It is important to keep all informed with the latest school activities. This gains support as well as partnerships that can lead to contributions financially and volunteering. Greater relations between the school and community help support and reinforce academic and social outcomes of the school community. When students and parents are have positive influences and resources in the local community, the school serves as a helpful resource to educate the whole
The principles of relationship building with Children, Young people and Adults need to be nurtured in order to maintain the relationship that has already formed. All parties need to feel secure and comfortable around one another in order to build further trust and open up and talk effectively about any subjects and issues. Teaching assistants need to act as good role models to the children, young people and adults. Teaching assistants need to be polite, considerate, empathic and good at identifying and sorting out problems as they are also regarded as a representative of the school. The children and young people need to be encouraged and praised with their academic life and showed by staff that they are accepted for what they are and receive
Physiotherapists/occupational therapists work with children outside the school but to support the progress of the pupil may also visit the school to attend any meetings regarding the pupil. Question: Question 6 Answer: The ethos of a school along with its values, aims and mission statement should all be reflected in the school environment. These should all be perceptible to anyone spending time in a school watching both the pupils and staff. The children in a school are valued, with an environment that fully encourages and celebrates their learning and progression and how they are developing. The provision of a safe and secure learning environment for all its pupils should be provided through recognizing the importance of welcoming diversity and equal opportunities.
10, 2013). The philosophy and the mission of an inclusive school provide a strong foundation and confidence for practitioners to go further in advocating for every child’s right. Providing equal opportunity does not mean treating everyone the same, but rather giving every child the right to a broad and balanced curriculum with high expectation of their success. Inclusive practice involves the whole teaching community coming together to agree, identify and understand the barriers that exist so that planning for inclusion and intervention strategies can be put into place. Aside from building positive relationships with and for children, Connolly et al.
They are as follows; teamwork, planning, community involvement and parental involvement. For a school to be completely inclusive these four aspects have to be evident and work together in harmony. It is my belief that parental involvement is of vital importance within a school, as it empowers the parents themselves to undertake their own role as a primary educator. This would mean that dialogue between students, teachers and parents would be easily accessible. Teamwork is an aspect in life that everyone will experience at some stage.
Scaffolding, according to Abbott, who is the editor of The Glossary of Educational Reform, is a variety of techniques used to help a student or students to move on at the proper or excelled pace for stronger and deeper understanding and having greater independence of the learning process. In short scaffolding has been and continues to be a gigantic impact and wise move made in the school system and by teachers who truly care about their students go to infinity and beyond in their learning and education. Scaffolding is very closely related to Vygotsky’s ZPD which stands for Zone of Proximal Development Santrock (2011). The ZPD shows the range of ability, skills and other tasks that the child, children, or students can perform on their own without out an adult or a guide by the student’s side to help them Santrock (2011). In this case this is will be the classroom and the students and how well they can perform what is taught to them, if they can understand will little to no help and even tested what the classroom grades would look like.
The best way to promote anti-discriminatory practice in work with children and young people is to be a good positive role model. A school needs to have high expectations of children and develop their attitudes of self-belief through appropriate challenges. The school should celebrate and value diversity, using PSHE and religious education lessons to make children aware. The school must work to include all children in the main activities in the class where ever possible and encourage the participation of all pupils in the curriculum and school life. Ensure that all pupils are encouraged to achieve to their full potential by affording them appropriate degrees of challenge and support.
Thompson’s notion of the ‘virtual schoolbag’ is an important one for educators to know. Why? Thompson’s theory of the ‘virtual schoolbag’ provides educators with an invaluable metaphor for the unique experiences, knowledge, talents, interests, challenges and difficulties that each student brings with them to school every day. Children from some socio-cultural backgrounds naturally feel more comfortable than others in the school environment (Thompson, 2002, p.5), the ‘virtual schoolbag’ highlights this disparity and can assist educators to enact a more relevant curriculum, in an environment that feels more inclusive to everyone. Diversity must be celebrated alongside similarities in order to provide all children with truly equal opportunities
This is so children feel safe and secure to enable them to develop effectively. Staff need to understand that the policies and procedures are put in place to protect children and what they can do in their role to ensure they are following them. There are many policies and procedure in place not only to protect children but staff too, each school should have a display or folder to outline these. A few examples
I think this is the type of leadership outlined in part a and b. Distributed leadership is organising leadership expertise at all levels in a school in order to create more opportunities for change and to build the capacity for improvement. Taking someone who has experience with an initiative such as the Active School Flag is beneficial to the school as they know what to do and
The pupil’s attainment and achievements are monitored by their teacher, and where a pupil isn’t making as much progress as their peers or falling behind then additional support will be provided. St Margaret’s ensure that all staff can identify and provide for those pupils who have speech, language and communication needs to allow them to join in with the activities of the school. They also work to ensure that children with SLCN are able to reach their full potential and are fully included within the school community.