There is a strict rule that needs to be followed concerning children being picked up from school and if parents cannot pick their children up, meaning someone else picking them up, the school needs to know to avoid any risks of child abduction. Children wait in the school entrance following after school activities, until the correct person arrive to collect the pupil. The duties of supervisory staff e.g. Teaching Assistants are to make themselves familiar with the H+S Act and any other safety issues relevant to their area of work. The School treats Health and Safety seriously, from the playground to the classrooms, the people in the setting are made aware of the risks and told that possible risks are also laminated and put on the walls as an extra reminder of any risks there may be.
• Importance of including parents/guardians in planning. Planning • Current influences on the planning and provision of learning opportunities. • Importance of planning and providing learning opportunities to meet children’s diverse needs. • Plans of curriculum activities • How planned curriculum can promote learning Role of practitioner • The role of the practitioner in meeting children’s learning needs • Reflective account how a practitioner can support the learning needs of the children. After the practitioner know the information and understands it, there next role is too use it to meet the children’s learning needs.
Newsletters to parents showing the topics their child is to be learning about, also how they would like parents to be included with their children’s learning. Any important events that will be happening during the term to be shown in newsletters. 4.2 Describe how laws and codes of practice promote pupil wellbeing and achievement The laws and codes of practice promote pupil wellbeing and achievement because the schools must abide by rules set down. The laws and codes of practice each have parts that cover wellbeing and achievement. The UN Convention on the Rights of the Child 1989 The articles that relate directly to schools
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.
SENCOs must also collaborate with curriculum co-ordinators at the school to make sure that the learning requirements of all children with SEN are given equal emphasis and priority. At both the School Action and the School Action Plus stages, a SENCO will work with the teacher to consider the child’s needs, and will take the lead role in getting further assessment of a child where necessary, by contacting the LEA. They normally will be responsible for making a request of the LEA for a Statutory Assessment which may result in there being a statement of SEN. Deputy Head teacher A deputy head teacher, deputy headmaster or deputy headmistress is the second most senior teacher in a school in the United Kingdom and elsewhere. A state
This power applies to any member of staff at the school. It can also apply to people whom the Head teacher has temporarily put in charge of pupils such as unpaid volunteers or parents accompanying students on a school organised visit. You can use restraint and physical handling in the following circumstances: Restraint should only be used in circumstances where there are good grounds for believing that the pupil is placing him/herself or other people in immediate danger or where there is a likelihood of significant damage to property. Restraint should be used rarely to secure compliance with staff instructions; other methods should always be considered first. 4. Who needs to be informed if restraint or physical handling needs to be used?
Because of this, it is essential that early years settings carry out Risk assessments on all new/existing activities, risk assessments indoors and outdoors, and also complete a Risk assessment if practitioners are planning to take children on an outing. By completing Risk assessments it allows the practitioners to identify any potential hazard and create a strategy or strategies to decrease the possibility of the hazard. For example, within my placement my supervisor carried out a Risk assessment when taking the children on a trip to the library. Within the assessment they ensured that they included the number of children who would be attending and the number of staff, parents and students that would also be attending. This is extremely important as the adult to child ratio changes when the children are outside of the setting.
TDA34-4.3 Assess and manage risks to own and others' safety when dealing with challenging behaviour. It is important that when dealing with challenging behaviour we know what procedures and guidance are given in school policies such as behaviour, health & safety and restraints policy to enable us to assess and manage risks for ourselves and others. Managing risk is a practical way to minimise difficult and dangerous behaviour, and is set against the background of procedures and policies in school. It includes general risk assessment of the environment and individual risk assessment of pupils needs. Risk management strategies, including the use of physical intervention; • must prohibit any intervention which impedes the process of breathing •
The Scio School District also provides services based on the students IEP. If Scio does not have a program that meets the students need as stated in their IEP, the student will be transferred to a local school district that can meet the student’s needs. Parents of special needs children have rights and need to be aware of these rights in order to advocate for their child. Special education teachers need to keep open communication with parents and invite parents to attend IEP meetings. References: AAIDD.
Teacher are required to follow both school procedures and government guidelines when dealing with children under their care this may include referring the child or family to outside organisations such as medical professionals, social workers or even police. Social services: Social services are the local authority department who deal with family who are in any way in breach of the current legislation and may intervene on behalf of any other organisation if suspicion of harm or neglect is