Kelly Williams –Hall
My roles and responsibilities are:
To safeguard children at all times
Behaviour management where needed
To supervise children inside and out
To plan and prepare resources for activities to support all areas of development
To support the class teachers where needed
To support children in all areas of their development
To be flexible in my work role allowing myself to be placed in another role should it be required
To liaise with parents/carers
To work effectively with other agencies
To enforce class rules and expected behaviours ( age and stage appropriate)
To ensure I am up to date with all policies and procedures
To ensure I am up to date with all policies and procedures such as safeguarding, health and safety , the welfare requirements, manual handling, etc
To ensure that activities support all areas of development
To ensure that the child’s welfare is main priority.
Working one-to-one or with small groups of pupils
I will often be assigned to individual pupils who are in need of additional help, this may be because English is not their first language or because they have learning difficulties and require additional help understanding or completing tasks. I may also be asked to help individual pupils who do not require additional support, but where one to one teaching is necessary, for example listening to pupils reading aloud.
I am also often asked to support learning more generally, either by ‘floating’ and acting as additional support during class activities or by working with specific groups of pupils. I quickly became very good at identifying where in the class additional support is needed and once I had settled into my role there became some degree of flexibility as the teacher and I work together to ensure that our time and energy is best spent in a way that optimizes learning for the class.
Text based Report page 2
Kelly Williams –Hall
Supporting pupils with learning difficulties or disabilities
Pupils who have been diagnosed with learning difficulties will sometimes have a teaching assistant assigned to them for either all or part of the time to support their learning. This support may be necessary because a pupil is physically disabled, hearing or visually impaired and needs additional support accessing the curriculum. Or it may be because they have learning difficulties and need additional support to understand and complete tasks. I offer support to these pupils, helping them to keep up to speed with their peers, which I like to think means the difference between pupils accessing a mainstream curriculum or attending a special school.
Supporting pupils with English as a second language
I do not have any pupils in my class whose second language but this can be part of the teaching assistant’s role.
Pupils whose first language is not English often need some additional support accessing the curriculum, especially at first. It is quite common in schools with a high ESL (English as a Second Language) intake for specialized teaching assistants who speak the first language of groups of pupils to be employed to help pupils to understand their lessons and help to overcome any social or cultural divide.
Preparing the classroom for lessons
A key role of mine is in preparing the classroom for lessons. This involves a variety of activities such as photocopying worksheets, setting up art equipment, weighing out ingredients, preparing computers, rearranging the furniture for a particular activity and so on. In short, I am responsible for organising all of the peripheral items that are essential to the smooth running of the lesson in order to ensure that when the class arrives they can get on with