Teaching Assistant File.pdf

8/17/2019 Teaching Assistant File.pdf

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Teaching

assistant file

Updated 2007 P r i m

a r y i n d u c t

i o n

Role and context

Promoting positive behaviour

Inclusion

Literacy

Foundation stage literacy

Foundation stage mathematics

Mathematics

Understanding how children learn

ICT


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Teaching assistant file i

Contents

Section 1 page 1.1

Introduction

Section 2 page 2.1Role and context

Section 3 page 3.1Promoting positive behaviour

Section 4 page 4.1Inclusion

Section 5 page 5.1Literacy

Section 6 page 6.1Foundation stage literacy

Section 7 page 7.1Foundation stage mathematics

Section 8 page 8.1Mathematics

Section 9 page 9.1Understanding how children learn

Section 10 page 10.1ICT


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Teaching assistant fileii

Key to symbols

The following symbols are used in the margins of this text:

Indicates a presentation slide

Indicates reference to a course document

Indicates an audio clip sequence

PPT 1.1

Book 1.1

Audio clip


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S e c t i on 1

Introduction


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Section 1 Introduction 1.1

Section 1

Introduction

Welcome to the induction course for teaching assistants (TAs) in primary schools, prepared

by the Training and Development Agency for Schools (TDA).

The training consists of nine modules:

Role and context


Inclusion

Literacy

Foundation stage literacy

Foundation stage mathematics

Mathematics

Understanding how children learn

ICT

These may be delivered in several whole-day sessions or in various shorter, separate

sessions. The local authority may also offer additional modules. In any event, you will get

the dates and arrangements from your local authority.

In order to make the best use of this time we have asked you to do some advance

preparation, and you should already have received instructions for this.You should have

received a general outline of the course and a complete list of all the activities, including a

few that you are asked to do between training sessions.All these activities are reproduced in

the appropriate section of this file.

We have recommended that the school appoints a mentor from its staff to support you in

these activities and to help establish you in your job. The mentor has been asked to attend

the first module of the course with you, and any other sessions that are of interest to them.

This file contains materials for the whole course, so do not try to read all these materials at

once! The materials will be used during the training sessions or afterwards and you do not

need to read them beforehand. However, there are preparatory activities for you to do

before attending the first session of each module.

As you complete the course and its activities, and continue working in your school, you are

likely to accumulate a considerable set of resource materials. These will be useful for your

job and for your continuing professional development. You may be able to use some of thematerials later in other training programmes that lead to accreditation, so it is worth

keeping them well organised.


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Teaching assistant file1.2

This file

The file contains all the material for each module of the course, including:

a complete set of the presentation slides used during each module, so you do not need

to copy them down. There is space next to each one for you to make notes

any course documents that are referred to during the module details of any activities you are asked to complete before, during or after modules, and suggestions for further reading.

During the course, you may find it helpful to make notes on the file itself, so that all your

materials and notes are kept together.

You will need to have this file with you at every training session.


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S e c t i on

2

Role and context


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Section 2 Role and context 2.1

Section 2

Role and context

Contents

Pre-module activity page 2.2Activity A

Session 1 page 2.8The role of the teaching assistant

Session 2 page 2.15

Every child matters

Inter-sessional activity page 2.33

Activity B

Session 3 page 2.34Supporting in the classroom

Session 4 page 2.39Support for teaching assistants


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Pre-module activity

Activity A – Finding out about your school or setting, your role and thecontext in which you work

Note: This activity should be started before TAs attend session 1 of the role and contextmodule, but TAs should return to it throughout the training to update it or to identifyfurther issues arising from their training that they wish to follow up with their mentors.

ActivityFind out as much as you can about your school/setting, your role and the context in which

you work through discussions with your mentor and your colleagues.

The following notes are to guide you. Not everything will be relevant to your school/settingand there may be other points that you think it is important to include.

You need not be familiar with the documents listed in this section straight away, but youwill need to know of their existence and where they can be found. You may wish to look atsome of the documents in more detail when you reach the relevant part of your training,For example, you may wish to look at the school’s/setting’s safeguarding/child protectionpolicy during this module, but leave the behaviour and attendance policy for detailedscrutiny when you are doing the Promoting positive behaviour module.

You can continue to collect this information throughout your induction training. Pleasediscuss this with your mentor. You should bring your work-in-progress on this activity to

the role and context module.

1. Do you know key facts about your school/setting?

What key stages does your school/setting cover?

Is there a nursery class?

How many pupils are there on roll?

How many teachers are there?

How many TAs are there? Are any of them higher level teaching assistants or leading

teaching assistants?

How many other support staff are there? What are their roles?

Does the school/setting have a special designation? What does this designationmean in practice?

Is the school in a special local initiative?

Is it an ‘extended school’?

Is your school/setting an ‘Investor in people’?

What else should you know? Check with your mentor.


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2. Do you know about the local community?

How would you describe the area from which the pupils are drawn?

For example, is it rural, suburban or urban, an old community or new estates, a tourist

centre, multi-ethnic, with refugees or asylum seekers part of the community?

Do pupils live locally or come from further afield?

What is the employment pattern in the area? For example, do people commute, work in

local industry? Is there high unemployment?

What links does the school have with:

pre-school settings, other primary schools, secondary schools, special schools

employers?

community groups – churches, businesses, organisations that regularly hire the

premises etc?


3. Do you know what the governing body does and who the governors are?

4. What regular visitors from the local authority, other services, agencies or teams

come to the school?

For example, school nurse, educational psychologist, speech or occupational therapists,

curriculum advisers?

What do they do? Does their work affect yours?

What is the school/setting’s protocols/procedures for communicating with practitioners

and professionals from outside the school/setting?


5. How is the school organised?

How many classes are there?

How are classes/year groups organised?

How are the staff organised? What are their various responsibilities?

Are you familiar with general staff guidance on:

confidentiality, expectations of dress, punctuality, code of courtesy, etc?

job descriptions, pay policy, discipline and grievance procedures?

line management systems, staff structure, staff support systems, professional

development procedures?


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Do you have a map of the school/setting?

Where can you find up-to-date information? eg. staff handbook, noticeboards, staff

message system, school brochure, school intranet?

Where can you find copies of school policies?

What resource areas are there? eg. library, learning support base, information and

communications technology (ICT) areas, workshops, preparation areas, stationery stores,virtual resource centres on the school intranet? What responsibilities do you have for

these resources?

What access to books, equipment and resource areas do you have for yourself and on

behalf of the teachers or pupils?

Can you borrow ICT equipment? eg. a laptop to take home?

Are there good sources of information near the school? eg. museums, libraries,

field centres?

Do you have access to the internet at school?

Can you access the school intranet from home?


6. Are you familiar with the school procedures?

The school may have a school handbook that includes some if not all of these.

Have you read the health and safety policy?

Do you know who the qualified first aiders are?

What happens in an emergency, eg. fire, accident, incident, severe weather?

What are the health and safety procedures, including hygiene and food, ICT, security and

off-site responsibilities, school trips, recording and reporting of incidents?

Where are the risk assessments?

What is the behaviour policy: expectations, roles of all staff, responsibilities and

strategies, rewards and sanctions?

Who is the designated senior person (DSP) responsible for safeguarding children? Do you

know what the safeguarding procedures are?

Who is responsible for the school premises, equipment and resources?

What are the rules on confidentiality?

What are the school security procedures?



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7. How does the school provide for pupils’ differing needs?

In providing for the differing needs of the pupils you work with, you will need to know

what specialist support is available to you.

Where are the code of practice for special educational needs (SEN) and other relevant

documents kept?

Do you know the school’s policy for pupils with SEN and disabilities?

What kinds of special needs and disabilities do pupils have in your school?

Who is the nominated special educational needs coordinator (SENCO)?

Who is the SEN governor?

What other agencies provide services for pupils with SEN or disabilities? eg. nurse,

occupational therapist, speech therapist, educational psychological service? What are

their roles?

What proportion of pupils speak a language other than English at home?

What support is available to pupils from minority ethnic groups and those who speak

English as an additional language?

Is there a resource bank of specialist materials or equipment available for you to draw

on? If so, where is it kept?


8. What do you know about the curriculum?

Are you familiar with the national curriculum in the foundation stage and at key stages

1 and 2?

Do you know its values, aims and purposes?

Are you familiar with its structure and terminology?

Do you know about other requirements, eg. those for religious education?

Do you know which skills teachers promote across the curriculum?

Are you familiar with the inclusion statement and its implications for practice?

Do you know how the curriculum is assessed?

Are you familiar with the Primary National Strategy for school improvement?


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Does your school/setting use any standardised tests to assess pupils?

Does your school have a policy on:

teaching and learning, including planning, feedback, marking, assessment, recording

and reporting pupils’ progress and attainment, including to parents?

areas of the curriculum which you support?

presentation of work and displays?

SEN and disabilities?

equal opportunities, cultural diversity and anti-discrimination?

work-related learning?

out of school learning?

How does your school prepare pupils for secondary school?

Do you know about Ofsted inspections?

When was your school/setting last inspected?

What did the report say about your school/setting?

Are you familiar with the school improvement plan (SIP)?

How does it say the school will continue to improve?

What implications does this have for your role?


9. What is your school/local authority doing in relation to the Every child

matters agenda?

stay safe?

be healthy? eg. healthy school standard, healthy eating, breakfast clubs, counselling,

mentoring etc?

enjoy and achieve?

make a contribution?

achieve economic well-being?


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10. What training and development opportunities are available to you in your

school/setting or local area?

How does your school/setting help pupils to:

stay safe?

be healthy? eg. healthy school standard, healthy eating, breakfast clubs, counselling,

mentoring etc?

enjoy and achieve?

make a contribution?

achieve economic well-being?

11. What training and development opportunities are available to you in yourschool/setting or local area?

What continuing professional development opportunities are available to you?

What qualifications are available that might be useful for you?

What career progression opportunities are open to you? eg. higher level teaching

assistant status, leading teaching assistant in the local authority?


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Presentation slide 1.3



Session 1 – The role of the teaching assistant

Presentation slides

Definition of effective practice

Effective practice in relation to TAs involves

contributions that:

• foster the participation of pupils in the academicand social processes of the school

• seek to enable pupils to become moreindependent learners

• help to raise standards of learning for pupils


The role of mentors

• To support the TAs in this session and in thefollow-up to this and other sessions back in

their schools

• To help the TAs relate course principles to

school practice• To help TAs consider follow-up and further

training and professional development,

including that which can lead to qualifications

or career progression

PPT 1.1

PPT 1.2

PPT 1.3

Aims of the programme

The programme aims to provide induction training

for newly recruited TAs to enable them to assist

teachers in raising the standards of pupil

performance. The training is designed to promote:

The training is designed to promote:

• support by the TA for teachers, pupils and theschool

• support for the TA in carrying out theresponsibilities and functions of the role

ascribed by the school


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The four types of support provided bythe TA

• Helping with classroom resources and records

• Helping with the care and support of pupils

• Providing support for learning activities

• Providing support for colleagues


Support from the school

Support from the school might include:

• an appraisal of performance to informdecisions about priorities for further support

or professional development

• involving TAs in planning the programmeof support

• including TAs in relevant school-basedmeetings and training


Defining responsibilities clearly

Indicator 1: Schools have clear policies outlining

the roles and responsibilities of TAs

• Does the school provide appropriate jobdescriptions for TAs?

• Does the school involve TAs in drawing up the job descriptions?

• Do the job descriptions reflect a balance of responsibilities, reflecting TAs’ help with

classroom resources and records, care and

support of pupils, support for learning activities

and support for colleagues?


PPT 1.4

PPT 1.5

PPT 1.6


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Course documents

Course document 1.1

What the five outcomes of Every child matters mean

Be healthy

– Physically healthy

– Mentally and emotionally healthy

– Sexually healthy

– Healthy lifestyles

– Choose not to take illegal drugs

Parents, carers and families promote healthy choices

Stay safe

– Safe from maltreatment, neglect, violence and sexual exploitation

– Safe from accidental injury and death

– Safe from bullying and discrimination

– Safe from crime and anti-social behaviour in and out of school

– Have security, stability and are cared for

Parents, carers and families provide safe homes and stability

Enjoy and achieve

– Ready for school

– Attend and enjoy school

– Achieve stretching national educational standards at primary school

– Achieve personal and social development and enjoy recreation

– Achieve stretching national educational standards at secondary school

Parents, carers and families support learning

Book 1.1


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Make a positive contribution

– Engage in decision making and support the community and environment

– Engage in law-abiding and positive behaviour in and out of school

– Develop positive relationships and choose not to bully and discriminate

– Develop self-confidence and successfully deal with significant life changes

and challenges

– Develop enterprising behaviour

Parents, carers and families promote positive behaviour

Achieve economic well-being

– Engage in further education, employment or training on leaving school

– Ready for employment

– Live in decent homes and sustainable communities

– Access to transport and material goods

– Live in households free from low income

Parents, carers and families are supported to be economically active


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Book 1.2

Course document 1.2

Responsibilities/functions TAs undertake as part of their role


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Book 1.3

Course document 1.3

Framework for a job description

Job title: Teaching assistant

Grade:

School:

(employer and location)

Responsible to:

(line manager)

Liaises with:

(subject teachers, form tutors, etc.)

Main purpose of job:

Duties and responsibilities:

Helping with classroom resources and records

Helping with the care and support of pupils

Providing support for learning activities

Providing support for colleagues


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Arrangements for appraisal of performance:


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Session 2 – Every child matters

Presentation slides

Every child matters: change for children

Outcomes

• Be healthy

• Stay safe

• Enjoy and achieve

• Make a positive contribution

• Achieve economic well-being


The national healthy schools standard

Schools are asked to demonstrate evidence in thecore themes using a whole-school approachinvolving the whole school community:

• personal, social and health education includingsex and relationship education and drugeducation (including alcohol, tobacco andvolatile substance abuse)

• healthy eating

• physical activity• emotional health and well-being(including bullying)


Aims of PSHE in primary school

PSHE should help pupils to lead confident, healthyand responsible lives as individuals and members of society. It should:

• equip pupils with the knowledge, skills andunderstanding they need to develop personallyand socially

• help them make positive choices as they grow andmove into adult life and contribute to their communities and society

• help them develop confidence and responsibility andmake the most of their abilities

• prepare them to play an active role as citizens• help them develop healthier and safer lifestyles• help them to develop good relationships and respect

the differences between people


PPT 2.1

PPT 2.2

PPT 2.3


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Healthy eating

To achieve the required standard, schools must ensurethat, through a whole-school approach, they:

• present consistent, informed messages about healthyeating – for example, food on offer in vendingmachines, tuck shops and school meals shouldcomplement what is taught about healthy eating in thetaught curriculum

• provide, promote and monitor healthier food at lunchand break times and in any breakfast clubs where theyare provided

• include education on healthier eating and basic foodsafety practices in the taught curriculum

The DfES also published compulsory nutritionalstandards for school lunches which came into effecton 1 April 2001.


Physical activity

To achieve the required standard, schoolsmust ensure that, through a whole-school

approach, they:

• offer all pupils, whatever their age or ability,two hours of physical activity a week withinand outside the national curriculum

• take advantage of appropriate opportunities topromote and develop physical activity

• encourage staff, pupils, parents/carers and other adults, eg. sports development officers, tobecome involved in promoting physical activityand develop their skills, abilities andunderstanding through appropriate training


Health and safety

TAs need to be familiar with:

• health and safety policies and procedures

• areas of risk and how risks can be minimised

• emergency procedures

• accident and security procedures


PPT 2.4

PPT 2.5

PPT 2.6


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Safety on school visits

TAs should:

• be clear about their responsibilities

• not be left in sole charge of pupils, exceptwhere it has been agreed as part of therisk assessment

• follow the instructions of the group leaderand teacher supervisors and help with controland discipline

• speak to the group leader of teacher supervisorsif they have concerns about the health andsafety of pupils at any time during the visit


Aims of this section

• To build a basic understanding of safeguardingmatters likely to be encountered by TAs

• To inform TAs what to do if they have concernsabout pupils that relate to their safety

Children Act 2004

• Local authorities and governing bodies mustmake arrangements to ensure that their

functions are discharged with a view to

safeguarding and promoting the welfare

of children

• They must have regard to any guidance givento them by the secretary of state


‘Safeguarding’

• All agencies working with children, youngpeople and their families take all reasonable

measures to ensure that the risks of harm to

children’s welfare are minimised

• Where there are concerns about childrenand young people’s welfare, all agencies

take all appropriate actions to address those

concerns, working to agreed local policies

and procedures


PPT 2.7

PPT 2.8

PPT 2.9

PPT 2.10


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What do we mean by child abuse?

Abuse is when a child is hurt or harmed by

another person in a way that causes significant

harm to that child and which may well have an

effect on the child’s development or well-being.


Duty to refer

Through their day-to-day contact with pupils and

direct work with families, education staff have a

crucial role to play in noticing indicators of

possible abuse or neglect, and in referring

concerns to the designated senior person

(DSP) in their school.


Designated senior person

The designated senior person:

• need not be a teacher, but must have sufficientauthority within the school management structure to

carry out the duties of the post, includingcommitting resources to child protection mattersand, where appropriate, directing other staff

• will have undertaken training to standards set by thelocal safeguarding children board and is responsiblefor coordinating action to safeguard pupils

• liaises with other agencies about safeguardingconcerns and referrals

• offers support and advice to staff who may haveconcerns about pupils


PPT 2.11

PPT 2.12

PPT 2.13


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Barriers to diagnosis

“The biggest barrier to diagnosis is the existence

of emotional blocks in the minds of

professionals. These can be so powerful that

they prevent diagnosis even being considered in

quite obvious cases. All those working with

children should be warned that their

overwhelming impulse on confronting their first

case is to cover it up.”

British Medical Journal (1989)


Physical abuse

Physical abuse may involve hitting, shaking,

throwing, poisoning, burning or scalding,

drowning, suffocating or otherwise causing

physical harm to a child. Physical harm may

also be caused when a parent or carer fakes

the symptoms of, or deliberately causes ill

health to, a child whom they are looking after.


Emotional abuse

Actual or likely adverse effect on the emotional

and behavioural development of a child under

the age of 18 years, caused by persistent or

severe emotional ill-treatment or rejection.


Neglect

Persistent or severe neglect of children under

the age of 18 years, or the failure to protect a

child from physical harm or danger.


PPT 2.14

PPT 2.15

PPT 2.16

PPT 2.17


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Sexual abuse

Sexual abuse is the actual or likely sexual

exploitation of a child or adolescent under the

age of 18 years by any person. This would

include any form of sexual activity to which the

child cannot give true consent either by law or

because of ignorance, dependence,

developmental immaturity or fear.


Golden rules

• It is not the responsibility of education staff tointerview pupils. If a pupil makes a disclosure

of abuse they should listen carefully to whatthe pupil has to say, but should not questionthem in a way that puts words in their mouth

• It is important to make accurate notes aboutwhat has been heard, seen or told

• Interviewing pupils should be left to the policeand social care staff, who have the necessarytraining to carry out this role effectively.Inappropriate interviewing may jeopardisethe chances of a successful prosecution at alater date

Presentation slide 2.19a

Golden rules

• Concerns should always be made knownquickly to the DSP, or in their absence toanother senior member of staff

• Concerns should not be discussed withparents/carers until advice on how to beproceed has been obtained from the DSP

• A pupil must not be promised confidentialityabout any information on abuse they maychoose to disclose. The TA must explain thatthey may need to pass on information to other professionals to help keep the pupil or other children safe

Presentation slide 2.19b

PPT 2.18

PPT 2.19a

PPT 2.19b


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Useful websites

www.publications.doh.gov.uk/safeguardingchildren

www.teachernet.gov.uk/childprotection


The nature of bullying

There are many definitions of bullying, but most

consider it to be:

• deliberately hurtful (including aggression)• repeated over a period of time

• difficult for victims to defend themselves against

Bullying can take many forms, but three main

types are:

• physical – hitting, kicking, taking belongings

• verbal – name calling, insulting, makingoffensive remarks

• indirect – spreading nasty stories, exclusion fromsocial groups, being the subject of malicious rumours,

sending malicious e-mails or text messages


The school curriculum

“The school curriculum comprises all learning

and other experiences that each school plans for

its pupils. The national curriculum is an

important element of the school curriculum.”

The national curriculum: handbook for primary teachers

in England, p. 10


PPT 2.20

PPT 2.21

PPT 2.22


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Answers

1. 5 to 16

2. Foundation stage: 3–5; KS1: 5–7; KS2: 7–11

3. English, mathematics, science, design andtechnology, information and communication

technology, history, geography, music, art anddesign and physical education

4. KS1 – English, mathematics

5. KS2 – English, mathematics and science

6. (Answers will vary)

7. Religious education

8. Qualifications and curriculum authority, and officefor standards in education

9. Department for education and skills


The national curriculum

• The whole curriculum (includes what’staught in lessons, break times,

assemblies, extra-curricular, activities)

• The legally required basic curriculum,including RE

• The national curriculum


Core and non-core foundation subjects

The national curriculum (2000) in England

contains the teaching requirements for

primary schools:

• core subjects – English, mathematicsand science

• non-core subjects – art and design, designand technology, information and communication

technology, geography, history, music and

physical education


PPT 2.23

PPT 2.24

PPT 2.25


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Phases of education

• The foundation stage is for children aged 3 to theend of the reception year

• National curriculum key stagesKey stage 1 – pupils aged 5 to 7 (years 1 and 2)

Key stage 2 – pupils aged 7 to 11 (years 3 to 6)

Key stage 3 – pupils aged 11 to 14 (years 7 to 9)Key stage 4 – pupils aged 14 to 16

(years 10 and 11)

• Post-16 provision


Terminology used in the national curriculum

• Attainment targets

• Level descriptions


Age-related expectations

• Range of levels within which the great majorityof pupils are expected to work:

Key stage 1 1–3

Key stage 2 2–5

Key stage 3 3–7

• Expected attainment for the majority of pupilsat the end of the key stage:

Age 7 level 2

Age 11 level 4

Age 14 level 5/6


The foundation stage

The six areas in the foundationstage are:• personal, social and emotional development

• communication, language and literacy

• mathematical development

• knowledge and understanding of the world

• physical development

• creative development


PPT 2.26

PPT 2.27

PPT 2.28

PPT 2.29


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Learning across the curriculum

• Creativity

• ICT

• Education for sustainable development

• Literacy

• Numeracy


Supporting transitions

• Look out for signs of changes in attitudes andbehaviour

• Build open and honest relationships with pupils

• Employ good listening skills

• Empathise and reassure

• Understand the limits of your role

• Know about school procedures and referralroutes

• Provide practical help if it has been agreed bysenior colleagues


PPT 2.30

PPT 2.31


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Course documents

Course document 2.1 – Audio transcripts

Audio clip 2.1 – Encouraging healthy eating

We’re trying to work on his eating at the moment. He’s not open to many things.

There’s like five crunchy dry things that he will eat and that’s the kind of consistency he

likes. But we started growing vegetables, and we grew some strawberries and Samir

loved going out and doing all the watering. He actually loved the whole process of the

gardening. And we grew these strawberries, we brought them in and made strawberry

jam and he ate them, and that was the first time he’d eaten something completely alien

to his pallet. Now he will eat jam on toast.

We started introducing different tastes in life skills, and he’ll taste a lot more things thanhe would have done before. He doesn’t like the feel of bananas, and wouldn’t normally

eat something with banana in, but today we made a smoothie with banana in and he

was quite happy to taste it along with his buddy, Antonia.

It’s important to talk to his mum because we’re trying to tackle his different behaviours

at home and in school. He’s a lot more open to new suggestions and ideas in school

than he is at home, especially with his eating, so if we speak to his mum and she’s aware

of what he does in school, it may then carry over at home.

Audio clip 2.2 – Multi-agency working

We have a range of outside agencies who work with the children, such as the speech and

language therapists, physiotherapists, occupational therapists and so on. They often

devise programmes for the children, which the assistants can then help the class teacher

to implement. For example, if it’s a physiotherapy programme it might be that a child

needs to do certain exercises every day. Well, that’s something that the teaching

assistant could do, say first thing in the morning, or at regular intervals during the day.

The same with speech and language programmes – again, small periods of intensivework can be done with the teaching assistant.

Wherever possible, we endeavour to have joint meetings with the therapists and the

other outside agencies so there can be regular feedback on pupil progress, and

programmes can be monitored quite carefully. Clearly, the teacher is always involved

and, wherever possible, we try to include the teaching assistant.

Book 2.1

Audio clip

Audio clip


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Course document 2.2 – Case studies

Sally

Eight-year-old Sally has been physically and sexually abused by her father for three years.

She has tried to tell her mother without success. She has a younger brother and sister who

attend this school. Her older half-sister is 17 and in care. Sally wants to tell someone what’s

going on, but cannot decide who would keep it a secret. She doesn’t want anyone to know

she’s told and is terrified the police would come to her house.

Sally tells you.

What would you do and why?

Wayne

Wayne (11) is the eldest of four children. The family live in a caravan on the local travellers’site. Wayne is absent from school for long periods while working with his father in the

family scrap metal business. On his return to school after a period away you notice a dirty

bandage over a deep wound to his leg. When you ask him how he got the injury he tells you

to mind your own business and limps away.

What do you think you should do next?

Sanjay

Sanjay is a sickly child. He no sooner recovers from one illness than another attacks. He isnearly 12 years old, very thin, lethargic and quiet. You have talked to his parents who believe

very strongly that human illness should be treated through faith. They refuse to take him to

the doctor or allow the school medical officer to examine him. Sanjay comes into school

looking so ill that you think he should have stayed at home.

What should you do?

Book 2.2


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Shawana

Shawana has just turned 13. She is physically disabled and profoundly deaf. She

communicates through sign language. Her mother died when she was a baby, and her father

has always refused help and assistance in caring for her. Shawana has told you that she

doesn’t like the way her father bathes her any more. You are surprised that her father is still

bathing her because she joins in with many physical activities in school and she is capable

of bathing herself.

What do you do next?

John

John is 10 years old, bright and comes from a very supportive family. His father was recently

made redundant and his mother works as a clerk at a local bank. You notice that John seems

increasingly reluctant to leave the classroom to go home after school. When you ask him

why, he eventually tells you that his dad is always in a bad temper, goes to the pub a lotand comes home and hits his mum. His mum tells them to go to bed before he gets home

and not to worry, but he hears his mum crying a lot and is scared.

What would you do now?



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Course document 2.3

ReferralBook 2.3

TA has concerns about pupil’s welfare

TA immediately discusses with the designated senior person (DSP) or, in their

absence, the pupil’s class teacher, form tutor, head of year or headteacher

Initial assessment

Emergency action

DSP refers to social services,

following up in writing within

48 hours

No further safeguarding action,

although may need to act to

ensure services provided

Social worker and DSP

acknowledge receipt of

referral and decide on next

course of action within

one working day

Feedback to referrer on next

course of action

No further social services

involvement at this stage, although

other action may be necessary,

eg. onward referral

Initial assessment required

Concerns about pupil’s

immediate safety

No longer has concernsStill has concerns


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Course document 2.4

Transition A

A child tells you that his dad moved out of the house after rowing with his mum and has

been living apart from the family, in a flat, for several months now. They are going to get

divorced and the child has to decide who he wants to live with. He doesn’t know what to do

and is worried that whatever decision he makes will upset and alienate him from one or

other of his parents. He also feels guilty because he thinks that he was responsible for the

break-up because his parents always used to argue about his behaviour

What should you do?

What effect might this transition have on the child’s learning and behaviour?

How could the school support him through the transition?

What might be a TA’s role in this?

What knowledge or skills might they need to act appropriately?

Transition B

A child has been in your school for some time. Originally she came from Turkey but she and

her family left because they were scared of being harassed because of their culture. She has

made friends and made good progress with learning English. She seemed very settled. She

has just heard that she and her family will be moved to a detention centre. She will nolonger be able to attend school. She and her family are scared and upset. They do not know

how long they will be in the detention centre or what will happen to them next.

What can you do?


How could the school support her?



Book 2.4


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Transition C

A pupil who uses a wheelchair is in her final year at primary school. She has attended since

nursery and is included fully in the curriculum and the wider life of the school. She is

worried about moving to the local secondary school.

What can you do?


How could the school support her through this transition?



Transition D

A pupil tells you that his mum is very sad and he is worried about leaving her to come to

school because he is frightened about what might happen to her or what she might do

when he is not there.

What can you do?


How could the school support and advise him?




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Recommended further reading

Further reading 2.1

Level descriptions for English attainment target 2: reading

Level 1

Pupils recognise familiar words in simple texts. They use their knowledge of letters and

sound–symbol relationships in order to read words and to establish meaning when reading

aloud. In these activities they sometimes require support. They express their response to

poems, stories and non-fiction by identifying aspects they like.

Level 2

Pupils’ reading of simple texts shows understanding and is generally accurate. They expressopinions about major events or ideas in stories, poems and non-fiction. They use more than

one strategy, such as phonic, graphic, syntactic and contextual, in reading unfamiliar words

and establishing meaning

Level 3

Pupils read a range of texts fluently and accurately.They read independently, using strategies

appropriately to establish meaning. In responding to fiction and non-fiction they show

understanding of the main points and express preferences. They use their knowledge of the

alphabet to locate books and find information.

Level 4

In responding to a range of texts, pupils show understanding of significant ideas, themes,

events and characters, beginning to use inference and deduction.They refer to the text when

explaining their views. They locate and use ideas and information.

Level 5

Pupils show understanding of a range of texts, selecting essential points and using inferenceand deduction where appropriate. In their responses, they identify key features, themes and

characters and select sentences, phrases and relevant information to support their views.

They retrieve and collate information from a range of sources.

Level 6

In reading and discussing a range of texts, pupils identify different layers of meaning and

comment on their significance and effect. They give personal responses to literary texts,

referring to aspects of language, structure and themes in justifying their views.They

summarise a range of information from different sources.


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Level 7

Pupils show understanding of the ways in which meaning and information are conveyed in a

range of texts. They articulate personal and critical responses to poems, plays and novels,

showing awareness of their thematic, structural and linguistic features.They select and

synthesise a range of information from a variety of sources.

Level 8

Pupils’ response is shown in their appreciation of, and comment on, a range of texts, and

they evaluate how authors achieve their effects through the use of linguistic, structural and

presentational devices.They select and analyse information and ideas, and comment on how

these are conveyed in different texts.

Exceptional performance

Pupils confidently sustain their responses to a demanding range of texts, developing their ideas and referring in detail to aspects of language, structure and presentation. They make

apt and careful comparison between texts, including consideration of audience, purpose and

form. They identify and analyse argument, opinion and alternative interpretations, making

cross-references, where appropriate.

Inter-sessional activity

Activity B – School improvement plan

A school improvement plan (SIP) is a tool to plan the progress of the school and to ensure

everyone, including parents, knows what the school intends to achieve. It is like the business

plan of a company.

SIPs define how schools (or other settings) intend to develop policy and practice within a

given timeframe. They also state who will be responsible for carrying out actions within the

plan – individuals, teams and groups of staff. In most schools several people are usually

involved in identifying needs for staff development and training, and in setting the targets.

In many schools this process includes TAs.

If you have not done so already, find a copy of your SIP.Your mentor can help you with this.

Discuss with your mentor the way your SIP applies to you.


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Session 3 – Supporting in the classroom

Presentation slides

The purpose of observation

Observation is intended to:

• provide reliable information of pupils’ progresson the curriculum

• identify pupils’ strengths and weaknesses

• discover how well pupils are responding to theteaching resources

• enable feedback to pupils of what they need todo to progress

• enable feedback to teachers of the response of pupils to the work


Differentiation

• By grouping

• By task

• By outcome

• By support


Definition of effective practice

Effective practice in relation to TAs involves

contributions that:

• seek to enable pupils to become moreindependent learners

• foster the participation of pupils in the socialand academic processes of the school

• help to raise standards of learning for pupils


PPT 3.1

PPT 3.2

PPT 3.3


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Working cooperatively with teachers

Indicator 3.1: TAs work cooperatively with teachers to

support the learning and participation of pupils.

• Do TAs understand the purpose of lesson activities?

• Do TAs share in long- and medium-term planning?

• Are TAs involved in the planning of specific lessonswhere teachers and TAs share the classroom?

• Do TAs and teachers have arrangementsthat encourage them to offer one another

constructive feedback?

• Do TAs and teachers plan in ways that demonstrateto pupils their commitment to teamwork?

• Are there agreed plans for TAs to respond toindividual pupils’ needs?


The use of TAs’ skills

Indicator 2.2: The expertise, skills and knowledge of

TAs are used flexibly to foster the learning of pupils.

• Are TAs’ previous experiences and skills used tosupport curriculum access and flexible approaches?

• Is care taken to make sure that TAs are activelyencouraged to work in curriculum areas or faculties

in which they feel confident and interested?

• Is the particular curricular knowledge of TAsrecognised and used?

• Do TAs contribute to record keeping and collectingevidence of pupils’ progress for formal

assessments?


The virtuous circle of support for thecurriculum, teachers and pupils


Planning

Review Preparation

Practice

PPT 3.4

PPT 3.5

PPT 3.6


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Course documents

Course document 3.1

Observation sheet for classroom use – example 1

Record the following:

Name of observer:

Class: Teacher:

Date and time: Number in class:

Objectives of the lesson:

What activities are taking place?

What is the focus of your observations?

A sketch map of the location with the placing of the key players:

Book 3.1


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Observations

Time Activity Pupil(s) observed Observations/notes


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Recommended further reading

Further reading 3.1 – Observing in the classroom

Before making and recording observations in the classroom, please discuss this with your

teacher and mentor. They will guide you in the first instance and ensure you follow the

protocols established in your school.

It is, for example, important to keep confidential the details of what you observe in a lesson,

especially if you keep a written record. If any materials are shared more widely – on a

course, for instance – then the names of those observed should be withheld or altered.

If you go further and plan to use observational work for serious study purposes, take

photographs or video, the permission of all taking part should be sought beforehand.

The purposes of the observation should be made clear to them.

If you are planning to make observations in a class other than the one in which you work, you should arrange this beforehand with the teacher taking the class. Make sure that they

understand what you are doing and who you are observing, and that they are happy with it.

If it is being done for the purposes of your own studies, such as the activities contained in

this course, this should not normally be a problem, but if you are planning to share what

you have seen with other people, especially those outside the school, offer to show what

you have written to the teacher afterwards so that they can check it for accuracy.


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Session 4 – Support for teaching assistants

Presentation slides

Support for the TA

Indicator 6: TAs are supported in relation to their

induction, mentoring and development needs.

• Are TAs provided with a school inductionprogramme?

• Are TAs encouraged to complete a professionalachievement and development por tfolio?

• Are TAs appraised as a means of developing their contributions and accountabilities in the school?

• Does the school structure responsibilities for TAs toreflect their qualifications, experience and training?

• Are there clear means of identifying appropriate andrelevant continuing professional development to

support TAs’ further development?


Appraisal

The purpose of appraisal is to:

• provide an opportunity for two-way dialogueand review

• enhance professional development

• recognise achievement

• identify any areas of weakness

• set targets

• identify any professional development needed

• provide information for management


Self-review

A self-review should be an honest appraisal of:

• your strengths and development needs in

respect of working in support of the school,the curriculum, pupils and teachers

• any extra contributions you have made toschool life, in particular in relation to your

key responsibilities

• any appreciative or critical comments youhave received from others

• your future professional development needs


PPT 4.1

PPT 4.2

PPT 4.3


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PPT 4.4a

PPT 4.4b

Study skills needed for further professional development

• Organisation – time management

• Recording

• Reflective thought

• Sharing professional ideas


PPT 4.5

The process of an appraisal

Presentation slide 4.4b

The process of an appraisal

• Consideration of how well targets established inthe last appraisal have been met

• A self-assessment by the person beingappraised

• Observations on the performance of the person

being appraised by the line manager • Dialogue, including any problems raised by the

person being appraised

Presentation slide 4.4a

• Agreeing the actions required to meet thosetargets, including any training needed

• Consideration of the job description andagreeing any changes, if necessary

• Setting a date for the next review

• Agreeing what is to go on the recorded notefor the headteacher/staff development

manager/governors


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Book 4.1

Course documents

Course document 4.1

Appraisal preparation

These are my key:

Strengths

Skills

Experiences

I use them in the following situations:

I would like to use them...

Something I know I’m not confident about is...

To help me overcome, or if necessary avoid, this I would like...

Action points

I will discuss this with...

I will need help/support from...

Possible obstacles might be...

I will need (eg. resources, practical help, time)...


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Course document 4.2 – Audio transcripts

Audio clip 4.1 – Support for TAs

Teaching assistants are an important part of the school team. They provide invaluable

support in the school, not only for individual pupils, but also for the teachers and for theschool as an organisation.

All our assistants have very clear job descriptions and we’ve now brought them into the

performance management cycle.

At their review meeting we go through the job description and that’s a good opportunity

to identify areas with which, perhaps, they’re having difficulty, but also to celebrate the

successes they are having. We discuss what their training needs are, not only for their own personal development, but also in relation to whole-school targets and objectives.

We then set objectives for them in the same way that we do for the teachers and they

have targets to achieve in terms of their professional development and also for how

they’re going to help the teachers achieve the pupil progress targets.

We have invested heavily in training for our teaching assistants over the past three years

because we want them to be competent and confident to deliver the job we want them

to do. They are always included in training that takes place in school and they have anequal voice with the teachers.

The teaching assistants have their own meeting once a week. It’s either used for training

or issues that they’d like to discuss. The higher level teaching assistant who chairs themeeting also attends the senior management team meetings, and we’ve found this

improves communication throughout the school and ensures that everyone not onlyknows what’s going on, but also has a voice.

We have whole-school training once a term, for example in behaviour management.

The assistants all attend as well as going on courses and also visiting other schools.

Schools can be very stressful places in which to work and we have a buddy system thatwas actually suggested by our teaching assistants, because, in the same way we

encourage the children to talk about things that are upsetting them or worrying them,

sometimes staff need this safety valve. So all staff in this school have an unofficial

buddy to whom they can go for what we call a ‘buddy moment’, if they need to, andthat can be for something really good that has happened or something’s happened

that’s made them really upset or absolutely furious. Sometimes you just need to go and

tell someone and get that off your chest.

All staff here have very clear job descriptions and are aware of the boundaries and their

responsibilities within the school. But we also have a collective sense of responsibility,

so if someone’s having difficulty with a particular pupil, or group of pupils, we work

together as a team to see how we can support the member of staff and overcomethe problem.

Book 4.2

Audio clip


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consideration of the job description and agreeing any changes, if necessary

setting a date for the next review

agreement on what is to go on the recorded note for the headteacher/staff development

manager/governors.

Further reading 4.2 – Study skills

Whatever else you do with the school, or with the local authority, or in courses you

undertake at a local college, developing your own study skills will help.

Discuss the following with your mentor and ask where you can get help if you feel you need

it in any of the following areas. They are all things that you will need to develop for yourself

if you take on more advanced training.

Study skills include things like:

organisation skills

recording skills

ICT skills

reflective thought

sharing professional ideas.

You will need to be able to:

read for interest or information

take notes and keep references as you read

take notes at courses or meetings

write essays or summaries concisely

use local libraries/resource centres

use websites, CD-ROMs and DVDs

find a quiet place to study at home, a shelf for books

keep articles/information/handouts/pamphlets on a range of topics likely to be useful

in school (such as recipes, instructions, games with their rules) and organise them so

you can access the information easily.


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S e c t i on 3

Promoting positivebehaviour


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Section 3 Promoting positive behaviour 3.1

Section 3


Contents

Pre-module activities page 3.2Pre-module activity course documents

Session 1 page 3.13The importance of working within school behaviour policies

Session 2 page 3.16

The significance of positive relationshipsand creating a safe learning environment

Session 3 page 3.19Skills for promoting positive behaviour

Session 4 page 3.23Social and emotional aspects of learning

Session 5 page 3.27

Managing difficult situations


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Book PM1


Pre-module activities

The pre-module preparation consists of a range of activities from which you can select one

or more to suit your own interests and circumstances. The activities are designed to help

you gain an insight into behaviour in your school. (You will also remember that, in the

Role and Context module, you were asked to familiarise yourself with your school policies,including those on behaviour and bullying.) You should bring any notes or reflections with

you. No-one will ask to see these but activities will be followed up during the module. It is

recommended that you discuss any issues and ideas raised with your mentor, so that you

can gain a wider understanding of your role in promoting positive behaviour.

Course document PM1

Pre-module activitiesParticipants can select one or more from the following:

Activity 1 (pre-module) – Personal reflectionThink of an adult who made a difference to you when you were at school.What was itabout this adult that made a difference? What did they do and say? What difference didthey make? How did this affect your learning and your responses to them (your behaviour)?

Activity 2 (pre-module) – Personal reflectionWould you like to be a pupil in your school? Your response should focus on the school’sethos, values and beliefs. Reflect on the reasons for your answer.

Activity 3 (pre-module) – Reflection on personal qualitiesUse the list below to help you reflect on your personal strengths or successes. Consider howthe qualities you bring will help you make a valuable contribution to the whole-school team.

Helping others Have you helped anyone recently? Have you cheered anyone up lately? Have you comforted anyone recently? Have you helped in the school community in any way? Have you congratulated or praised anyone lately?

Managing situations When did you deal with a difficult situation successfully? Have you handled a difficult letter, e-mail or phone call well?

Challenges and successes Have you improved your home or school surroundings in any way? Do you pursue any hobbies or interests? What work have you done well? Have you been praised for something you did at work? Do you do any voluntary work? Have you taken on any new challenges?


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Activity 4 (pre-module) – Reflections on the school behaviour policy

How does your school’s behaviour policy support pupils to make them feel safe, make a

positive contribution, develop social and emotional skills and understand expectations and

limits? Note any issues this raises for you, or points you would like to clarify with your mentor.

Activity 5 (pre-module) – Learning environment

Suggest some ways of improving the learning environment (physical, social or emotional) in

your school so that pupils feel safe and valued, are engaged and motivated to learn.

Activity 6 (pre-module) – Breaktimes

Read this quotation from Joanne a primary school lunchtime supervisor talking about how

teaching pupils playground games improves pupils’ behaviour at lunchtime:

“After we do the dinners, we take them out onto the playground where we play some

games with them. While we’re playing the games, it stops the children getting bored,

so they’re not thinking about picking on anybody or bullying. They’re all playing

together. They’re all occupied – not getting up to mischief.”

Joanne (primary school lunchtime supervisor)

What are playtimes and lunchtimes like at your school? What is available for pupils?

How well used is it? How does what happens at playtimes support pupils to feel safe

and healthy, develop social skills, make friends and relax?

Activity 7 (pre-module) – Teachers’ expectations

Interview one or more teachers at your school. What do teachers look for in a TA? How can a

teacher and TA work together to promote positive behaviour? If you cannot interview teachers,

some responses from teachers in another school are included in course document PM2.

Activity 8 (pre-module) – Parents’/carers’ views

Interview some parents/carers about how they feel when their children start school and

what kind of support they would welcome from a TA. If you cannot interview parents/carers,

some responses from parents/carers of pupils in another school are included in course

document PM2.

Activity 9 (pre-module) – Pupils’ views about behaviour

Use a simple schedule to find out what pupils in your school think about behaviour

(for example: the school behaviour policy, how the school deals with bullying, the

effectiveness of rewards and sanctions, how they think their own behaviour and that of others affect learning, how easy is it to get support, what pupils look for in a TA, etc).

If you cannot interview pupils, some responses from pupils in another school are included

in course document PM2.

Activity 10 (pre-module) – Pupils’ views about attendance

Interview pupils who are poor attendees to find out their reasons for not attending school.

Ask what support would help them to improve their attendance. If you cannot interview

pupils, refer to the responses from pupils in another school which are included in course

document PM2.


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Course document PM2

Supplementary materials for the pre-module activities

Activity 7 ( pre-module) – Teachers’ expectations

If you are unable to interview teachers from your own school, here are some extracts from

interviews with teachers from other schools that should enable you to complete the pre-session

task.You may hear some teachers expressing these views again, in context, as part of the module.

“It’s brilliant to have a teaching assistant working in the classroom.With 30 children,

there’s always going to be somebody who’s not paying full attention and they could

easily disrupt the rest of the class.A teaching assistant can instantly focus those

children and make sure everybody’s listening, so that everybody’s learning.

Teachers and teaching assistants have a great relationship. Everyone knows

what’s going on in the day and what they need to do. We work really well together.

The pupils have equal respect for teachers and teaching assistants.”

Caroline (teacher)

“We have a good working relationship. I think the humour we bring to each other

is really key. We bounce off each other.

I think it’s vital that we both have that awareness of the behaviour policy and that

we’re both effectively singing from the same song sheet in terms of what we

expect from pupils because otherwise they’re going to get mixed messages.

The relationship between the teacher and TA is fundamental. We just sort of look at each other instinctively, just as a small gesture, if something has happened or if I

want Sharon, my TA, to pick up on something she hasn’t noticed, or there’s a child

strayed off task I’ll give Sharon a look and she will be over there intervening!”

Helen (teacher)

“My TA Louise and I work together as a teaching team and not ‘teacher’ and ‘TA’.

We’re also friends and I think that helps. We have a positive working relationship

and we respect each other. We have different roles but they are of equal value.

The TA is au fait with the school behaviour policy because we’ve all had training in

it and everybody contributed to it. She knows what the behaviour sanctions and

reward systems are because it is consistent throughout the school, it doesn’t just

apply to our class. If the TA thinks a pupil has done something that warrants a

reward or going to see the head she is able to send them down to get that reward

in the same way that I can.

The TA understands what my expectations for behaviour are and she demonstrates that

when she’s working with pupils, so what I say, she says and what she says is what I say.”

Sharon (teacher)

Book PM2


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Activity 8 (pre-module) – Parents’ and carers’ views

If you are unable to interview parents/carers of pupils from your own school, here are some

extracts from interviews with parents/carers of pupils from other schools that should enable

you to complete the pre-module task.You may hear parents expressing these views again, in

context, as part of the module.

“When my daughter started nursery it was the teaching assistants who did the

most to settle her in. And it was one teaching assistant in particular who spent an

awful lot of time settling her in.

When my daughter started, one of the things the school identified, quite quickly,

was that she found it quite difficult to form relationships with other children in the

nursery and the teaching assistant was fantastic at helping her and directing her

and putting her together with other children in a very low-key way, which she

didn’t realise was happening.

The teaching assistant gave us such a lot of reassurance and we felt that when our

daughter was with her, she would have as good quality care as she had at homeeffectively, because the warmth the teaching assistant felt towards the children

was enormous.And that reassured us, and because we could see the efforts she

was making, it didn’t remove all the worry, but it took an awful lot of it out and we

felt she was in the best possible hands.

The best teaching assistants and teachers work together as a team and try and

have as few arbitrary distinctions about ‘this is my role, this is your role’ as

possible. They plan together. They share their planning. They can almost adapt their

styles to fit in with each other, rather than trying to plough their own paths and

impose how they like to do it. They work fantastically together, so you get a really

strong impression of a team that communicates with each and that works

together for the good of the children, rather than a split between teacher and

teaching assistant with little communication between them.

Our teaching assistants here do an awful lot of the social and emotional work with

the children. Some of them are specially trained to do extra work, but the whole

school places a lot of emphasis on social and emotional aspects. In terms of its

contribution to the behaviour of the school and the development of the children,

I think it’s an enormous plus for the school.

You get very positive and strong messages about the care and well-being of thechildren, which is always clearly their prime concern. The teaching assistants play

a hugely important role in being role models and being there to listen and to

understand and to hear any concerns or worries and to reassure the children.

If they are reassured, happy children then they will generally learn more rather

than misbehave.”

Katy (parent)


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“I think teaching assistants in school are vital. Looking back when I was at school

there weren’t any. There was just the teacher and 50 kids and you’d always have

children that were not so much ignored but, sort of, left out.

I think teaching assistants do make a difference.The group that my daughter is in has

been helped by the assistant. It’s really come on, really, really quickly and it just

shows what impact they make in the classroom.

I don’t think the children see them so much as assistants as almost like a teacher

really – someone else they can go to, someone else they can get help from and

someone else they can maybe share problems with.

If you go into a classroom and you are new to that classroom, you couldn’t probably

tell who was who because they’re both, technically, doing the same job.They’re both

working with groups of children. They’re both teaching. They’re both assisting. They’re

both helping and they’re both encouraging.

It’s just their mannerisms and the ease with which they do their job. They know what

they're doing. They’re confident in what they’re doing and I think that just sort of flows out through the work they’re doing with the children. I’ve never heard a

negative thing about teaching assistants. They’ve always been an integral part of the

classroom and enabled the kids and staff just to move along.

I think teaching assistants need to like children.They have to be good listeners, be

willing to teach. Being approachable, I think, is quite important. They’re like an anchor.”

Zac (parent)

Activity 9 (pre-module) – Pupils’ views about behaviour

If you are unable to interview pupils from your own school, here are some extracts frominterviews with pupils from other schools that should enable you to complete the pre-session

task.You may hear some pupils expressing these views again, in context, as part of the module.

“I’m expected to be well-behaved and if I don’t I get punished.We do have rules.They’re

good rules and they should be followed and they’re not really hard, you just have to focus.

If people took no notice then it would be chaos.Everyone would be just hitting each other,

they won’t do their work, they won’t be kind to people and they won’t respect teachers. It

would make me feel upset. I don’t think we would learn anything in school like that.

I find out what the school rules are ’cause there’s posters everywhere in the school. Loadsof people will tell us about them.We get reminded when we have lessons and when we do

something wrong.We have, maybe, a few times, got reminded about the rules in assembly.

The praise I like is when my teacher hugs me. I like that kind of praise ’cause it’s like my

mum. If they write good things on my work then it just makes me feel proud again.

When we’re good for the whole week, we are rewarded with a certificate. I like it

because I get to show my mum of my achievements. My mum always says well

done. It makes me feel very happy and proud of myself.”

Andrew (year 6)


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“We are expected to behave like any kids – no shouting, no bullying and just treat

each other with respect.

I think it’s a good idea to have rules. Rules help you feel safe. Otherwise people

would just beat people up and then some people would be left out and then

people get depressed or injured. It would make me feel quite sad that people were

behaving like that. Some people would be so depressed, they wouldn’t be able to

learn. If you weren’t happy in school, you’d just think of the bad stuff that’shappening to you and the good stuff would never be in your mind.

If we don’t follow the rules we’ll have to stay in for plays, or if it’s really bad,

sometimes suspension has to come into it. But suspension doesn’t usually come

into primary schools. I think the punishment we get is fair, but sometimes some

people deserve a harsher one.

When we’re good we sometimes get treats – sometimes extra play, sometimes

new equipment in the activity box that we take outside.

We get certificates if we do really good work or if our class attendance is reallygood, our class gets a certificate.

I prefer to get praised if they write it in the book instead of out loud, ’cause I don’t

want people really to say that much about me, like ‘Well done’ and stuff. They do

give you winks, pats on the back sometimes to show you that you’ve done really

good work, but mostly they write it so it’s private to you. It makes me feel like I’ve

done really good work.”

Curtis (year 6)

“It’s a good idea to have rules because people know what to do when they’ve been

told what to do. Because we have rules, everybody’s happy. I don’t think I would

like to come to school if there was no rules because everyone would keep pushing

and kicking. That would make me unhappy.

Bullying’s cruelty because bullying can make people hurt their feelings. It made me

feel unhappy when people bullied me. It makes me feel safe when I tell the teacher

that people are bullying me. It just makes me safe because people look after me.

And if you’re good in PE, someone will cheer or tell our teacher that we’ve been

good. She’s pleased when we be good. I like it when our teacher says that we’ve

been good. It makes me feel proud of myself. If we get a certificate, we take it home

and we tell our mum or our dad. Sometimes they say nothing, but sometimes they

say things like, ‘I’m proud of you’. It makes me feel happy and proud.”

Daniel (year 2)


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“Our school has rules, including being polite to every adult in our school,

welcoming visitors, always talking to each other with respect. We also have to be

able to share, listen to each other’s views without saying things against them

because we know that everyone’s opinion is valued.

It is a good idea to have rules because if we didn’t then people would be doing

things that they shouldn’t be doing and nobody would be able to communicate

with each other. I’d feel very upset and I think I’d get quite frustrated with peoplebeing constantly annoyed with each other.

The headteacher, when children first come with their parents to the school, she

gives them the rules so that the parents can remind the children as well how to

behave while they’re at home as well as in school. In year 6, you’re constantly

reminded to go to younger children, and if you see them doing something wrong,

then show them, like read to them the pupil’s choices and the code of conduct so

that they understand, throughout their education, the right decisions to make.

At our school, if somebody breaks the rules, there are consequences like missing

playtime, so that they can understand next time what they have to do right. I think they are fair because before, with our old headteacher, what she used to do is if

one child or a class were naughty, the whole school would have to stay in, which

wasn’t fair on the rest of the school because we hadn’t done nothing wrong.

Whereas if it’s just one child or the class that has done something wrong, then the

rest of the school aren’t being affected by the consequences of their actions.

If you have done something well, they’ll always congratulate you on what you’ve

done and they’ll always make you feel proud about yourself. So if you do

something really well, or you try with it but you can’t do it, they’ll still praise you,

so they’ll say things like ‘You should be really proud of yourself, you done greatwork’ or ‘That was an excellent effort at that work’, so that you’re constantly being

reminded of all the good things that you’re doing, instead of being reminded of the

bad things that you’re doing. It makes you feel quite special because your teacher’s

telling you how well you’ve done at something and some children don’t always get

that at other schools, and here they’re very good at doing that.”

Ella (year 6)


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“We have a school rule song and it tells you how to behave. There are lots of rules

in it and some of the words are “we’re learning”. The song helps us to remember

the rules but it gets faster so you can have lots of fun with it.

I do think it’s a good idea to have rules because there won’t be any bullying or

things like hurting anybody, and that’s, that’s one of the rules of school – don’t

hurt anybody.

I think it’s a good idea to have rules because everyone’s happy, well nearly

everyone’s happy.

Sometimes, if you misbehave in class you get to miss your playtimes. I think

the punishments are fair because you’re missing something that people like.

The punishments are sort of suitable for the things you’ve done. If you do

something other people don’t like, you have to do something you don’t like.

I’m pleased when my mum knows I’ve been good and got a certificate. It makes

me feel really happy. When I take certificates home, my mum says “Well done”

and I put it up in my room.”

Eleanor (year 2)


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“At our school we’re expected to behave well, but you’d expect kids to sometimes

misbehave, because that’s what we’re like.

We do have rules. We’ve got pupils’ choices and a code of conduct, both displayed

all around the school. Pupils’ choices are our choices about how we should behave,

but the teachers gave us some ideas of what we could use as well. So we’ve got

sharing, playing well together and we’ve got a few more. I agree with all the rules

because we chose them and we know what they are so we can stick to them. Itmakes a difference that we chose them ourselves. It makes us interact with each

other more because we decided them all together. If someone was telling me what

to do all the time, I’d get really frustrated with them.

We get reminded of the rules in assemblies. We’ve got them displayed and the

headteacher says to look at them and think how you should behave. And when

we’re in class, if we’ve been misbehaving outside, we sometimes get told to look at

them and think how we should have behaved outside.

The code of conduct is where we’re representing our school. When we’re out and

about we should behave respectfully and respect other people’s property andbe polite.

We get reminded all the time that we’re the role models of the school. When we’re

around the younger children, because they don’t really know how to behave properly,

we act sensibly with them, but sometimes they just are naturally naughty, so they

just misbehave, but we are aware that we’ve got to show them how to behave.

Our school hates bullying because like it’s not very nice and it makes you really

feel down, but we don’t have it so everyone normally feels good. We look out

Documents

Teaching Assistant File.pdf