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5b) have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these

6b) make use of formative and summative assessment to secure pupils’ progress

6c) use relevant data to monitor progress, set targets, and plan subsequent lessons

6d) give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback.

The pupils have recently moved places, due to the classroom environment being changed and the tables moving around.  As I began to teach children, I can see that some children are better focused, whereas some children are less focused.

I ensure that during marking, I take into consideration the child and the achievements, I know they are capable of reaching.  When I saw that a HA child had not completed the number of sentences I had asked him to complete, I added a read and respond task for him in his book, which he then completed during afternoon registrations.  The picture below shows evidence of his responses.

It can also be seen that the child has marked his work as green, during the self assessment to show me that he understood the work on better sentence openers.  He happily completed two more after my request..

Parent meeting

1a) establish a safe and stimulating environment for pupils, rooted in mutual respect

5c) demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development 12

5d) have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them.

8e).  communicate effectively with parents with regard to pupils’ achievements and well-being.

During my profession practice Phase 2, one parent wanted to come into school to meet with the class teacher based on a concern about the concentration of her child at home.  She wished to discuss the concentration of her child within school and whether there was anything which could be done at home to support her.  I sat in on this meeting and contributed to the situation when I could.

During the meeting, it was discussed of different ways on how we could work together for the child, both inside school and at home to ensure that the child was organised.

To conclude, the teacher and I, along with the learning support mentor came up with a solution on how to support the child.  We decided upon creating a sticker chart both at home and in school.  This would ensure the organisation of the child in terms of bring home letters from school ad remembering homework and reading books.  If the child remembers this, then we will reward her with a sticker to which her mum said after the sticker chart has 10 stickers on, she will be rewarded with a present at home.

Progression of EAL child in Read, Write, Inc

1b) set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions

2a) be accountable for pupils’ attainment, progress and outcomes

2b) be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these

2c) guide pupils to reflect on the progress they have made and their emerging needs

2d) demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching

3d) if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics

4c) set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired

5d) have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them.

 

Phase 1b allowed me to focus on those children who were international new arrivals and needed further support on their reading and writing.  I worked alongside one child who has developed immensely since beginning the year in September and can now write in full sentences.  She has shown a great progression of development throughout her time in school and this has all been developed through the Read, Write, Inc programme of study for children in KS1.  By incorporating this into not only phonics lessons, but also lessons where the children are writing, it has allowed for them to continue practising their techniques and writing which have shown exceptional progression.  Children have also been set homework in completing the letter formations which have also shown good progression.

End of Spring term – pupil progress record

2a)  be accountable for pupils’ attainment, progress and outcomes

2b)  be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these

5d)  have a clear understanding of the needs of all pupils

6a)  know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements

6b)  make use of formative and summative assessment to secure pupils’ progress

6c)  use relevant data to monitor progress, set targets, and plan subsequent lessons

During inset day, I worked closely with the class teacher is recording pupil progress.  She explained to me how the school records the progress of children and next step targets.

On the sheet it is clearly stated which children who are working as a 4E+, 4WW AND 4WW+ in maths.  We were able to identity those children who who were on target or those children to were just below where they needed to be.  As this is the lower ability maths group, the children are working well and have made a lot of progress throughout these terms.

Once the children had been identified, we then looked at what their next steps would be.  For the lower ability children in the group they will be expected to have a solid understanding of their times tables up to 12 x 12 and can identify equivalent fractions.

Action – How are we going to complete this?   They will be working closely with the class teacher 3 out of the 5 days in order to support them further.  If the opportunity arises, they will work with a 1:1 in order to support their understanding further.

By carrying out this pupil progress record, I have been able to see how a teacher assesses and records throughout the assessment process.  I have been involved in marking assessments, writing new targets for the children so that they are aware of where they need to go next, noting these down onto pupil progress records and noting down the next step targets and action plan to carry out for the support of this.

Working Walls

Teaching Standards:

4 b) promote a love of learning and children’s intellectual curiosity.

5 a) know when and how to differentiate appropriately using approaches which enable pupils to be taught effectively.

In university I have been exploring the use of working walls within mathematics. We created a working wall demonstrating place value for Year 3 children. The children were able to approach the working wall and solve problems based on place value. The children were able to chose their own level of difficulty as they gained confidence in their skills. This develops independent learning in the classroom. This is a fun and engaging activity. When creating this working wall we considered the needs of all of the children. It was differentiated effectively for all learners and was aesthetically pleasing with bright colours.