Unit GB8/3/NQ/003 (7) 1.1/Unit GB8/3/NQ/004 (9) 1.

In a piece of written work compare and contrast the roles of the teacher and the learning support practitioner. You need to
explain the role of each one in terms of assessment of children’s learning.

Then evaluate the differences in their roles and also how they support each other.

Teacher TA
Planning  Class appropriate  Setting up the
activities classroom/environment
 Ensuring the curriculum for that activity.
is covered.  Gathering resources.
 Behavioural and sensory  Which children will be
needs of the class working in which
 Ensuring that things are intervention group and
planned on a weekly when.
basis.  Activities that are
 The correct resources adapted for the SEN
are available for the children within the
activity. class.
 Considering SEN  What the children can
children within the class do and who will need
 Planning with TA will extra support.
work with which  Know how the learning
children and what they will be taught and the
will be doing. specific way the
 The classroom teacher uses especially
environment and set up with numbers and
phonics, so everyone is
teaching the same way.
Delivery  Ensuring the  Making sure the
instructions are given children are listening.
clearly.  Ensuring there is no
 Ensure that the disturbance during the
children are engaging. input that may distract

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  The other children who are
worksheets/resources trying to listen.
are on hand for the  Offer on the spot extra
activity. support when needed.
 Make sure that the  Encouraging and praising
correct materials are the children whilst the
available at the correct learning is taking place.
times to ensure smooth
teaching.
 Ensure all levels are met
where possible.
 Gather evidence for
progress reports whilst
task is being completed.
Assessing  Ensuring that the  Review interventions,
learning objectives and who needs more support
criteria has been met. and who is now where
 Noting strengths and they need to be.
weakness within the  Feedback to the
class. teacher who is
 Identifying who needs responding well to the
more support. interventions and how
 Ensuring that the the children are doing.
comprehension and  Marking what has been
understanding is there. completed.
 Identifying when a TA  Compare what has been
will need to create and achieved to the targets
run an intervention set on child’s EHCP.
group.
 Update progress data
for children.
 Using phonics and
number screening.
(Work completed in unit 9)

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‘Assessment for learning informs and promotes the achievement of all pupils, as it encourages them to take responsibility for all
their learning. The process involves explaining learning outcomes to pupils, giving them feedback on their progress and enabling
them to develop their self-assessment skills so that they are ultimately able to reflect and recognise their own achievements’
Level 3 Diploma in Supporting Teaching and Learning in Schools, Heinemann learning Page 105

Explain the different learning styles that you may use with children and young people. Support this with accounts of how you have
used these different learning styles with the children that you work with.

There are four main types of learning styles:

 Visual – This is where people like to see pictures and diagrams.

 Auditory – This is where an explanation and instructions are given.
 Reading and Writing – This simply means the person may make notes after reading some instructions.
 Kinaesthetic – This is a practical, hands-on person they like to learn as they do.

When supporting a child and their learning it is important that I can adapt my teaching style to accommodate how they learn best. When working with a phonics group
intervention and we were working on a CVC word game I first modelled the game by showing the children what to do before they played the game themselves.
When working with the child who I support on a 121 basis I often explain a task, give him instructions, and then let him complete the task independently. Sometimes he is a
very hands-on learning and depending how his day is going he sometimes just likes to get on with the job without any explanation and I will just offer support as he
completes the task.
Because I work within year one it is not usual for a child to make notes and then read them back – I sometimes make notes on the whiteboard and then relay that back to
the children as a reminder of what we are doing in the task.

Unit GB8/3/NQ/003 (7) 1.2

Written questions summarise the difference between formative and summative assessment. Formative – informing, Summative –
measuring progress

List the different formative and summative assessment methods that you may use

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Formative assessment is something that I do daily. I observe the child that I am working with to check that he understands whilst he is completing a task that I have set
him. I will often question him to make sure he understands what is expected of him and that he understands the work. The child that I work with on a 121 basis has limited
communication however when I am leading a group intervention, I will often ask questions so I can listen to the child’s reasoning of why they answered a question in a certain
way or way they believe they are correct.
At the end of each week with will have a spelling test in which the little boy I support takes part in. His words are often simplified but he completes these independently and
I mark them to be able to report back to the class teacher and show his progress.

Explain the difference between pastoral and academic issues and modelling good behaviour for learning
Pastoral issues relate to anything to do with the child’s health and wellbeing. This could be things like a disability, a health concern, any transitions such as a new baby at
home or parents separating, they may have anxiety, or they are being bullied.
An academic issue is something that relates to their education and learning. This might be that they has a SEN need, they are not reaching their milestones and have
additional learning needs. They may have a disability. They may need 121 supports but there isn’t the funding there to support that. They may have a EHCP and may have
health problems. They may be struggling with a particular subject.
All these things can affect how a child learns at school and we need to know about them so we can best support them and find out what that child needs. This may mean that
at times they find school overwhelming and need brain breaks. They need to work away from the classroom environment as this does not meet their needs and it is too
overwhelming or over stimulating.
It is important that a teacher and teaching assistant models behaviour to children that supports a positive learning environment. Children may have a particular dislike to
Maths; however, it is important as educators that we talk about the subject positivity highlighting their strengths and what they did well in it.

Unit GB8/3/NQ/003 (7) 1.3

Assessment for learning

Characteristics for assessment

Assessment is part of the learning process it enables children to see where they are in their learning and helps them to access the right support if they need it. It also
enables them to see what progress they have made and helps to inform the teachers planning, what worked well and what didn’t.

Using different methods to meet different purposes allows the teacher to plan for future lessons including those who need individual planning and lessons modifying to meet
their needs. It also provides data that teachers can use to monitor progress.

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Methods include

 Questioning – This can be written or verbal.

 Listening – Ask a question and see how the child answers.

 Knowledge acquisition assessments – This can be spelling tests and SATS.

 Reviewing progress / learning – Regularly looking at books and work completed by the child.

Assessment informs achievement by recording the achievement and provides the data to the teacher and school.

Unit GB8/3/NQ/003 (7) 1.4

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Explain the importance and the benefits of using ‘assessment for learning’.
It is important that assessment for learning is used as it provides evidence from ongoing assessments by showing what the children have learnt and what they know but also
what they struggled with and areas that could be improved.
It is a great way to evaluate the teaching and see what worked well and what didn’t.
Assessment for learning support independent learning and allows the children to reflect on what they know and what they need further support on. This then allows the child
to know what they did well on and what needs to be improved which in turn can help to boost their confidence.
The aim of assessment for learning is to ensure that the children are less reliant on adult support and help to identify their own strategies and methods that work for them
and how they best learn.
By assessing the children, they know what the teacher is looking for and what they are working towards.

Unit GB8/3/NQ/003 (7) 1.5

How can assessment for learning contribute to –

a) The teachers planning for future learning

This helps the teachers to know what teaching needs to be revisited or looked back over if there isn’t full understanding from the children. It highlights what teaching
methods worked and what didn’t, and ultimately which children understood the lesson and those that didn’t.
It’s a great way to review the input and activities and how well the children responded to them, did they enjoy them and where they engaged.
Assessment for learning will highlight to the teacher which children need extra support and help them to set up different ability groups.

b) The learners planning for future learning

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This helps the children to identify how they learn, and which methods worked best for them. It enables them to ask questions about something that they don’t understand
and encourages them to be independent learners. This in turn will boost the child’s confidence in their own ability. It will also help the child to identify the resources that
best help them with their own learning, for example getting their own 100 square when learning to count in 2s or 5s. By ensuring a child can identify their own struggles and
difficulties it helps them to build strategies that they can use for all of their future learning.

c) The learning support practitioners planning for future learning

This allows TA’s to be able to modify the lesson meaning that SEN children can assess the learning that best meets their needs. It also helps the TAs be able to plan
specific intervention groups to help the children who most need the support. It will highlight the children’s ability and if their needs are being met then ensuring that the
TA can then put something in place so the children can assess the learning. It’s a great way to show what worked well and what needs improving, this can be different from
one child to the next and what worked one time doesn’t always mean that it will work every time. It shows TA’s what resources will be required and gives them time to go and
source them to best support the children.

Unit HF/3/NQ/013 (10)3.1

Explain how to monitor children and young people’s development using different methods?
Observations will take place mainly in Reception, staff will make informal and formal observations, depending on the time of year and then this will feed into the EYFS
profile. They will then tag the observation with either a comment or photograph so it can also be used later if needed.

SEND children will be being observed informally all the time and then judgements will be made towards their EHCP and targets to inform assessment.

In KS1, staff will be assessing against the national curriculum and the end of year Teacher Assessment Framework (TAFs). Teachers have three assessment points across
the year, Autumn, Spring and Summer. Teachers will use evidence collected in class to make the end of term judgements. At our school we use a system called Insight
Tracking. This data can then be analysed by the class teacher and headteacher to see where the gaps are in learning for individual children, but also as a class to see what
needs to be taught next. Our school also attach evidence to the statement to show what the children have done. The end of term assessments is also shared and analysed
with the governors.

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Information is shared with parents through homework packs that are sent home asking to practise specifically certain phonics sounds that a child may be struggling with
that has been highlighted from daily observations or term assessments. These results are then feedback to parents at parents’ evenings and they can see how their children
are achieving and in which areas.

At Melbourne Infant School we have a Developmental Marking and Feedback Policy, which can be viewed on the school’s website, this enables parents to read what the
feedback and marking policy is and how this relates to the children’s learning, assessing and development.

When answering this question please consider the following

a) What formats are used in your setting to observe children/young people?

b) When are these used?
c) What frameworks are these observations measured against (Key stage/EYFS), please state what this is and how this is
done?
d) How are parents/carers involved in this process?
e) Who has access to this information?
f) When may this information be shared with others
g) How this information is maintained to ensure accurate and up-to-date
h) How this links to the schools policy on assessments

Using the information gained from the task above, discuss the advantage and disadvantages of each of the assessment methods
used in your school.

Assessment method Advantages Disadvantages

 Real time as to how the  If child is dysregulated
 Observations SEN Child child is doing and this may not be an
progressing. accurate representation of
 Not a pressured how they are doing.
environment for the child.  Another person observing
 Very informal and can be may cause alarm for that

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 fun. child.
 Great way to test what  Child may be having a bad
 Phonics Screening the child knows. day and may not perform
 Done as a little game on an as well.
iPad in our school.  Can be stressful for a
 Shows the teacher for the child to do an activity that
next year of the isn’t in their normal
shortfalls and what needs routine.
revisiting.
 Highlights tricker sounds
that all/most children may
find difficult
 Great way to test what  Child may be having a bad
 Maths Screening the child knows. day and may not perform
 Done as a little game on a as well.
121 basis with class  Can be stressful for a
teacher so can be very child to do an activity that
fun. isn’t in their normal
 Shows the teacher for the routine.
next year of the
shortfalls and what needs
revisiting.

 Great way to cement the  Child may not perform as

 Weekly Spelling Tests learning from the previous well on the day.
week.  May not be given the
 Gets children used to opportunity by parents to
receiving homework on a practise at home.
weekly basis.  May impact their
 Encourages children to confidence if they do not
practise what they have get their spellings right.
learnt at school at home.
 Confidence boost for
getting their spellings
right.
 Benchmark for schools to  Stress and anxiety that it

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  Year 2 SATs produce their results. causes the children and
 Great way to see what the staff.
child knows.  Impact that it has on the
 Prepares children for whole school, areas not
taking tests. being able to be used, SEN
children trying to be quiet.

Why is it important to use the correct, accurate assessment information when feeding back to the class teacher?
It is so important that the correct assessment information is fed back to the teacher to they know how the children are doing. This lets the teacher know if the
child/children could access the work and understand what was being taught. It is so important that the child is able to access the learning, or the gap will widen and
something may be missed in that child’s learning journey.
If incorrect information is recorded the teacher may think that the child is further ahead. Teachers need to know exactly where everyone is so they are able to affectively
plan and ensure that every child’s learning needs are met.

All candidates must complete two reports showing how they demonstrate their knowledge and skills in two curriculum areas.
Supporting Self/Peer Assessment
Child’s initials: EC Gender: M Age: 6
Personal Learning Objective. Counting in 2s to 20 – with the guide of a number square we will count the numbers together and then EC will be asked
to count independently to show what he knows.

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 Criteria for assessing progress We will then move onto halves – can EC identify what a half is and ask him to show a happy face for a half and a sad
(as explained to child) face if it is not a half.

Unit GB8/3/NQ/003 (7) 2.2 Unit 12 1.1

National Curriculum reference Maths – EC to confidently count in 2s to 20 and to be able to recognise a half.
Unit GB8/3/NQ/003 (7) 2.1 Unit 12
1.1 1.2
(you must cover one of the following,
literacy, maths or ICT Unit Unit
GB8/3/NQ/004 (9) 3.5
Relevant information Unit EC is autistic and has barrier to his learning – he has a short attention span however this has improved significantly
over two years I have been working with him. EC is able to sit for around 10 minutes in total to complete at activity as
GB8/3/NQ/003 (7) 2.1
long as it is engaging, and he is enjoying it.
e.g.support needs Unit All work that EC completes is on a 121 basis away from the classroom at his own table.
GB8/3/NQ/004 (9) 1.5
(Results of previous observation
reason for observation)
Describe how you selected and prepared the resources Unit Describe how you adapted these resources to meet the individual
GB8/3/NQ/004 (9).2.1 Produce a resource to support the activity needs of the children Unit GB8/3/NQ/004 (9).2.2
and attach Please see attached files for resource provided for this activity. Activities are done on a 121 basis – more time is taken on particular topics as we
generally work at a slower pace. Some things move to fast for EC and he is not able
to access the learning so I adapt to meet him needs.
Describe how you used different learning and support strategies How have you balanced the needs of one child with the other
for individual learners Unit GB8/3/NQ/004 (9).3.1 children Unit GB8/3/NQ/004 (9).3.3
All of EC learning is done on a 121 basis as he finds the classroom learning Because of EC learning needs he can often be quite loud and shout out which can
overwhelming and is not able to access a lot of the work that is being taught to the often disrupted other children whilst they are trying to learn. If this is the case
whole class. Using the class teachers planning and referring to EC EHCP I devise his we will stay within the classroom before it become too much for EC and then we will
own lesson planning providing activities and input that he can access and will enjoy carry on our learning in EC’s area on a 121 basis. Depending on the activity we
to ensure that he is meeting his own individual targets. sometimes include another child to take part with us, but this is very dependant on
how EC is on a particular day.
How you encouraged the children to take responsibility for their
own learning Unit GB8/3/NQ/004 (9).3.4
EC needs a lot of support to come a task and because of his learning barrier he will
often stray away from a task wanting to do something more fun! At the moment EC

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 is not able to take any responsibility for his own learning and would not activity
choose to sit down and do a task.
Description of task (what the child will be asked to do) Assessment strategies (how you will assess progress and
Unit GB8/3/NQ/003 (7) 2.3 Unit GB8/3/NQ/004 (9) 1.3, 1.4,3.5(a) participation) Unit GB8/3/NQ/003 (7) 2.3 Unit 12 2.1(d),3.5
Unit 12 1.3a
EC will sit at his desk and will be given a number square up to 20 and will be asked to Because I work with EC all the time I am constantly observing and assessing his
count in 2s. I will model this first and then ask EC to repeat. He may require some progress. Informal observations are done daily and are fed back to his class
support in doing this. To then highlight our learning, we will then together colour in teacher to let her know how he got on with the task and what he was able to
the numbers whilst counting in 2’s so it is more visual for EC. achieve.
(There will then be a brain break for around 5 mins before moving onto the next Very often I will revisit a task to ensure the learning is cemented and check if EC
task.) has been able to retain the information that he has been taught.
We will then move onto halves – using a printout of a watermelon we will cut this out EC really loves Maths and he tends to be more engaged with these types of
together (EC needs support with his cutting due to delayed fine motor) and then cut activities, so I try to make them as interesting and as fun as possible.
the picture into half. I will ask EC to show me half and put the melon back together
to make a whole.

How will the child be encouraged to use self/peer assessment Observation technique used (tick chart, time sample etc)
and communicate their needs and ideas for future learning? Unit GB8/3/NQ/003 (7) 2.3 Complete an observation and attach
Unit GB8/3/NQ/003 (7) 3.2,3.3 For everything that EC does we have a weekly log sheet that everything is
EC struggles with his communication – when I first started to work with him he was recorded (see attached) I will use a free description of the task and keep running
none verbal and would only make a few sounds and noises. EC has come such a long records of everything that has been completed, or not and how EC dealt and learnt
way and now uses four and five word sentences. from the tasks. We also take pictures and record this on Dojo as a record for his
After every activity I will always get EC to repeat back what we have just done parents to see what EC has been learning and the progress he has made.
independently, this shows me what he has understood and what he hasn’t. This then Is this a summative or formative assessment?
shows me what we need to what on and how the task possibly needs to be modified Formative Assessment.
for the next time to better meet the needs of EC.

How will you minimise distractions? How will you implement Data protection procedures and maintain
The activity will be done on a 121 basis at EC’s table away from the classroom. confidentiality?
Unit 2 5.1,5.2

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 Data protection will be adhered to ensuring that EC’s data is only shared with
people who need it i.e his class teacher, SENCO and headteacher. Any progress
records are kept in EC’s file which are locked away.

Feedback K.1
Feedback given to child
Unit GB8/3/NQ/003 (7) 2.4 Unit GB8/3/NQ/004 (9) 5.2(a) Unit 12 2.1, 3.4

How you encourage children to reflect on their own learning

Feedback and praise are always given when completing a task. Because of EC’s learning needs he isn’t able to reflect on his learning.

Feedback given to teacher: Assessment of Progress and Participation

Unit GB8/3/NQ/003 (7) 2.3, Unit GB8/3/NQ/004 (9) 4.1,4.2,4.3, Unit 2 5.1,5.2
Learner participation and progress
Unit GB8/3/NQ/003 (7) 4.1(a) Unit EC loves numbers and was good at counting in 2s when I modelled first – he was very keen and continued to count
after 20 making some mistakes up until 40.
GB8/3/NQ/004 (9) 5.2(c) Unit 12 3.3
He really loved the half task, he loves watermelon – he was able to complete this task.

Engagement and response to

assessment With encouragement EC engaged well and was happy to be observed.
Unit GB8/3/NQ/003 (7) 4.1(b) Unit
GB8/3/NQ/004 (9) 5.2(c) Unit 12 3.1
Learner’s progress in taking
responsibility Due to EC learning needs he is not able to take responsibility for his own learning.
for own learning

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 Unit GB8/3/NQ/003 (7) 4.1© Unit
GB8/3/NQ/004 (9) 5.2©
Bench marking against criteria (was the child able to achieve the learning outcome (National Curriculum /what are the next steps )

EC was able to count in 2s and could recognise a half. We will repeat these activities in the coming weeks to cement the learning and then progress to counting in 5s and
trying to recognise quarters using the same techniques as EC responded well to them.

How and when did you provide feedback to the teacher?

Unit 2 5.1, 5.2

Feedback was provided to the teacher at the end of her input with the rest of the class once we had completed the activity.

How will the outcomes of this assessment alter the support you will give this child?
(What have you learnt about the child? Consider feedback from teacher as well as your observation notes)
Unit GB8/3/NQ/003 (7) 4.2 Unit GB8/3/NQ/004 (9) 5.2 (d)

Due to EC autism, it is difficult to know if he can count in 2s or this is just from memory. To test this, I will ask questions like “what comes after 2 when counting in 2s?”
I have found this is a good way to test his knowledge rather than his memory.
EC really enjoyed the watermelon task, and always works best when there is a physical activity rather than me just asking him to do something. He loves to be hands on
and seems to learn best in this way.

Reflection and Evaluation

How did you use information gained to help learners review their learning strategies, achievements and future learning needs?
How and why was this effective? What would you change?
Unit GB8/3/NQ/003 (7) 3.1, 4.2 Unit GB8/3/NQ/004 (9) 5.2(b)(d) Unit 12 2.1

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 (Consider what information you had and what you needed)

EC is unable to review his learning, however we constantly do this for him by observing, informal reviews etc. Everything that EC does is referred and checked back to his
ECHP to ensure that his targets and needs are being met.

How did you encourage learners to improve their work?

Unit GB8/3/NQ/003 (7) 2.5

EC is always given lots of praise and responds well to this. We try to make the learning as exciting and as engaging as possible to ensure that he doesn’t get distracted or
bored with what he is being asked to do.

How did you support learners to develop literacy skills?

Unit GB8/3/NQ/004 (9) 3.5(a)

One of EC biggest targets on his EHCP is his communication skills are we are always actively encouraging him to work towards and improve those. We always try to improve
his vocabulary and sentences but also to encourage how he writes and understands what he is doing.
EC fine motor skills are challenged and mark making and cutting is something that he really struggles with. In every activity we do there will be some form of mark
marking or cutting skills in there to help these skills develop.

Reflect on the assessment and identify areas that caused disruption/problems and how you can overcome these

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 Unit GB8/3/NQ/003 (7) 4.2 Unit GB8/3/NQ/004 (9) 5.2(b)(d)

EC 121 working space is in the corridor outside the classroom. When completing work I tried ensure that this is done when the other children are having their input and
are less likely to come out of the class room and distract EC. Because of his autism he is very aware of anything going on around him, so simply by another child walking
past to go to the toilet can pull EC away from what he is meant to be doing.

Reflection and Evaluation

How did you listen to learners and encourage self/ peer assessment? How did you support learners to:
Unit GB8/3/NQ/003 (7) 3.2,3.3 Unit 12 3.1, 3.3, 3.5
Reflect on their learning Identify their emerging learning needs
Unit GB8/3/NQ/003 (7) 3.4 (a) Unit GB8/3/NQ/003 (7)3.4 (c)

EC is unable to reflect on his learning – we have to do this for him due to his Because of EC learning barrier it is very apparent if he can access the learning or
learning barriers. not, if he is disengaged or not able to take part then adaptions have to be made to
Praise and encouragement is always given after every task. ensure that the learning is suitable for his needs.

Identify the progress they made Identify the strengths and weaknesses of their learning
Unit GB8/3/NQ/003 (7) 3.4 (b) strategies and plan how to improve them
Unit GB8/3/NQ/003 (7) 3.4 (d)
EC has made so much progress in this area, at the start of the year he was no able
to sit for any longer than 2 minutes and struggled to take part in an activity. The biggest barrier to EC’s learning is distraction. Moving forward we will seek a
EC was able to count but this is from memory and not understanding so building space where there are no distraction and people passing the desk constantly.
upon this has now enabled him to be able to count in 2s. EC’s strengths is numbers, so we will build upon is knowledge and improve on his
Maths skills in year 2.

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 How and why was this effective? What would you change?
(Consider resources, strategies, engagement, time management etc)
Unit GB8/3/NQ/003 (7) 4.2 Unit GB8/3/NQ/004 (9) 5.2 (b) (d)

I found this activity a really good one to do with EC. He was engaged, enjoyed it, and seems to get a lot from it. Distraction is always a hurdle and this is because of where
his table it located. It took some persuasion to get him back on task, but he did and sat really well for around 10 minutes.
The only thing I would change is the location of his table and this is something that we are going to look at next year.

Reflect on your personal practice on how you made an impact on children’s emotional learning needs

EC and I have a great bond, he trusts me, and I know him very well now. I know the signs to look out for if he is becoming overwhelmed or is angry or upset. Because of
this I can see how an activity is going to go. I will never push EC too far as this will have an adverse effect, but always encourage him to complete the task that has been
set for him.

Discuss the difference that you feel that you have made to the learning

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 Because I have been working with EC for two years now, we have built a good relationship, he knows me and what my expectations are. I know him and what he likes and
what motivates him. Together this creates a really happy and positive learning environment for EC that helps him to meet his targets and needs.

All candidates must complete two reports showing how they demonstrate their knowledge and skills in two curriculum areas.
Supporting Self/Peer Assessment
Child’s initials: EC Gender: M Age: 6
Personal Learning Objective.
Phase 3 phonics sounds with CVC word writing practise.
Criteria for assessing progress
(as explained to child)
Unit GB8/3/NQ/003 (7) 2.2 Unit 12 1.1
National Curriculum reference
Literacy - Be able to recognise phase 3 and phase 5 phonics sounds to pass the phonics screening test at the end of
Unit GB8/3/NQ/003 (7) 2.1 Unit 12
year 1.
1.1 1.2
(you must cover one of the following,
literacy, maths or ICT Unit Unit
GB8/3/NQ/004 (9) 3.5
Relevant information Unit EC is autistic and has barrier to his learning – he has a short attention span however this has improved significantly
over two years I have been working with him. EC is able to sit for around 10 minutes in total to complete at activity as
GB8/3/NQ/003 (7) 2.1
long as it is engaging, and he is enjoying it.
e.g.support needs Unit All work that EC completes is on a 121 basis away from the classroom at his own table.
GB8/3/NQ/004 (9) 1.5
(Results of previous observation
reason for observation)
Describe how you selected and prepared the resources Unit Describe how you adapted these resources to meet the individual
GB8/3/NQ/004 (9).2.1 Produce a resource to support the activity needs of the children Unit GB8/3/NQ/004 (9).2.2
and attach Please see attached files for resource provided for this activity. Activities are done on a 121 basis – more time is taken on particular topics as we
generally work at a slower pace. Some things move to fast for EC and he is not able
to access the learning, so I adapt to meet him needs.
Describe how you used different learning and support strategies How have you balanced the needs of one child with the other
for individual learners Unit GB8/3/NQ/004 (9).3.1 children Unit GB8/3/NQ/004 (9).3.3

Standard Resources
 All of EC learning is done on a 121 basis as he finds the classroom learning Because of EC learning needs he can often be quite loud and shout out which can
overwhelming and is not able to access a lot of the work that is being taught to the often disrupt other children whilst they are trying to learn. If this is the case, we
whole class. Using the class teachers planning and referring to EC EHCP I devise his will stay within the classroom before it become too much for EC and then we will
own lesson planning providing activities and input that he can access and will enjoy carry on our learning in EC’s area on a 121 basis. Depending on the activity we
ensuring that he is meeting his own individual targets. sometimes include another child to take part with us, but this is very dependent on
how EC is on a particular day.
How you encouraged the children to take responsibility for their
own learning Unit GB8/3/NQ/004 (9).3.4
EC needs a lot of support to come a task and because of his learning barrier he will
often stray away from a task wanting to do something more fun! Currently EC is not
able to take any responsibility for his own learning and would not activity choose to
sit down and do a task.
Description of task (what the child will be asked to do) Assessment strategies (how you will assess progress and
Unit GB8/3/NQ/003 (7) 2.3 Unit GB8/3/NQ/004 (9) 1.3, 1.4,3.5(a) participation) Unit GB8/3/NQ/003 (7) 2.3 Unit 12 2.1(d),3.5
Unit 12 1.3a
I will hold up a flash card with a phase 3 phonics sound displayed on the card and Because I work with EC all the time I am constantly observing and assessing his
ask EC to tell me what the sound is. This will be repeated for all the phase 3 phonics progress. Informal observations are done daily and are fed back to his class
sounds. teacher to let her know how he got on with the task and what he was able to
I will then ask EC to complete a CVC word writing worksheet to practise him pencil achieve.
grip and his sounding and blending of these CVC words. Very often I will revisit a task to ensure the learning is cemented and check if EC
has been able to retain the information that he has been taught.
EC is not fond of phonics activities and the motivation for him to want to do them
sometimes isn’t there. It takes a lot of praise and encouragement for him to
complete these tasks. They need to be short and sweet as his attention span on
these types of tasks tends to be shorter.
How will the child be encouraged to use self/peer assessment Observation technique used (tick chart, time sample etc)
and communicate their needs and ideas for future learning? Unit GB8/3/NQ/003 (7) 2.3 Complete an observation and attach
Unit GB8/3/NQ/003 (7) 3.2,3.3 For everything that EC does we have a weekly log sheet that everything is
EC struggles with his communication – when I first started to work with him, he was recorded (see attached) I will use a free description of the task and keep running
none verbal and would only make a few sounds and noises. EC has come such a long records of everything that has been completed, or not and how EC dealt and learnt
way and now uses four- and five-word sentences. from the tasks. We also take pictures and record this on Dojo as a record for his
After every activity I will always get EC to repeat back what we have just done parents to see what EC has been learning and the progress he has made.
independently, this shows me what he has understood and what he hasn’t. This then On a termly basis we will carry out a mock phonics screening test just to see where
shows me what we need to what on and how the task possibly needs to be modified the children are at and how they are doing. EC takes part in this, and this shows me
for the next time to better meet the needs of EC. gaps in his learning and areas we need to work on.
Is this a summative or formative assessment?

Standard Resources
 Formative Assessment and Summative Assessment.

How will you minimise distractions? How will you implement Data protection procedures and maintain
The activity will be done on a 121 basis at EC’s table away from the classroom. confidentiality?
Unit 2 5.1,5.2
Data protection will be adhered to ensuring that EC’s data is only shared with
people who need it i.e., his class teacher, SENCO and headteacher. Any progress
records are kept in EC’s file which are locked away.

Feedback K.1
Feedback given to child
Unit GB8/3/NQ/003 (7) 2.4 Unit GB8/3/NQ/004 (9) 5.2(a) Unit 12 2.1, 3.4

How you encourage children to reflect on their own learning

Feedback and praise are always given when completing a task. Because of EC’s learning needs he can’t reflect on his learning.

Feedback given to teacher: Assessment of Progress and Participation

Unit GB8/3/NQ/003 (7) 2.3, Unit GB8/3/NQ/004 (9) 4.1,4.2,4.3, Unit 2 5.1,5.2
Learner participation and progress
Unit GB8/3/NQ/003 (7) 4.1(a) Unit It is always hard to get EC to focus on phonics and mark making tasks. These are his lease favourite activities to do,
and it always takes a lot of motivation. I have found that he is more easily distracted, looking for things to get him
GB8/3/NQ/004 (9) 5.2(c) Unit 12 3.3
out of completing these types of tasks.

Engagement and response to

assessment With lots of encouragement EC was able to complete the task – he did require a brain break between the phonic
flash cards and the CVC writing activity, but both were completed.
Unit GB8/3/NQ/003 (7) 4.1(b) Unit

Standard Resources
 GB8/3/NQ/004 (9) 5.2(c) Unit 12 3.1

Learner’s progress in taking

responsibility Due to EC learning needs he is not able to take responsibility for his own learning.
for own learning
Unit GB8/3/NQ/003 (7) 4.1© Unit
GB8/3/NQ/004 (9) 5.2©
Bench marking against criteria (was the child able to achieve the learning outcome (National Curriculum /what are the next steps )
EC was able to name most of the phase 3 phonics sounds – he did get a couple muddled up. He was able to do the CVC writing activity with my support but does struggle
with blending even simply words such as d-o-g, he simply does not have the understanding there yet to be able to blend words.

How and when did you provide feedback to the teacher?

Unit 2 5.1, 5.2

Feedback was provided to the teacher at the end of her input with the rest of the class once we had completed the activity.

How will the outcomes of this assessment alter the support you will give this child?
(What have you learnt about the child? Consider feedback from teacher as well as your observation notes)
Unit GB8/3/NQ/003 (7) 4.2 Unit GB8/3/NQ/004 (9) 5.2 (d)

EC has come so far with his learning since the beginning of EYFS. When he first started school, he couldn’t talk and now he is able to recall most of the phase 3 phonics.
Blending has always been difficult for EC, but this is an area that we are aware needs a lot of work and support and we do several small activities throughout the day to
try and encourage this. We have started to introduce phase 5 sounds into the learning, but we have noticed that when we have done this it affects EC ability to recall the
phase 3. This is something we will continue to work on into year 2.

Reflection and Evaluation

How did you use information gained to help learners review their learning strategies, achievements and future learning needs?
How and why was this effective? What would you change?
Unit GB8/3/NQ/003 (7) 3.1, 4.2 Unit GB8/3/NQ/004 (9) 5.2(b)(d) Unit 12 2.1

Standard Resources
 (Consider what information you had and what you needed)

EC is unable to review his learning, however we constantly do this for him by observing, informal reviews etc. Everything that EC does is referred and checked back to his
ECHP to ensure that his targets and needs are being met.

How did you encourage learners to improve their work?

Unit GB8/3/NQ/003 (7) 2.5

EC is always given lots of praise and responds well to this. We try to make the learning as exciting and as engaging as possible to ensure that he doesn’t get distracted or
bored with what he is being asked to do.

How did you support learners to develop literacy skills?

Unit GB8/3/NQ/004 (9) 3.5(a)

One of EC biggest targets on his EHCP is his communication skills are we are always actively encouraging him to work towards and improve those. We always try to improve
his vocabulary and sentences but also to encourage how he writes and understands what he is doing.
EC fine motor skills are challenged and mark making and cutting is something that he really struggles with. In every activity we do there will be some form of mark
marking or cutting skills in there to help these skills develop.

Reflect on the assessment and identify areas that caused disruption/problems and how you can overcome these

Standard Resources
 Unit GB8/3/NQ/003 (7) 4.2 Unit GB8/3/NQ/004 (9) 5.2(b)(d)

EC 121 working space is in the corridor outside the classroom. When completing work, I tried ensuring that this is done when the other children are having their input and
are less likely to come out of the class room and distract EC. Because of his autism he is very aware of anything going on around him, so simply by another child walking
past to go to the toilet can pull EC away from what he is meant to be doing.

Reflection and Evaluation

How did you listen to learners and encourage self/ peer assessment? How did you support learners to:
Unit GB8/3/NQ/003 (7) 3.2,3.3 Unit 12 3.1, 3.3, 3.5
Reflect on their learning Identify their emerging learning needs
Unit GB8/3/NQ/003 (7) 3.4 (a) Unit GB8/3/NQ/003 (7)3.4 (c)

EC is unable to reflect on his learning – we must do this for him due to his learning Because of EC learning barrier it is very apparent if he can access the learning or
barriers. not, if he is disengaged or not able to take part then adaptions must be made to
Praise and encouragement are always given after every task. ensure that the learning is suitable for his needs.

Identify the progress they made Identify the strengths and weaknesses of their learning
Unit GB8/3/NQ/003 (7) 3.4 (b) strategies and plan how to improve them
Unit GB8/3/NQ/003 (7) 3.4 (d)
EC has made so much progress in this area, at the start of the year he was no able
to sit for any longer than 2 minutes and struggled to take part in an activity. The biggest barrier to EC’s learning is distraction. Moving forward we will seek a
This year EC has made huge progress with this phonics recall and mark making. He space where there are no distraction and people passing the desk constantly.
struggled to hold a pen and couldn’t recall any of the phonics sounds when he Because EC does not enjoy learning phonics this can be challenging as he is quite
started in September. This activity is something that we do every day to help him strong willed. We are always looking for new and more exciting things to help with
improve and we can see that this is paying off. his learning such as different activities and iPad games.

Standard Resources
 How and why was this effective? What would you change?
(Consider resources, strategies, engagement, time management etc)
Unit GB8/3/NQ/003 (7) 4.2 Unit GB8/3/NQ/004 (9) 5.2 (b) (d)

A phonics task is always a challenge with EC as this is something that he does not enjoy. It took a while to get him to sit at his table and he required more brain breaks
than normal as he was very distractable. Once sat though EC was focussed and worked well. He was able to recognise most of the phonics sounds and with encouragement
was able to mark make writing the CVC words.
EC responded well to the flash cards and with regular brain breaks he was able to complete the writing task. Because of EC learning barriers activities need to be short
and sweet due to the amount of time he can sit and focus for.
With encouragement EC completed the writing task, he was not able to blend, and this is something that we will continue to work on throughout the year and into year 2.
Part way through this task the corridor became very busy with another intervention group, which was very distracting for EC. Because of this we moved to our sensory
space for a brain break until the group had finished and then we were able to return to our desk and complete the task.
Next time I will use an iPad game to help with the sounding and blending, EC loves to use the iPad and I think this will make it more fun for him.

Reflect on your personal practice on how you made an impact on children’s emotional learning needs

EC and I have a great bond, he trusts me, and I know him very well now. I know the signs to look out for if he is becoming overwhelmed or is angry or upset. Because of
this I can see how an activity is going to go. I will never push EC too far as this will have an adverse effect, but always encourage him to complete the task that has been
set for him.

Standard Resources
 Discuss the difference that you feel that you have made to the learning

Because I have been working with EC for two years now, we have built a good relationship, he knows me and what my expectations are. I know him and what he likes and
what motivates him. Together this creates a happy and positive learning environment for EC that helps him to meet his targets and needs.

Employer Engagement Tasks

 Information on how planning is done in school including long, short and medium term planning (could link to Unit 9)
 Assessment methods used in school in each year (could link to Unit 9)
 Observation of colleague delivering a lesson to model a range of strategies to enable pupils to access and engage in
learning
 Opportunity to plan, deliver and assess/evaluate 2 activities including Maths and English with support from the class
teacher
 Pastoral support offered to all and some of the pupils in school
 Opportunities to be involved in ‘assessment for learning’
 Experience of the different resources used to support learning

Standard Resources