E111

My role as a classroom assistant in year 1 is very similar to that of the LSA, Jane Powell, in reader book 1 (Hancock et al., 2013, pg4). An integral part of my role is the welfare of the children, building secure relationships with them and being aware of any issues which may arise. It is this close relationship that allows me to identify issues or changes in behavior promptly and allows me to relay concerns to the class teacher, deputy head or head teacher in accordance with school procedure/policy. (KU 1.1) (PPS 4.3) I work with small groups of children in each of the subject areas, and we rotate our groups daily so that we are familiar with all of the pupils learning abilities. I carry out structured activities i.e. writing, reading or math’s problems. The class teacher normally provides resources for the lesson but this is also within my remit. The needs of individual children and/or small groups within the class are discussed and planned for.   I plan and provide resources for my phonics group that I have for thirty minutes on a daily basis, they are a group of 7 pupils that are currently working at phase 3 level.
I help the teacher in the classroom, prepare resources’ for the session and offer the children extra support with reading and writing.   The class teacher will vary my responsibilities depending on what the needs of the pupils are for each task. Each working day is varied and my duties change accordingly (PPS 4.3) (KS 3.1). Hancock & Colloby. (2013, p .9) states that the “teaching assistant require many skills for working with children". I mark work (in accordance with the schools marking policy), providing written and verbal feedback to the class teacher (KS 3.3) (PPS 4.3). This allows the class teacher to prepare for the next lesson, whilst I mark books and provide vital feedback, from this we make decisions about what groups the children should be in.   I help identify any child or children that may benefit from further one to one help, through...