Misunderstanding

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

3a) During one maths lesson, the children were identifying misunderstandings on the differences between grams and kilograms and so the work they completed was not to their best ability.

3e) if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies.

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

After witnessing this misunderstanding, I then simplified the lesson further so that the children would have good understanding on this lesson and felt much more confident then they did in the previous lesson.

This illustrates one child’s work and the amount of work they completed after a second lesson on subtraction was carried out.  They showed fantastic progression and the child was extremely proud of themselves.  They were then rewarded with house points and won the maths star of the day along with a sticker for their amazing work.  Although the did make a few mistakes, this was simply down to not double checking their answers.

We then showed this work off to their parents, who were extremely proud.

Parent’s evening

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

As part of my professional practice Phase 2, I took part in a parents evening.  This involved me speaking to parents in regards to their child’s progression within class.  The teacher allowed me to communicate to the parents, as I had been teaching 80% of the curriculum and knew the children well.  The parents listened to me and took on board ideas I had in terms of how to support their child further at home.

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.

Assessment

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

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

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

8b) develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support

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

After February Half Term, I worked alongside the teacher once again to assess the children.  She allowed me to assess for myself, making sure that the children have shown evidence in certain success criteria before highlighting the aim to prove they have met it.  These assessments were also told to parents during parents evening, where I was able to communicate effectively with the parents.

I feel that during my placement at St Wilfrid’s, I have continued to develop upon assessments and assessing pupil progress and now feel confident in continuing this in my own classroom.  By working with the class teacher, I have been able to witness children progressing from a 3 ARE to a 4E+ which visually shows the progression.

I have also worked with the class teacher to highlight what each child can do on a pupil progress sheet.  This again highlights what the child/ren need more work on and will stem ideas to continue the development of the children.

Continuing classroom displays

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

8a). make a positive contribution to the wider life and ethos of the school

8b). develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support

Similar to the Horrid Henry classroom display, I also supported the display work of the volcano work.  The children have been completing their topic on volcanoes and this has been part of cross curricular topics.  We developed a display with information up about volcanoes also one with the art work of volcanoes from the children situated outside the classroom.

Outside the classroom, we have included the work from both the Year 4 classes and the children were extremely proud of their work outside the classroom.

Classroom display

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

8a). make a positive contribution to the wider life and ethos of the school

8b). develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support

I have been able to design and create differing displays, both within and outside the classroom.  Some of these have included some of the work the children have completed whilst in my lessons, and some from their big write, which can be seen in the Horrid Henry display within the classroom.

This has allowed me to provide a stimulating environment for the pupils’ as their work has been displayed within and outside the classroom, which shows them that we are proud of their work and want to show it off to others.

I have been able to create the English Horrid  Henry display board myself.