Index

ability and learning 43

abuse

and behaviour 66

concerns 127

types and signs 155–6

see also safeguarding

accidents

accident report form 148–9

informing parents 148

active listening 100

activities

extension activities 49–50

monitoring and modifying 49–50

adult education services 168–9

after-school clubs 161–2

age and maturity of learners 43, 44

allergic reactions 149–50, 165

applications for jobs 186–9

dos and don’ts 189

interviews 188–9

writing CV 187

appraisals 177–83

dos and don’ts 181–2

format for recording 183

Assessment for Learning 28, 51–3

benefits of 52

G&T pupils 111, 119–21

assessments and observations 51–3

Assessment for Learning 51–2

formative assessment 51

peer assessment 52

summative assessment 51

asthma 150, 165

‘at risk’ register 151

auditory learners 39

autism advisory teacher 87, 89

case study 201–2

Autistic Spectrum Disorder 80–1

behaviour

factors impacting on 64–7

and home background 64–5, 66

inappropriate 59, 60–1

and inappropriate tasks 67

influences on 64–7

parental expectations 65

and physical development 67

behaviour management 48, 57–71, 82, 180

acknowledging effort 62

boundaries 180

case study 199–200

challenging behaviour 70–1

dos and don’ts 64

following up issues 62–3

giving responsibility 62

intervention strategies 83

modelling behaviour 62

positive recognition 62

behaviour management (continued )

promoting positive behaviour 61–4

rewards and sanctions 59–61

seeking help 70–1

showing pupils respect 62

behaviour policy 15, 57, 60–1, 71, 200

Behaviour Support Plans (BSPs) 69, 82

behaviour support teachers 68

bilingual assistant 4, 93, 101, 103, 104–6

communicating with families 104–5, 106

giving feedback 105–6

working with pupils 105

bilingual pupils 93, 94–5

assessing ability 105

culture of 93, 97–8

home background of 96–7

home visits 96

information about 96–7

learning vocabulary 101

liaising with support teachers 103–4

reading/writing skills 103

songs and rhymes 101

speaking/listening skills 100–1

supporting language skills 99–104

thinking time 101

Bloom’s Taxonomy 117–19

breakfast clubs 161–3

bullying 134, 136, 156

case study 205–6

cyber-bullying 156

careers teachers 131

case study solutions 193–210

challenging behaviour 70–1

child protection policy 15

see also safeguarding

Children Act (1989) 147

Children Act (2004) 141, 161

Children (Scotland) Act (1995) 147

children’s centres 169

Citizenship activities 133–5

classroom assistants 3, 4, 185

classroom and social language 102–3

cluster groups: mentoring 132, 133

code of conduct 57–9

cognition and learning needs 81–3

colleagues, working with 181

communication and interaction needs 80–1

community cohesion 134, 135, 168

case study 205

concentration spans 44

confidentiality 13–14, 69

case study 194

talking to parents 12

conflict, managing

restorative justice 135–6

with other adults 12–13

continuing professional development 33

and appraisal process 177–83

areas of development 179

supporting learning 179–80

up-to-date career knowledge 184–6

COSHH Regulations 143

covering whole classes 37, 48–9

creativity of learners 43

cultural diversity 93, 97–8

culture of bilingual pupils 93, 97–8

curriculum 15

Early Years 22–5

4–16 national curriculum 19–22

planning 24, 26–31

subject specialisms 31–3

timetables 25, 26

CV (curriculum vitae) 187

cyber-bullying 156

DCSF induction training 185

DFES Standards Site 21, 22, 111

disabled pupils 83–4

safe environment for 144

disagreements

between pupils 66

with other adults 12–13

discrimination, gender 43

disruptive pupils 59

e-safety 151

early learning goals 23

Early Years Action 76, 77–8

Early Years Action Plus 76, 78–9

Early Years Foundation Stage 22–5

lesson plan 30

supporting learning in 23–4

timetables 25

Education Reform Act (1988) 19–20

educational psychologist 68, 87

emotional abuse 155

emotional factors and learning 45

encouragement 40

English/Welsh as additional language 93–107

and behaviour 67

case study 202

see also bilingual

epipens 149, 150

equal opportunities policy 15

Gifted and Talented pupils 114

equipment

extended school provision 165

health and safety 142–3

safe storage 165

using safety equipment 147

evacuation procedures 142

Every Child Matters framework 141, 161

outcomes 167

Excellence in Cities (2001) 131

expectations of G&T pupils 116–17, 120, 121

extended school provision
115–16, 161, 163

adult education services 168–9

case studies 208–9

children’s centres 169

collection arrangements 165, 166–7

equipment 165

further provision 167–70

health and safety 164–5

health and social care services 169

healthy schools status 169

parental involvement 170

register of names 165

types of activities 163

see also extra-curricular

extension activities 49–50, 121

extra-curricular activities 163–6

dos and don’ts 166

setting ground rules 165

see also extended school

families

of bilingual pupils 104–5, 106

extended provision for 168

of pupils with SEN 84–5, 90

family support worker 4, 85

role of 171–2

feedback

making notes 41

to G&T pupils 121

to teachers 41–2, 180–1

feedback forms 11, 41–2, 211

fine motor skills 44, 86

fire drills 142

first aiders 142, 147–8

food intolerancies/allergies 149–50

formative assessment 51

games and language development 101

Gardner, Howard 38–9

gender and learning 43

gestures: bilingual pupils 101–2

Gifted and Talented co-ordinator 115–16

Gifted and Talented pupils 111–22

Assessment for Learning 119–21

case studies 203–4

challenging questions 117–19

characteristics of 113–14

defined 111–12

dos and don’ts 121

extended provision 115–16

high expectations of 116–17, 120, 121

and learning objectives 119–20

learning through mistakes 119

motivating and challenging 115–19

your role 116–17

governing body 3–4, 5–6

grievance policy 13

gross motor skills 44

groups, working with 11, 47–8

hazards 143

reporting 144, 145–6, 147

headteacher 5, 6

health and safety 141

adult awareness 143

case study 206–7

dos and don’ts 146

of environment 143–5

first aiders 147–8

policies 15, 146, 151, 164

pupil awareness 144–5

Health and Safety at Work Act (1974) 141, 145–7

healthy schools status 169

HLTA (Higher Level Teaching Assistant) 3, 4, 185

home background

and behaviour 64–5, 66

bilingual pupils 93

knowledge of 180

and learning ability 45

home visits 96

illnesses 150–1

inappropriate behaviour 59, 60–1

inclusion 15

independent learning 23, 37

Individual Education Plan (IEP) 47, 69, 77–8, 82

targets 78

Individual Support Assistant (ISA) 3, 4

individuals, supporting 11, 47

with behavioural issues 68–9

induction training 146, 185

infection control 151

INSET days 8

internet safety 151

cyber-bullying 156

intervention work 59

social and emotional needs 83

Key Stages 20–1

kinaesthetic learners 40

language

classroom and social 102–3

difficulties 81

modelling correct 102

multilingual pupils 99–104

language development 93–5

stages of 94

learning

and concentration spans 44

and emotional factors 45

factors affecting 43–6

and gender 43

and home background 45

and linguistic factors 45

motivation 46

physical environment 44

social/cultural/ethnic factors 45–6

supporting 179–80

learning mentors 4, 126, 131–3

cluster groups 132, 133

link learning mentor 132

other services involved 133

role of 131, 132

learning objectives 28, 29, 38, 180

G&T pupils 119–20

learning styles 38–40

case study 198

Learning Support Assistant (LSA) 3, 4, 75

lesson plans 38

examples 29, 30

line manager 4

linguistic stage 94

listening skills 100–1

local safeguarding children board 152

long-term planning 27

marking policy 15

medical conditions 149–50

extended provision 164–5

medication 150

school trips 173

medium-term planning 27

mentoring 131–3

see also learning mentors

motivation of pupils 46

Gifted and Talented 115–19

and learning mentors 131

through praise 61

multilingual pupils 93, 95

supporting language skills 99–104

see also bilingual

names, correct pronunciation of 98

national curriculum 19–22

Key Stages 20–1

subjects 21

neglect 156

newly qualified teachers (NQTs) 8, 31

case study 196–7

non-verbal communication

autistic pupils 81

bilingual pupils 101–2

number skills 81

observations 53

occupational therapist (OT) 86

off-site visits 144, 151, 172–4

OFSTED

breakfast/after-school club 162

Gifted and Talented pupils 112

outdoor areas 142

parents

discipline and behaviour 65

and extended provision 170

involvement of 97, 170

of SEN pupils 84–5, 90

working with 12, 181

pastoral support 125–37

child protection issues 127

Citizenship activities 133–5

mentoring 131–3

supporting transition 128–31

types of problems 125–6

pay scales 185

peer assessment 52, 120, 121

peer pressure and behaviour 66

performance management 179, 181–3

personal hygiene 142

Personal, Social and Health Education 20, 97, 133–4

restorative justice 136

Personal Support Plans (PSPs) 47, 69

physical abuse 155

physical contact 153–4

physical development and behaviour 67

physical environment and learning 44

physiotherapist 86–7

place value 198

planning 24, 26–31

dos and don’ts 29, 31

emailing plans 11, 28

stages 27

with teacher 27–8

your role 180

playwork 162

policies see school policies

positive behaviour, promoting 61–4

praise 40, 61

and bilingual pupils 100

pre-linguistic stage 93–4

professional review meeting 183

programmes of study 21, 22

propriety and behaviour 154–5

Pygmalion effect 117

qualifications for support staff xvi-xvii, 185

case study 209–10

reading and writing skills 103

referring back to teacher 50

reflective practice 177–9

benefits of 178

resources 46

advance knowledge of 38

G&T pupils 116

sensory/physical needs 83

restorative justice 135–6

case study 205–6

rewards and sanctions 59–61

case studies 199–200

reward systems 40–1

risk assessments 141, 144, 145–6, 147

school trips 172–3

role model, adult as 13

for appropriate behaviour 62, 154–5

for health and safety 144–5

for personal hygiene 142

role of teaching assistant xvii

breakfast/after-school club 162

and confidentiality 12, 13–14

dos and don’ts 14

managing conflict 12–13

pastoral support 132–3

professionalised 177

reflecting on 177–9

and SEN Code of Practice 76

supporting groups 47–8

supporting individuals 47

working with others 9–14

working with parents 12

working with teachers 11

routine changes and behaviour 67

rules, school 58–9

case study 199–200

safeguarding 141, 151–6

case study 207–8

concerns 127

dos and don’ts 127

physical contact 153–4

policy 127

propriety and behaviour 154–5

relevant agencies 152–3

safe working 153

sharing concerns 154

see also abuse

safety equipment 147

sanctions 59–61

schemes of work 21, 22

School Action 76, 77–8

School Action Plus 68, 76, 78–9, 201

school councils 61, 135

school policies 15

rewards and sanctions 59–61

school trips 144, 151, 172–4

dos and don’ts 173–4

risk assessments 172–3

Scotland: curriculum framework 22

security of school 142

self-assessment skills 52, 120, 121

self-esteem of pupils 61, 63, 65, 66

and communication development 98–9

and learning mentors 131

SEN Code of Practice 75–6

behaviour, social and emotional needs 82

cognition and learning 81–2

communication and interaction 80–1

and parents 84–5

sensory/physical impairments 83–4

Statement 76, 79

SEN, pupils with 10–11, 47, 75–90

and behaviour 67, 68–9

dos and don’ts 84

and outside agencies 85–7

and praise 63

safe environment for 144

training courses 184

working with other professionals 181

working with parents 84–5

SENCO 4, 5, 6, 7, 78

and behavioural issues 69

and bilingual pupils 99–100

role of 88–9

and SLT 86

SENCO assistant 88–9

senior management team (SMT) 3–4, 5, 6

sensory support teacher 87

sensory/physical impairments 83–4

sequencing and organisational skills 81

sexual abuse 155

short-term planning 27

SMART targets 182–3

social and emotional needs 82–3

intervention strategies 83

social factors and learning 45–6

social skills 134

songs and rhymes 101

speaking and listening skills 100

special schools 89–90

speech and language delay/disorder 45, 80–1

case study 200–1

speech and language therapist (SLT) 86

stereotyping pupils 63

stickers 40, 41

case study 199

subject leaders 7–8

subject specialisms 31–3

case study 197

summative assessment 51

summer schools 116

support staff 4, 5, 8–9

working with other 10–11

Support Work in Schools (SWIS) 185

talented pupils see Gifted and Talented pupils

talk partner 100

targets 47

behavioural 69

targets (continued )

bilingual pupils 99

IEP 78

knowledge of 180

SEN pupils 82

your own CPD 182–3

teachers

feedback to 41–2, 180–1

and planning 27–8

referring back to 50

working with 11

teaching assistants 4

number of xiii, xvi

reasons for becoming xv-xvi

see also role model; role of

teaching and learning

dos and don’ts 50–1

evaluating practice 179–80

learning styles 38–40

supporting 11, 37–53

whole class cover 37, 48–9

see also learning

thinking: Bloom’s Taxonomy 117–19

thinking time 101

timetables 25, 26

training 184–6

CPD 184–6

passing on to others 10

training and development agency 185

transition, supporting 128–31

case study 204–5

handover meeting 129

leaving school 130–1

reception to Year 1 128–9

starting school 23–4, 128

Year 2 to Year 3 129

Year 6 to Year 7 130

unions 192

visitor security 142

visual learners 39

Wales: curriculum framework 22

whole class cover 37, 48–9

ground rules for 49

work/life balance 177, 189–91

enlisting help 190

workforce remodelling (2003) xiii, 57

working with others 9–14

wrap around childcare 161

writing skills: bilingual pupils 103

year group leaders 7