The Special Educational Needs (SEN) Code of Practice Act 1995/2005- has had a major impact on the inclusion of children identified as having SEN being included in mainstream schools particularly at primary level as it has given parents and pupils an increased right to access mainstream provision. This in turn has resulted in an increase in the levels of support staff required and training implications for all staff. Schools must now manage pupils with a more diverse range of needs.…
Support staff in understanding the learning needs of pupils with SEN and the importance of raising their achievement.…
Higher level teaching assistants (HLTAS) have a variety of training requirements to adhere to for example numerical and literacy skills up to NVQ level 2 which ensures that they are able and confident in what they are teaching. HLTAS should also have a broad knowledge of learning strategies from independent to group within the curriculum to allow a pupil to fulfil their potential. HLTAS should also have a solid knowledge of the curriculum along with skills in curriculum development and delivery this is to allow HLTAS to be able to teach to a high standard and be aware of what a pupil needs to do to get them to move up a sub level or level in different subjects. In addition to this most HLTAS are required to have experience with the children that they are assigned to work with whether this be young children teenagers, special needs or gifted and talented. It is also recommended that HLTAS have a sound knowledge of ICT to allow this to be implanted across the curriculum and in order to adhere to certain procedures within the school such as using behaviour programmes online or for cross curriculum to be implanted. Policies and procedures are also required for HLTAS to be aware of and able to draw upon when and if needed, also to allow HLTAS to know the policies the school has on safeguarding, bullying and many others. HLTAS should also be confident in regulations and laws surrounding the area in which they are working with whether this be the every child matters act or the children in care act for LAC children. HLTAS should be able to discuss development stages form birth to teenager including speech and language stages. HLTAS should also be confident administering assessments as well as marking them with the correct levels which is why HLTAS need a sound knowledge of the curriculum so that they are able to do this. HLTAS should also have good organisation skills in order to keep the…
operation of the schoolâ€TMs SEN policy, liaising with and advising teachers, managing learning support assistants, overseeing the records of all children with…
It is essential to establish respectful professional relationships with children and young people in role of teaching assistant. there are certain strategies in which enable such a valued and trusted relationship be establish .a relationship in which child trust and respects there TA and feels comfortable in their company allows the TA to offer a supportive and caring environment in which the child can learn and develop .it is important to get these relationships right from the start. You will show them that they are part of the school community. However, this is not same as giving all pupils attention whenever they demand it.…
To establish and maintain a respectful and professional relationship with children and young people in setting the Teaching assistant must always put the children first, never appear bored or uninterested, always encourage children and never make them feel like they have said something silly as this may make them reluctant to join in class discussion or turn to the teaching assistant for help. Body language is very important, if a child senses anger or unrest this may make the child not want to approach the TA with any problems or concerns they may have. The TA must always maintain eye contact and be friendly and approachable; they must also remember to give short and clear instructions to the children as they can only process it a bit at a time. If the TA has children or friend’s children within the school they must not discuss any child with any parent and their friends must be made aware that if they require any information on their child they must speak directly to the teacher.…
References: Burnham L- S/NVQ Level 2 Teaching Assistant’s Handbook: Supporting Teaching and Learning in Schools (Heinemann, 2010)…
The main responsibility of the teacher is to monitor and assess how each pupil is progressing and report this information back to other staff and parents or carers. The teacher will plan the lessons and schemes of work that will set out clear intentions so that the childrens’ progress can be monitored. At RAAS our teachers always have the lesson title and learning objective on the board and this enables both the children and LSA to be aware of what the content of the lesson is and also what is expected…
There are a large range of professionals who work with a schools on a regular basis to help children’s learning and development. They will come in and work with the head and other staff when needed, especially when there are a high number of children with learning, physical and behavioural difficulties in the school.…
Offer advice and support to pupils with various needs some of which can include – behavioural problems, social and communication needs (such as autism) and English as an additional language.…
My role as a teacher will be to plan and deliver learning that will not only inspire and motivate the learners but it will also develop the knowledge, vocational skills, study skills and life skills the learners will need to help them succeed. I understand that during the learning process it will be important to engage all learners as much as possible, without making any of them feel intimidated, with an inclusive approach I will be empowering the learners to meet the demands of accreditation.…
* HLTAs work in the school alongside the teacher, providing valuable support for teaching and learning activities. HLTAs work right across the curriculum, acting as a specialist assistant for a specific subject or department or helping to plan lessons and develop support materials.…
In order to support learning for all children all support staff need to have a good understanding of how children learn. HLTA’s do not take the role of teacher but needs to have knowledge and understanding of how to work with individual and groups of children or in classes. Training is required to understand the responsibilities that are complex and the level of autonomy they have compared to other classroom support staff. The HLTA will have to take responsibility for tasks that are detailed and specific under the teacher of head teacher that is being assisted.…
In order for students to progress in a lesson a teacher will plan each lesson by producing a scheme of work, so that the learning objectives for that lesson are clear, the teaching assistant will support the teacher by looking at the scheme of work prepared and after discussing with the teacher will prepare differentiated materials for SEN and targeted students and make sure these are done before the lesson is due to take place. The teaching assistant can also support the teacher by helping manage classroom behaviour, and keeping students especially targeted students focused on the task at hand, encouraging students by making positive comments and prompting them to participate in the lesson.…
As a teacher, my responsibility is to ensure that learners are enrolled onto the correct course that is suited for them and to make sure of meeting their needs and abilities, also i need to ensure that my learner is on the appropriate course in terms of meeting their award and organizational requirements. To do this you I will probably have to be responsible for the following:…