The Importance Of A Working Practice For A School

It is important that all agree to the principles it contains in order for the school to function successfully as a partnership between parents, staff and pupils.

Circumstances, children and environments change all the time because of this we have to ensure we reflective on our working practice. Reflecting on practice helps when it comes to planning any future activities by evaluating and reflecting we can ensure that we are performing to the best of our ability.

Please ensure work is referenced correctly, reflect on your own practice with the children as much as possible in order to link knowledge and practice. Check spelling and grammar and ensure that professional language is used throughout.

operates with regards to pupils,achievement,outside community links and strategies such as anti bullying and peer support. The ethos consists of values and beliefs that contribute to the character of the school itself and the atmosphere experienced by all those who go there. The overall intention of the school is the mission it may be short easily recalled phrase or a single word. it usually overlaps with the vision or aims of the school. Aims of the school may be short statements like instilling a thirst for lifelong learning in children or giving pupils the confidence to take up opportunities when they are offered. the values of a school represent the moral code that links it with its local community and informs expected behaviors and attitudes of pupils the children are valued by the school its staff and by each other should be seen very clearly in the way that the learning and development culture is celebrated by the school from posters and displays. Children should be encouraged to learn together and to collaborate with each other and with staff members so that their learning becomes positive and effective way. Atmosphere at a school is often based around the attitudes of those who go there staff and pupils. it should be clear to all visitors that the school respects and values diversity and equal opportunities and that these things are part of the commitment of the school to a

3 – Understand how working practices can impact on the development of children and young people.

In the Young Children article. “Supporting Children’s Learning While Meeting State Standards: Strategies and Suggestions for Pre-K – Grade 3 Teachers in Public Schools Contexts”, it is mentioned that those who are involved in a child’s learning experience, other than the teachers, wanting to make sure the classroom is a learning environment and not just a place where children play. Teachers should provide told that show children learning within the centers around the classroom. The teacher can take photos of children performing activities and the learning standard that is being applied. When parents visit the classroom during

The Ethos of the school should be recognisable when entering the school setting as it is part and parcel of the environment of the school and the daily practice of the staff and pupils there. I am aware that all adults that work and are part of the setting at Parkhill Infants School have an important responsibility in modelling standards of behaviour, both in their dealings with children who attend the school and amongst colleagues, as their own example has a momentous influence on the children. Good associations and strong collaborations between adults will encourage the good behaviour in children. All adults within the school should aim to create an optimistic and positive environment that holds high but reasonable expectations of every

A strong collaborations and good relation between the adults will encourage the good behaviour in children. The adults working within the school must aim for creating an optimistic and positive environment which holds high but practical expectations of every child who attends the school and highlights the significance of being respected as an individual within the school. By encourage the children through example like truthfulness and politeness, having a relationships based on fairness, kindness and understanding of the needs of the other children within the school.

Developmentally appropriate practice is essential in early childhood education; because it helps is understand how children develop and learn. As teacher it ensures you create curriculum that meets the child needs. Consideration that even if all children are the same age, what they are able to do will vary from child to child. Providing children, the right amount of challenge in a task. Children will get bored a task is to easy. And discourage if the task is to complicated. Children learn thru play. Social dramatic play helps children develop their social, emotional, and language skills. In addition to help play develop their fine and gross motor skill. For example, if student knows their color but, has a hard time with their fine motor skill.

when planning lessons and activities for the children/young people the teacher will also need to adapt certain methods to use within these to suit the needs of individual children making sure they can reach the targets and can develop from the work set as all children learn at different stages and some may struggle more than others in doing so, the learning objectives may be modified for certain children, teachers tactics may be adjusted and activities may be adapted to suit each individual need. By doing this the teacher is identifying the individual needs of the children within their class towards their learning and education and making a record of it to be able to review their progress which can then be used to update the children themselves or the parents, carers of the child or young person on their development and areas they are achieving in or may be struggling in that need to be developed and how this can be

Staff observations are also a useful system to monitor staff and student practices; once the observation of the worker is complete a discussion between the worker and observer takes place. We reflect upon their interactions with the child/children as well as the child/children’s interactions with them, the effectiveness of the play, resources or activity and constructive feedback is given, with points to consider and improvements to work on if necessary.

Denholm and Watkins (1993) offer several models describing school-based child and youth care (CYC) practice, outlining the various methods by which CYC work operates and is integrated within schools. As is indicated in the description, the position offered is consistent with that of the “alternate program” model, which mostly “occurs in one specific location. The “…building and program are attached to an existing…school”, and the “staff are directly responsible to the school principal. Students in the “program (primarily adolescents) come from within this school population”, and the “child and youth care staff may or may not be direct employees of the school district” (Denholm, Chrest, & Pylypa, as cited in Denholm & Watkins, 1993, p. 85). Hence, within this position I would be a hired member of the school staff of the Foundations for the Future Charter Academy (FFCA) in Calgary Alberta, working alongside other professionals within an interdisciplinary team, answering directly to the school administration within a specific school location.

In support of…… view, the project accepts that the opinions and perceptions of those affected by working in partnership will be essential. Therefore, teachers and parents will be consulted using questionnaires as the main sourcing instrument. Observations will also be carried out to further qualify what has been surmised from the interviews.

"By involving the children in all stages of planning you will ensure that they feel valued, that their opinions and ideas are relevant and, most importantly, you will ensure that the activities you provide are meaningful and interesting to the children." Early Years Foundation Level 4 - Unit 10 (Supporting every child) - Working together page 127.

My professional development experiences, combined with my reading and what I have learnt from the children, have led to many of the changes in my role. For example, listening, observing and documenting what children attend to, what they observe and what they question help me to recognise “good practice.” When children are not engaged with materials, I reflect on the situation and consider what might be a better way to do things.