Set the school’s budget. | Senior Management Team | Usually made up of the Head Teacher, Deputy Head Teacher and senior teachers with curriculum responsibility and Senco. Set strategic direction of the school and manage/lead it. | SENCO | Support, identify, train, advise and help overcome barriers within the school for children with SEN or disability. Liaise with other external professionals with may come into contact with the pupil i.e.
Quite often a TA is responsible for supervising the pupils at playtimes, on school outings, or just generally in the classroom and also offering additional support to the teaching staff in all areas. A TAs list of duties can be quite varied depending on the school, staff and what is expected. The Teacher The teacher’s role is to be in complete control of their class, preparing lessons, and supervising the staff/visitors in the classroom. A teacher will prepare individual pupil targets and give direction to other staff in the class room. When disciplinary action needs to be taken normally the teacher in charge
School governors are at the heart of how a school operates, how they do there job effects the interests of pupils, staff and the reputation of a school in the community. Governors challenge and support the head teacher by gathering views, asking questions and having discussions on what’s best for the school. They must be prepared to take and give advice and must be loyal to their decisions taken by the governing body as a whole. Senior Management Team The senior management team work closely with the Head teacher, usually they are made up of more knowledgeable staff with the management positions made up of the Deputy Head teacher, year group leaders, Senco, and the foundation stage leader. They will meet on a regular basis to discuss issues and make decisions concerning the school or about the implementation of the school improvement plan.
Before carrying out activities, you will need to have an awareness of the curriculum and stage at which pupils are at. As a member of support staff, as time goes on and the more experience gained, the more will be learnt about particular students and how they work best. It is ideal if support staff access school records about pupils learning to ensure they are up to date, familiar and prepared with supporting individual
You should use these to cross-reference your work. Q1.Explain how a learning support practitioner may contribute to the: a) planning, b) delivery, and c) review, of learning activities. Answer a) Planning: A learning support practitioner contributes to planning of the short term plans these are for the week or day and will incorporate learning objectives and state how the class or group will be organised. Contributing in your own way by putting forward suggestions of your own, particularly if you support an individual pupil. The teacher assistant and teacher should plan together so that you are clear from the outset what you will be doing and are given the opportunity to put forward your own ideas.
I should provide specific support to the pupils while supporting learning activities. My next main duty would be to provide support for the class teacher, by doing things such as clerical duties, e.g. photocopying and preparing resources.
Danielle Gallagher Unit 303 Support learning activities Outcome 1 Contribute to planning learning activities 1.1 Explain how a learning support practitioner may contribute to the planning, delivery and review of learning activities Although the class teacher is primarily responsible to plan, deliver and review all learning activities for the class, a teaching assistant can work alongside the teacher and make contributions that can improve the teachers plan, alter the delivery to make it more effective for pupil attainment and extend the teachers initial review. “Planning, teaching and evaluation follow a cycle which gives structure to the learning process” and is vital in my role as a teaching assistant. I aim to describe how I aide the teacher to plan and deliver lessons and how I give feedback to the teacher about individual pupils, in order for the teacher make improvements in her planning and to be able to target individual children that are struggling. I will also give an example at the end to show how I effectively assisted in planning, delivery and the review of a lesson. Planning - the teacher will ask her staff to look over her planning and to give an opinion on it, if the staff feel there could be any improvements then they will tell the teacher.
The behaviour policy is simply a set of guidelines on how school staff should deal with their students’ behaviour. This policy usually includes information such as the code of conduct, rewards and sanctions, how the school deals with conflict and inappropriate behaviour, the anti-bullying policy etc. Most schools have a code of conduct. The code of conduct are a clear set of rules as to how the children should behave in and around schools. These rules are sometimes written in a way that they can be like targets for the children e.g.
The key strategic purpose of the teachers is to prepare lessons to impart information and make them as interesting as possible to keep children engaged and to promote learning by leading discussion and encourage participation. They must ensure the classroom environment is supportive for all learners. Teachers should prepare homework and assignments to assess learner’s progress and feed that back to both students and families. Support staff roles refers to any school employee allocated to assist administrators, teachers etc. to address special needs within the school.
4. Who needs to be informed if restraint or physical handling needs to be used? CU1571 1.4 It is the responsibility of the Head teacher to ensure that staff are fully informed of the school policy and understand what authorisation entails. It is also the responsibility of the Head teacher to arrange training or guidance to staff, possibly through a senior member of staff. An up-to-date list of authorised staff should be maintained within school and teachers should know who they are. If physical restraint is necessary you must report to the Head teacher and/or the SENCO worker who is both trained in the safe restraint of a