Attainment - means what steps you have to take, to reach your goal.
R-realistic - is the goal set can be achieved and within your means.
T-time - is how much you give yourself to gain the objective
SMART targets develop your own practice, give strategies and your own way of implementing and developing skills.
D1 - Describe how safe working practices within a school can protect pupils AND adults
All education staff are accountable for the way in which they exercise authority; manage risk; use resources appropriately; and actively protect pupils from discrimination and avoidable harm. Staff, whether paid or voluntary, have a duty to keep young people safe and to protect them from physical and emotional harm. This duty of care is in part exercised through the development of respectful, caring and professional relationships between staff and pupils, and behaviour by staff that demonstrate integrity, maturity and good judgement. A range of safe working practices which protect pupils and adults are needed within the school environment and any school associated activities. These will include the following:
Risk assessments should be regularly carried out to identify potential hazards, poor working practice, that the equipment is safe, that staff are trained about the schools safety policy
Emergency procedures should be known by staff and children and will include procedures for fire, security incidents, missing children, accounting for who is or is not there, First Aid and the administration of medication (all schools should have trained first aiders/appointed persons).
On a day-to-day basis accounting for the safe arrival and departure of children.
How adults protect themselves against allegations - staff need to be vigilant about the conduct of others and prudent about their own conduct so that their relationships with pupils remain, and are seen to remain, entirely proper and professional. They need to be aware and know what actions to take if child abuse is suspected, or there is assault on a member of staff.
CRB (criminal records bureau) checks are to be undertaken on any staff member or volunteer working within the school. In addition to this staff should be made aware of inappropriate use of the Internet, that they should not make inappropriate comments and discussions with pupils. That they should remain sensitive to any comments raised but ensure discretion and confidentiality. In all cases staff should be aware of how to report incidents. Confidential information about a child or young person should never be used casually in conversation. It should only be shared on a need to know basis.
D2 - Discuss how the principles of sharing information enables the teaching assistant to work effectively with other team members
TAs are not just part of the staff, but are part of a team, and as such their remit includes translating school policies into practice and furthering the ethos of the school. Sharing information enables the TA to work effectively, it is important to share information for the safety and well being of pupils. School staff are increasingly working with other professionals in multi-agency teams. The focus of these teams are the ‘whole’ child and that is driven by the Every Child Matters agenda and its five aims that every child should: be healthy stay safe enjoy and achieve make a positive contribution enjoy economic well-being. TA 's need to have good relationships with other practitioners, such as social workers, nurses, GPs and educational psychologists. This may mean building knowledge and trust through joint training or working, or encouraging others to support what the school is doing in areas of the school.
The support TAs provide for the pupils in their care is constrained if they are not able to share information with other TAs involved with the same children.
(This should always be done according to the school 's rules on confidentiality.) Where more than one TA is working with a particular child or children, a regular channel of communication needs to be established, especially where the TAs are not regularly in school at the same time or are working in different areas. A communications book or file is generally more productive in keeping pupils ' responses under review and is less likely to be overlooked than notes left on a bit of paper. In such instances there need to be occasional meetings between the TAs at mutually convenient times so that they can expand on the written communication.
Sharing should not just simply be personal information, but information on allergies, religion/culture or health issues, etc. Information on parents is only to be passed onto colleagues or others on a need to know basis, were it affects the children, or an issue where family life is different. For example if a child’s mother and father separate, as this could have an impact on the …show more content…
child.
All staff in schools will be given a copy of the schools safeguarding policy and be told who the senior safeguarding person is and what the recording and reporting system is. This information will be kept in a separate file, securely.
C1 - Explain how SMART targets can be used to develop a professional development plan
A Professional Development Plan (PDP) is designed as a guide as you reflect on your current circumstances and plan your career goals. It must be be based on the prior knowledge, qualifications and experience of the individual.
The plan is initiated with a self assessment which is a reflective statement that indicates where you are presently in your career and where you’d like to be in the future. This is where you make your targets real to you. Do you want to assist in other year groups, or be a HLTA, or progress to become a teacher? Or how to be more effective? The next step is to develop SMART targets. As follows:
Specific – targets need to be specific, measurable and easily documented e.g. I want to increase my ability to assist the teaching of algebra.
Measurable - Describe how you will measure your progress e.g. course mark or hours trained.
Attainable – What are resources available to you that will make this target possible e.g. training courses at a college, or within the school.
Relevant - Is the target-relevant e.g. education in general, and you, in particular
Time – when do you plan to finish it.
Plan the professional development to meet your SMART goals e.g. list how you plan to meet your goal. For example: what courses you plan to take.
Regularly review both your PDP and your SMART goal for relevancies and progress. The use of SMART goals will allow you to know where you need to go in terms of development and know what you need to do in terms of practical action. Professional development should be an integral part of the work of your setting for the benefit of the children and for the benefit of the people who work with them.
B1 - Analyse a range of techniques which can be used when reflecting on your own practise
Reflective practice is the process of reflecting on action that has been taken, either during an activity or after an activity itself.
If the reflection is undertaken during the activity, for example mid-way during a project, the reflection can be undertaken by either interrupting and stopping the activity or without interrupting it. The two types of reflective practice are therefore “on action” and “in action”.
The purpose of reflective practice is to allow an individual or team to step back and reflect on behaviours and actions taken, allowing them to learn, build on successes and make improvements going forward.
Reflective practice encourages individuals to question what, why and how we do things and what, why and how people we interact with also do things. It is a process that seeks to understand the underlying mechanisms and rationale behind behaviour. It encourages the individual to view their own activities and their outputs from different perspectives by seeking feedback from others. The purpose is to create greater awareness and understanding of the reasons for and impact of actions. It is a process of questioning assumptions, keeping an open mind and asking 'what if '?
The resulting conclusions that can be drawn from this analysis are designed to generate alternatives, facilitate choices and challenge
assumptions.
The skills needed therefore to be effective in reflective practice revolve around support: listening, encouraging reflection, recognising achievements, offering help, providing motivational feedback and challenge: questioning, promoting different ways of doing things, providing developmental feedback, seeking improvement. There are a range of techniques which are relevant to use in reflective practice such as questioning, keeping an open mind and seeking alternatives. “Reflective practice is learning and developing through what we think happened on any occasion, and how we think others perceived the event and us “ (Kamen T 2003).
Gibbs reflective cycle 1988, named after professor Graham Gibbs developed a six step process model for reflection which were a description of :
What happened during the chosen episode for reflection,
Feelings and what you were thinking at the time:
Evaluation about what was good or bad.
Analysis of what sense you can make out of the situation and what does it mean?
Conclusion, what else could you have done or not done
Finally action plan, if it arose again what would you do differently or how would you adapt.
This is a reflective cycle that can be used after a range of events or activities to help improve the task next time.
Consideration can also be given to SWOT analysis on your own practice and can help you to improve on certain areas. Reflective cycles and SWOT analysis help us to look back over events that have happened, understand it and learn from it.
Reflective analysis assists and benefits all children by helping them to meet their full potential as we introduce them to this skill to develop a deeper, more comprehensive understanding. It enables us to relate to how we are working within current legislation, policies and procedures. It ensures we follow developments in current practice so as to provide the best environment for children to develop independent learning.
A1 - Evaluate how effective team work can contribute to keeping children safe A Teams consist of a group of individuals, who, ideally, have complementary skills and share a communal physical base. Team members should share a focus on achieving common goals, that there is agreement on objectives and the processes by which they are achieved. This helps reduce wasted effort, and members understand and appropriately use each others’ competencies. The alternative is to work independently, with strict guidelines, focussing on individual success, not mindful of a colleague 's outcome or problems. Clearly, teamwork benefits the staff, and more importantly, the child.
Effective team work can help keep children safe in many ways, when adults are with children for long periods of time concentration can lapse consequently, having more members in a team will enable time for staff to have a break and refresh minds. If any problems were to arise in the setting having more staff will enable help to be given or help sent for without children being left unattended. Additionally, tasks can be shared when a specific safety problem arises easing potential stress, allowing corrective action to be taken quickly whilst still maintaining a safe environment.
External agencies my be involved with a child and an effective team can ensure that the child is more readily understood by sharing information ( on a need to know basis) about the problem to benefit the child creating a safe environment both at home and in the school. For example, if a child was being abused at home this may alter their behaviour within school it may cause them to be disruptive within the classroom and out of character, by keeping a note of this, or passing on information, could help to detect an underlying issue.
The Health and Safety at Work act 1974 (Website Ref 3) explains the legislation for preventing harm at work, consequently it is the responsibility of everyone to maintain a safe environment. Should you see a colleague acting unsafe it is your responsibility to advise and rectify the situation, safeguarding the children and colleagues in the environment by good teamwork.
A good staff to child ratio will always help when out on school trips. Also it ensures safety to all children with clear communication between the staff team members. Good communication is the key to great team work. Team meetings are an excellent way to communicate problems and effectively share the information to ensure everyone working knows their role within and the team structure and who to turn to for further help ensuring that the children are kept safe. Keeping children safe is every bodies responsibility.
In conclusion, everyone is responsible for safety and good teamwork can minimise problems and further protect, through experience of individuals or observation for corrective action. It is important to ensure that everyone learns about safety in it 's many guises. By sharing knowledge and information, by training, discussions and meetings within a team a safe environment can be created for the child.
References and Bibliography:
Book:
1. SCHÖN D A (1983) The Reflective Practitioner: how professionals think in action London: Temple Smith
2. Child Care and Education – Bruce,Meggitt and Grenier – Hodder Education 5th Edition
3. The Teaching Assistant 's Handbook Primary Schools Supporting teaching and learning in schools – Louise Burnham.
4. Reflective practice writing and professional development – second edition – 2005- Gillie Bolton
5. Teaching assistants handbook – 2003- Teena Kamen
6. Childcare and education 4th edition- Pennt tassoni, Kate Beith, Kath Bulman, Harriet Eldridge- 2007
Website:
1. http://www.atl.org.uk/health-and-safety/legal-framework/health-safety-legislation.asp
(10:32 am 2/5/2012)
2. http://www.hoddereducation.co.uk/SiteImages/c5/c5b78fa4-ee18-40bb-aa26-f2c5cb7dff71. pdf page 4
3. http://www.hse.gov.uk/legislation/hswa.htm (11:01 am 2/5/2012)
Journal:
1. http://www.atl.org.uk/health-and-safety/legal-framework/health-safety-legislation.asp
2. DfES A Good Practice Guide – Health and Safety of Pupils on Educational Visits 1998
3. DfES Guidance Health and Safety – Responsibility and Powers Dec 2003
4. DfES Circular 14/96 Supporting Children with Medical Needs in School
5. DfES Guidance for First Aid in School 1988
E1 – Key legislation that supports the teaching assistant in promoting safe working practice in school
The Health and Safety at Work Act 1974
Every child matters Framework and The Children Act 1989 and 2004
The Disability Discrimination Act 1995 (replaced by Equality Act 2010)
The Education Act 2002
CRB (criminal records bureau
COSHH (control of substances hazardous to health) 1999
The Data Protection Act 1998
The Education Reform Act 1988
The Special Educational Needs and Disability Act 2001
The Race Relations
The Sex Discrimination Act 1975
The Children Act 2004, through the Stay Safe outcome of the Every Child Matters Change for Children programme, places a duty on schools/services …show more content…
to safeguard and promote the well-being of pupils. This includes the need to ensure that all adults who work with or on behalf of pupils are competent, confident and safe to do so.
Health and safety legislation states that - “ Two of the most important pieces of health and safety legislation affecting educational establishments across the UK are the Health and Safety at Work, etc Act 1974 and the Management of Health and Safety at Work Regulations 1999. These set the standards that must be met to ensure the health and safety of all employees and others who may be affected by any work activity. Other regulations also exist to cover work activities that carry specific risks, for example lifting and carrying, computer work and electricity.
The Management of Health and Safety at Work Regulations 1999
The Education (School Premises) Regulations 1999
The Workplace (Health, Safety and Welfare) Regulations 1992
The Manual Handling Operations Regulations 1992
The Control of Asbestos at Work Regulations 2006
The Health and Safety (Display Screen Equipment) Regulations 1992
The Electricity at Work Regulations 1989
The Reporting of Injuries, Diseases and Dangerous Occurrences Regulations 1995
The Control of Substances Hazardous to Health Regulations 2002
The Provision and Use of Work Equipment Regulations 1998
The Construction (Design and Management) Regulations 2007
The Health and Safety (First Aid) Regulations 1981” (Website Ref 1)
E2 - Policies and procedures that the teaching assistant might use in relation to safety
Schools require a number of key policies and procedures that support the legislation described in E1. A range of policies are required and can include the following with associated procedures.:
First aid policy, this is used when a child has injured themselves (requires qualified first aiders able to administer first aid).
Behaviour policy, which will include a set of rules of the school together with the sanctions or consequences that would have to be followed if the rules were broken by any child. Examples include, fighting outside during break, which would necessitate a time-out followed by a discussion of the problem and possibly assist with a resolution.
Risk Assessment policy identifies any risks within the classroom or outdoor area of the school environment, examples include sufficient fire exits, slippery floors, walking, not running, moving up and down stairs in groups, example check-list can be created, making sure fire exits are clear and easily accessible, etc.
There should also be a policy to allow a practice of a procedures and a review .
Emergency Plans – to evacuate the school in case of fire, or if there is a dangerous incident requiring immediate external assistance.
E3 - The responsibilities of the teaching assistant in maintaining a safe environment
Within the Children 's Act 2004 it makes clear that “The Child 's Interests Must Come First” (Website Ref 2) Consequently, play areas ( indoor and outdoor) must be supervised to provide a safe environment managing accident prevention, identifying hazards, e.g. clutter near emergency doors, spillage on floors, risks to tripping etc. Ensure they are protected against the weather (Sun, wind, rain ). Additionally, visitors to the setting should be clearly identified and sanctioned for the visit within the school premises.
When a TA organises a particular activity consideration should be given to a safe layout, sufficient resources available, adequate hygiene. Maintaining a positive example is considered the most appropriate method for children to learn from throughout any activity. Follow rules and give clear boundaries. Develop the key person approach and help the children to be appropriately confident and assertive. The TA should know how to use all the safety equipment provided, and teach the children about safety.
E4 - How the teaching assistant can provide pupils with opportunities for risk and challenge within a safe environment
Bruce, Meggitt and Grenier state that by constantly encouraging children to use their biologically driven risk assessment they will further develop this process of self risk assessment – under supervision (Books Ref 2 page 386) – e.g. sliding backwards down a slide on their stomach. Children who are not supported by an adult to take their own risk assessments are more prone to accidents. It is also important to keep children aware, but confident with skills such as learn, for instance ‘stranger danger’ and the ‘green cross code’, which are easily remembered and keep children aware. Children need to be given the freedom to explore as long as they are aware of what the dangers are, for instance if they walk into a playground and see a broken bottle how do they know not to go near? A TA needs to talk to them and explain the dangers of them picking up the bottle, how they might be hurt etc.
Too many children to supervise runs the risk of an accident, therefore a suitable (depending on the age of the child) adult to child ratio enables children to play safe, in a safe environment. The better trained the staff are then the greater the competency of checks can be carried out on the area where children will be playing. E5 - The importance of managing behaviour to keep pupils safe from harm
The importance of managing behaviour by providing a framework for socially acceptable behaviour, so that pupils are able to learn and play within a safe and secure environment is fundamental to the learning experience for a child whilst avoiding injuries. Children learn from their own mistakes which will help them in later life as they become conditioned to self-assessment of risks, gaining valuable life skills. A TA should teach clear, unambiguous behaviour boundaries, and assist them to manage conflict, so children will learn what is expected of them (rules) and the consequences of breaking these rules. The effect it will have on themselves and also the possible harm it can do to others. “ Accidents are the most common cause of death in children aged between 1 and 14 accounting for half of all child deaths”( Book Ref 1 page 272). Therefore, it is extremely important to make children aware of danger, how to avoid it and how to be safe. Additionally, repetition of fundamental safety rules is often necessary for most children.
E6 - Strategies that teaching assistants can use successfully to resolve conflict with colleagues Strategies that the teaching assistant can use to resolve conflict with colleagues are:
Understanding why the disagreement or grievance may have occurred – were you to blame, was it a lack of training, a misunderstanding, could there have been a different outcome?
Ask - If somebody has done something that made you angry, if you don’t understand somebody’s viewpoint, if you don’t understand their actions.
Ask yourself why? And if you could have handled the situation better.
Could just be a clash of personalities with different points of view?
Realize that conflicts are inevitable at work - Whenever people are engaged, committed and fired up, conflict and disagreement is bound to happen.
Handle the conflict sooner rather than later - Do it now! It’s very tempting to wait for a conflict to blow over by itself, but it rarely does – in most cases it only gets worse with time.
Arrange a meeting and talk constructively about the conflict without accusation.
Get mediation from a senior member of staff or someone impartial or in-between to help discuss the issue.
When working within a team you have to respect others points of view.
Conflict can have an adverse affect on teaching children, for example if the class teacher and teaching assistant have an unresolved issue, it can cause a difficult atmosphere within the classroom that the children will readily pick up on. E7 - How teaching assistants can develop their own practice
Developing your own practise as a TA requires that you first identify previous experiences and skills. By reflecting on your own task ability or receiving objective advice from a teacher or colleague, it is possible to determine goals and objectives. A number of tools are available to assist:
SWOT analysis (strengths, weaknesses, opportunities, threats), by identifying key areas about you then further personal, critical judgements can be made by you. By analysis and reflection of your capabilities it will then be possible to create a Personal Development Plan - which is a way of recording, reflecting and writing about the practical outcomes about you so far, it is a personalised record of your own career or experiences and it helps to improve development. This plan allows you to focus on how you can achieve your objectives to improve. Associated with this can be the creation of SMART targets - these are clearly defined target that has the following characteristics:
S -specific - Specific means going or heading for one goal, something in which you really want to achieve.
M-measurable - Measurable is how much time you set yourself to achieve
A-Attainment - means what steps you have to take, to reach your goal.
R-realistic - is the goal set can be achieved and within your means.
T-time - is how much you give yourself to gain the objective
SMART targets develop your own practice, give strategies and your own way of implementing and developing skills.
D1 - Describe how safe working practices within a school can protect pupils AND adults
All education staff are accountable for the way in which they exercise authority; manage risk; use resources appropriately; and actively protect pupils from discrimination and avoidable harm. Staff, whether paid or voluntary, have a duty to keep young people safe and to protect them from physical and emotional harm. This duty of care is in part exercised through the development of respectful, caring and professional relationships between staff and pupils, and behaviour by staff that demonstrate integrity, maturity and good judgement. A range of safe working practices which protect pupils and adults are needed within the school environment and any school associated activities. These will include the following:
Risk assessments should be regularly carried out to identify potential hazards, poor working practice, that the equipment is safe, that staff are trained about the schools safety policy
Emergency procedures should be known by staff and children and will include procedures for fire, security incidents, missing children, accounting for who is or is not there, First Aid and the administration of medication (all schools should have trained first aiders/appointed persons).
On a day-to-day basis accounting for the safe arrival and departure of children.
How adults protect themselves against allegations - staff need to be vigilant about the conduct of others and prudent about their own conduct so that their relationships with pupils remain, and are seen to remain, entirely proper and professional. They need to be aware and know what actions to take if child abuse is suspected, or there is assault on a member of staff.
CRB (criminal records bureau) checks are to be undertaken on any staff member or volunteer working within the school. In addition to this staff should be made aware of inappropriate use of the Internet, that they should not make inappropriate comments and discussions with pupils. That they should remain sensitive to any comments raised but ensure discretion and confidentiality. In all cases staff should be aware of how to report incidents. Confidential information about a child or young person should never be used casually in conversation. It should only be shared on a need to know basis.
D2 - Discuss how the principles of sharing information enables the teaching assistant to work effectively with other team members
TAs are not just part of the staff, but are part of a team, and as such their remit includes translating school policies into practice and furthering the ethos of the school. Sharing information enables the TA to work effectively, it is important to share information for the safety and well being of pupils. School staff are increasingly working with other professionals in multi-agency teams. The focus of these teams are the ‘whole’ child and that is driven by the Every Child Matters agenda and its five aims that every child should: be healthy stay safe enjoy and achieve make a positive contribution enjoy economic well-being. TA 's need to have good relationships with other practitioners, such as social workers, nurses, GPs and educational psychologists. This may mean building knowledge and trust through joint training or working, or encouraging others to support what the school is doing in areas of the school.
The support TAs provide for the pupils in their care is constrained if they are not able to share information with other TAs involved with the same children.
(This should always be done according to the school 's rules on confidentiality.) Where more than one TA is working with a particular child or children, a regular channel of communication needs to be established, especially where the TAs are not regularly in school at the same time or are working in different areas. A communications book or file is generally more productive in keeping pupils ' responses under review and is less likely to be overlooked than notes left on a bit of paper. In such instances there need to be occasional meetings between the TAs at mutually convenient times so that they can expand on the written communication.
Sharing should not just simply be personal information, but information on allergies, religion/culture or health issues, etc. Information on parents is only to be passed onto colleagues or others on a need to know basis, were it affects the children, or an issue where family life is different. For example if a child’s mother and father separate, as this could have an impact on the …show more content…
child.
All staff in schools will be given a copy of the schools safeguarding policy and be told who the senior safeguarding person is and what the recording and reporting system is. This information will be kept in a separate file, securely.
C1 - Explain how SMART targets can be used to develop a professional development plan
A Professional Development Plan (PDP) is designed as a guide as you reflect on your current circumstances and plan your career goals. It must be be based on the prior knowledge, qualifications and experience of the individual.
The plan is initiated with a self assessment which is a reflective statement that indicates where you are presently in your career and where you’d like to be in the future. This is where you make your targets real to you. Do you want to assist in other year groups, or be a HLTA, or progress to become a teacher? Or how to be more effective? The next step is to develop SMART targets. As follows:
Specific – targets need to be specific, measurable and easily documented e.g. I want to increase my ability to assist the teaching of algebra.
Measurable - Describe how you will measure your progress e.g. course mark or hours trained.
Attainable – What are resources available to you that will make this target possible e.g. training courses at a college, or within the school.
Relevant - Is the target-relevant e.g. education in general, and you, in particular
Time – when do you plan to finish it.
Plan the professional development to meet your SMART goals e.g. list how you plan to meet your goal. For example: what courses you plan to take.
Regularly review both your PDP and your SMART goal for relevancies and progress. The use of SMART goals will allow you to know where you need to go in terms of development and know what you need to do in terms of practical action. Professional development should be an integral part of the work of your setting for the benefit of the children and for the benefit of the people who work with them.
B1 - Analyse a range of techniques which can be used when reflecting on your own practise
Reflective practice is the process of reflecting on action that has been taken, either during an activity or after an activity itself.
If the reflection is undertaken during the activity, for example mid-way during a project, the reflection can be undertaken by either interrupting and stopping the activity or without interrupting it. The two types of reflective practice are therefore “on action” and “in action”.
The purpose of reflective practice is to allow an individual or team to step back and reflect on behaviours and actions taken, allowing them to learn, build on successes and make improvements going forward.
Reflective practice encourages individuals to question what, why and how we do things and what, why and how people we interact with also do things. It is a process that seeks to understand the underlying mechanisms and rationale behind behaviour. It encourages the individual to view their own activities and their outputs from different perspectives by seeking feedback from others. The purpose is to create greater awareness and understanding of the reasons for and impact of actions. It is a process of questioning assumptions, keeping an open mind and asking 'what if '?
The resulting conclusions that can be drawn from this analysis are designed to generate alternatives, facilitate choices and challenge
assumptions.
The skills needed therefore to be effective in reflective practice revolve around support: listening, encouraging reflection, recognising achievements, offering help, providing motivational feedback and challenge: questioning, promoting different ways of doing things, providing developmental feedback, seeking improvement. There are a range of techniques which are relevant to use in reflective practice such as questioning, keeping an open mind and seeking alternatives. “Reflective practice is learning and developing through what we think happened on any occasion, and how we think others perceived the event and us “ (Kamen T 2003).
Gibbs reflective cycle 1988, named after professor Graham Gibbs developed a six step process model for reflection which were a description of :
What happened during the chosen episode for reflection,
Feelings and what you were thinking at the time:
Evaluation about what was good or bad.
Analysis of what sense you can make out of the situation and what does it mean?
Conclusion, what else could you have done or not done
Finally action plan, if it arose again what would you do differently or how would you adapt.
This is a reflective cycle that can be used after a range of events or activities to help improve the task next time.
Consideration can also be given to SWOT analysis on your own practice and can help you to improve on certain areas. Reflective cycles and SWOT analysis help us to look back over events that have happened, understand it and learn from it.
Reflective analysis assists and benefits all children by helping them to meet their full potential as we introduce them to this skill to develop a deeper, more comprehensive understanding. It enables us to relate to how we are working within current legislation, policies and procedures. It ensures we follow developments in current practice so as to provide the best environment for children to develop independent learning.
A1 - Evaluate how effective team work can contribute to keeping children safe A Teams consist of a group of individuals, who, ideally, have complementary skills and share a communal physical base. Team members should share a focus on achieving common goals, that there is agreement on objectives and the processes by which they are achieved. This helps reduce wasted effort, and members understand and appropriately use each others’ competencies. The alternative is to work independently, with strict guidelines, focussing on individual success, not mindful of a colleague 's outcome or problems. Clearly, teamwork benefits the staff, and more importantly, the child.
Effective team work can help keep children safe in many ways, when adults are with children for long periods of time concentration can lapse consequently, having more members in a team will enable time for staff to have a break and refresh minds. If any problems were to arise in the setting having more staff will enable help to be given or help sent for without children being left unattended. Additionally, tasks can be shared when a specific safety problem arises easing potential stress, allowing corrective action to be taken quickly whilst still maintaining a safe environment.
External agencies my be involved with a child and an effective team can ensure that the child is more readily understood by sharing information ( on a need to know basis) about the problem to benefit the child creating a safe environment both at home and in the school. For example, if a child was being abused at home this may alter their behaviour within school it may cause them to be disruptive within the classroom and out of character, by keeping a note of this, or passing on information, could help to detect an underlying issue.
The Health and Safety at Work act 1974 (Website Ref 3) explains the legislation for preventing harm at work, consequently it is the responsibility of everyone to maintain a safe environment. Should you see a colleague acting unsafe it is your responsibility to advise and rectify the situation, safeguarding the children and colleagues in the environment by good teamwork.
A good staff to child ratio will always help when out on school trips. Also it ensures safety to all children with clear communication between the staff team members. Good communication is the key to great team work. Team meetings are an excellent way to communicate problems and effectively share the information to ensure everyone working knows their role within and the team structure and who to turn to for further help ensuring that the children are kept safe. Keeping children safe is every bodies responsibility.
In conclusion, everyone is responsible for safety and good teamwork can minimise problems and further protect, through experience of individuals or observation for corrective action. It is important to ensure that everyone learns about safety in it 's many guises. By sharing knowledge and information, by training, discussions and meetings within a team a safe environment can be created for the child.
References and Bibliography:
Book:
1. SCHÖN D A (1983) The Reflective Practitioner: how professionals think in action London: Temple Smith
2. Child Care and Education – Bruce,Meggitt and Grenier – Hodder Education 5th Edition
3. The Teaching Assistant 's Handbook Primary Schools Supporting teaching and learning in schools – Louise Burnham.
4. Reflective practice writing and professional development – second edition – 2005- Gillie Bolton
5. Teaching assistants handbook – 2003- Teena Kamen
6. Childcare and education 4th edition- Pennt tassoni, Kate Beith, Kath Bulman, Harriet Eldridge- 2007
Website:
1. http://www.atl.org.uk/health-and-safety/legal-framework/health-safety-legislation.asp
(10:32 am 2/5/2012)
2. http://www.hoddereducation.co.uk/SiteImages/c5/c5b78fa4-ee18-40bb-aa26-f2c5cb7dff71. pdf page 4
3. http://www.hse.gov.uk/legislation/hswa.htm (11:01 am 2/5/2012)
Journal:
1. http://www.atl.org.uk/health-and-safety/legal-framework/health-safety-legislation.asp
2. DfES A Good Practice Guide – Health and Safety of Pupils on Educational Visits 1998
3. DfES Guidance Health and Safety – Responsibility and Powers Dec 2003
4. DfES Circular 14/96 Supporting Children with Medical Needs in School
5. DfES Guidance for First Aid in School 1988