compare your observation / SATS / testing results against the expected norms and milestones / expected devleopmental age stats....and use feedback from parents (any concerns shared at home etc)....to then check with class teacher‚ who would discuss with SENCO in school etc.....and they would then look if any school action / school action plus / SEN interventions were required.... With an older child you would need to involve him / her (according to his age and understanding) in any assessment of their
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SHC 52 Understand the principles of professional development In order to develop our knowledge further we must be able to reflect on our current practice. Reflecting on our own practice is important because it allows us to assess what we are doing well and identify areas where we might like/need more training or guidance. This will help to ensure that we are performing to the best we can and are meeting all necessary standards and expectations within our nursery’s policies and procedures. It
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a. Explain how children and young people’s development is influenced by a range of personal factors. The range of personal factors can be influenced in both the positive and negative with regards to a child’s or young person’s development these can include:- The social situation i.e. where and how they live‚ for example‚ if a child is brought up in poverty and or other related problems such as poor housing a child’s educational success can be affected as there is little money available or facilities
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K3C168 – The importance of clear communication with children and specific issues that may arise in bilingual and multilingual settings K3C168 The importance of clear communication with children Do Don’t Show positive facial expressions Interrupt children Expand children’s statements Change the subject Make sure that we are on the same eye level Allow other children to interrupt Be interested and ask questions Interrogate children Look for opportunities for sustained conversations Make children
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EYMP 3 Promote children’s welfare and well-being in the early years Understand he welfare requirements of the relevant early years framework 1.1 Explain the welfare requirements and guidance of the relevant early years frame work To ensure children’s health‚ safety and well-being‚ every home nation has sets of standards or welfare requirements which settings must meet. The welfare requirements are compulsory‚ and it is essential that you have read them as your setting has a legal duty to comply with
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All schools implement ‘Rules’ which are non-negotiable and relate to health and safety‚ bullying‚ drugs‚ and aggressive behaviour. These rules are illustrated around the school to act as a reminder and demonstrate the type of behaviour expected from them. My school has a 5 step disciplinary policy to discourage bad behaviour. The neccessity for rules and sanctions needs to be communicated to students in order to keep them safe from harm as well encouraging positive behaviour. T.A’s should also
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with an individual pupil with SEN (or separately with more than one named pupil with SEN). STL38 Support children with disabilities or special educational needs and their families This unit is for those working under the direction of a teacher or SENCO to support pupils with SEN. STL39 Support pupils with communication and interaction needs STL40 Support pupils with cognition and learning needs STL41 Support pupils with behaviour‚ emotional and social development needs STL42 Support pupils with
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3.1 Explain how the ethos‚ mission‚ aims and values of a school may be reflected in working practice. The Ethos of the school should be recognisable when entering the school setting as it is all encompassing from the reception staff‚ children‚ teachers to the general feeling of the school. The mission statement of the school usually in motto form and at Offley this is “Joy in Learning “ is reflected in the ethos of the school. The mission statement is the schools overall intention and set out
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identifying those with responsibility for strategic management and operational management for a school you are familiar with. 2. Explain the strategic purpose of: a) school governors b) a senior management team c) other statutory roles e.g. SENCO‚ Foundation Stage Leader d) teachers e) other support staff e.g. Learning Mentors‚ Teaching Assistants‚ Midday Assistants 3. Name four types of external professionals (i.e. someone not employed by the school) who may work with a school
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support. * Learning Support – work closely with individual children at school. Give assistance in lessons‚ help with educational delay‚ behaviour problems and lack of concentration. Can also offer additional lessons or home tutoring if needed. * SENCO (Special Education Needs Co-Ordinator) – a key person within a childcare or school setting who can identify children with learning difficulties and know how to best support them. They work closely with outside agencies to deliver a full care plan.
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