Transcript School self-evaluation: behaviour and attendance

Primary
National Strategy
The effective use of support to
promote positive behaviour and
regular attendance
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Objectives
For participants to:
• explore the nature of support in the classroom
• explore how support can be used when working with
children who need additional help to develop their
social, emotional and behavioural skills, or to improve
their attendance
• develop an understanding of the structures and skills
required when supporting a colleague and children in
the classroom
• explore methods of communication and joint planning
1.1
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Principles
• Regular attendance and good behaviour are integral to effective learning
• TAs have an important professional role in supporting teaching and learning
• The TA role can be wide and varied including support for the whole class,
small groups and individual children
• It is important that colleagues have a shared and consistent understanding
of the TA role
• TAs can play a key part in the development of children’s social, emotional
and behavioural skills
• Effective management of TAs can have a positive outcome on the learning
experiences of children
• Participants need to draw on each other’s experience and knowledge
• It is important to have a solution-focused approach
1.2
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The TA role – some
discussion points
• Did you find it easy to think of examples for each type of
support given on handout 1.1?
• Do you think that some of the areas of support listed are
more important than others?
• What proportion of the TA’s time is allocated to each
aspect of the role?
• What factors influence the balance and spread of the
TA’s role?
• Are there any areas of role development that you might
want to consider?
1.3
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Case studies
• Group support to enhance children’s selfconfidence and emotional well-being
• Supporting attendance
• Supporting children and parents and carers at
secondary school transfer
• Supporting the whole class
• Teaching class rules by modelling
1.4
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Why TAs can play a vital role in contributing
knowledge and informing planning
TAs may have:
• a wider view of the child’s learning experiences and
relationships
• more opportunities to observe children closely across a
range of teaching and learning contexts
• close working relationships with children
• a good understanding of a particular child’s needs
• a history of supporting the child over a period of time
• knowledge of the family and home circumstances
• a good knowledge of the child’s home culture
1.5
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What are the features of a partnership
approach in the classroom?
• All parties recognise and appreciate the benefits
of working in partnership
• Effective communication is a two-way process
where both partners feel able to make a valued
contribution
• Time is allocated for planning meetings, briefings
and updates, and reviews
• Systems are reviewed to identify ways of making
the partnership arrangements work
1.6
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Summary
The aim of this session was for participants to:
• explore the nature of support in the classroom
• explore how support can be used when working
with children with behaviour and attendance
issues
• develop an understanding of the structures and
skills required when supporting a colleague and
children in the classroom
• explore methods of communication and joint
planning
© Crown copyright 2005
1.7