There is not a specific assessment used in SFA. The assessment used to determine regrouping is up to each school or district. One-to-one reading tutors, who receive two days of training, provide each student in need with 20 minutes of tutoring every day. In fully implemented schools, tutors are reserved for first grade first, as the SFA philosophy is that it is better to help children at the beginning than try to remediate later. If enough tutors are available, then tutoring is provided for other students who fall below grade level on the reading assessment.
To identify that should be made, each services involve do an individual management review of its practises. Local authorities should inform the Ofsted of all serious incidents involving a child that can lead to a serious case review including where the child as died or may have suffered significant harm as a result of abuse or neglect. Serious case reviews include the importance of: Sharing information and communication Keeping an accurate timeline of events Clear planning and role Overcoming the problems of hard to reach families Good assessment of the child’s situation Early recognition of the child’s in need of protection by mainstream services such as schools or health services Inquiries and serious case review has been in place when practitioners and other agencies failed to identify that Victoria Climbie has been abuse and she had died of it. Lord Laming produced a landmark report in 2003 following the death of Victoria and a number of recommendations was put in place to improve the services, which led to the Children Act
1.2 It is very important for all educational workers to have a positive relationship with the children or young people in order to gain their trust so that they are confident to speak to the workers around but also so that they feel comfortable in your presence which will then make them able to learn more. Children and young people can become shy and feel non worthy around individuals that do not notice their presence, if they feel this way then the child or young person will not
Unit 4222-201 Introduction to communication in health, social care or children's and young people's settings Outcome 1 1.1 People need to communicate for different reasons. This is essential within a healthcare setting, however professionals must be able to recognise that is can be difficult. We communicate information in many different ways, this is frequently done through speaking, however non verbal communication can also play a significant role in how we communicate with our patients. As a professional we need to communicate well with patients, their families, carers and share knowledge and information with our own colleagues and professionals. Patients must be able to communicate their fears and feelings in any environment especially in a hospital setting, where they can feel exceptionally vulnerable and exposed.
Teaching assistant level 3 Assignment 12 Question 1 Outline the daily /weekly routine for the pupil and or the class whose learning you support? Morning Reception children should arrive between 8:45 and 8:50am and proceed quietly to their classroom where the teacher will be waiting. Parents are welcome to accompany their children into school. School commences, for reception children, at 8:55am. Parents should deliver their children to the classroom via the reception class door and not be walking through the school as older children will have already begun their school day.
Making sure you are listening to the children when they are talking, this will show them that you are interested and value their opinion. Show that you are approachable, this will put children at ease, children of all ages and abilities and culture should feel secure and valued. When children see how adults behave they will copy this behaviour and take this into adulthood so it is important that they have good role models. 1.2• describe with examples how to behave appropriately for a child or young person’s Stage of development. When dealing with children you should ensure that when communicating with them you take into account their age, stage of development.
It will help build a relationship with the child and for them to be able to trust me and become more openly about any problems they may have. However if I was to use unkind words which put children down, it can make a child feel bad about themselves and could prevent good communication. I also think speaking clearly and using the correct grammar is being a good role model for the child, as they
If it's a child you will need to simplify your language, get down to their level so that eye contact can be easily made. Be aware of your own posture and body language, while assessing theirs so that you can gauge their emotions, and be able to respond appropriately. It is also important to show that you are listening to the child and looking interested in what they are saying. Sometimes it takes a while for a child to get their sentences out, so if you look bored and uninterested, he/she will be less inclined to carry on with the conversation and it may affect their confidence for when communicating in the future. When we communicate with adults it is slightly different, the language we use will be more complex and the sentences will flow a bit faster.
Children should be allowed to play and explore in a safe environment and make decisions about risk with the help of an adult. Children need to learn how to control risk themselves; by learning what is and is not safe, children and young people will grow in to well rounded and experienced
Students name Elize Oosthuizen Number 30300176 Assessment tasks – CYP Core 3.3 Understand how to safeguard the well-being of children and young people The following tasks will either be covered in class over the next two weeks, or you will be asked to complete them for homework. If we have done the task in class you do not need to fill in anything for that section. If you do not want to use this format you can devise your own format and download your work. Task linked to learning outcome 4, assessment criteria 4.1, 4.2 and 5.3 Understand how to respond to evidence or concerns that a child or young person has been abused or harmed. 4.1 Describe the possible signs, symptoms, indicators and behaviours that may cause concern in the context of safeguarding.