Support Assessment for Learning
One of the main responsibilities of the class teacher is to monitor and assess pupil achievement and progress. This is vital to be able to report back to parents or other staff. Assessment is an ongoing process and teachers implement this in a variety of ways from weekly spelling and maths test to bi-annually and annually testing.
My role as a Teacher’s Aide within my primary school is very unique. I primarily work with children in Key Stage 2, in every year group, providing Language Support and delivering Literacy interventions. I do not usually work under the direction of the class teacher except for following the pupils Individual Education Plans (IEP’s), as described below. As directed by the Headteacher, I work from the IEP’s, planning my own support sessions and using the IEP as a working document to update progress and make notes as necessary.
For every child that I support I perform a diagnostic assessment to identify any difficulties in their phonics, phonological awareness, high frequency sight words and literacy knowledge. I then provide a report to the class teacher pinpointing the specific areas where the child is struggling. The teacher will then use this information to produce an IEP specific to that child. This IEP and the targets set then becomes the basis for my weekly planning for supporting the child.
At the end of each term, after updating the diagnostic assessments and reviewing the pupil’s progress, I meet with the class teacher and we review the IEP’s together and set new targets for the next term.
I follow my own timetable as agreed and approved and by the SENCO and Headteacher. This ensures that every pupil who needs support is given a fair amount of support time each week and provides continuity for myself, the teachers and pupils.
Formative assessments are ongoing assessments which are used to check the learning of a pupil in any lesson. The frequency of these...