Justify How the Deployment of Support Staff Is Effective in Supporting Children’s Learning and Additional Needs in the Early Years. Essay

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This essay will provide explanations and justifications on how the deployment of support staff is effective in supporting children’s learning and additional needs in the early years. Most schools, today, employ individuals who support teachers within the classroom. However, having additional adults within the classroom is quite a new concept only really coming into practice about ten years ago. In 2003, a national agreement signed by government, employers and school workforce unions entitled “Raising Standards and Workload” (Department for Education, 2003, p5) brought to light the important role of support staff in the school. It raised awareness of how opportunities would benefit the support staff and, in turn, teachers and schools. The agreement was phased out over three years and would help schools implement contractual changes and reform wider workforce practices. Today, there are a range of additional adults in the classroom with roles as diverse as a classroom assistant to qualified Teaching Assistants. Recent research (General Teaching Council for England, 2010) has shown that the deployment of additional adults in the classroom not only benefits Special Educational Needs (SENs) but also assists the teacher by taking on some of the workload, such as administration duties and providing increased individual attention to certain pupils. There are various roles for additional adults in the classroom including parent helpers, nursery nurses within nursery and reception classes, learning mentors, bilingual assistants, speech therapists, teaching assistants and higher level teaching assistants. Although some of these roles will have specialised qualifications, even the less qualified adult can play an important role in the classroom. When including an additional adult in the classroom, the teacher will benefit from more control in the classroom without

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