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…
(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…
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