Notes from the Staff Room (December)

November 26, 2007

This year I have another lovely class of pupils. It takes a good half term to get the measure of their individual strengths and weaknesses and close relationships are now becoming established. I have known many of the children since they were little more than toddlers and have taught the brothers and sisters of five of them. Many started school in our nursery department and I have seen them when the children in the nursery have joined in our assembly twice a week.

In the next half term the Nursery and Reception children together perform a Christmas production for the parents. This all helps them to overcome some of the fear when it is time for them to enter ‘big school’.

In the last week before half term they came with our parents to watch the Harvest Assembly. The children sang harvest songs in French and English and the Year 1 classes performed “Chicken Licken” with full bird sounds. Two little girls had been unwilling to go on the stage last Christmas when in Reception. This year they stood at the front and addressed the parents in clear, confident voices. What a difference a year makes!
There are so many areas for a class teacher to assess at the beginning of a school year. Even though I have records from the previous year I still need to see things with my own eyes. The summer holiday is long and some re-assessment is usually necessary. I need to check letter formation, pencil grip, number concept to 10 and then to 20, phonic understanding, reading progress and many other areas.

For some children it might be advisable to draw up an Individual Education Plan (IEP). If a child is experiencing difficulties and requires special work, beyond the normal differentiation that a good teacher builds into her planning, it is recorded on an IEP. This document is designed to set out strategies to meet each child’s identified needs. Usually the focus is on three or four targets, which might concern literacy, mathematics, behaviour or social skills or a combination. Methods of evaluation are also noted and a time scale is set, when the child’s progress towards reaching the targets will be reviewed. The child’s parents are asked to meet with the teacher to discus the plan of action.

Parents should not be panicked by an IEP because it indicates that a child’s problems have been identified and something is being done to help. Some children may require only a short period of intervention may but others may stay on the Special Needs Register for a longer time. Regular meetings with parents are an important part of the process.

Just as much as I am taking the measure of the children they are also taking the measure of me. It always strikes me how small children and perhaps big ones too, enjoy and feel secure with a firm, structured framework. They like to know what is allowed and not allowed in the classroom. At first there do seem a daunting number of rules and it is as tiring for me as it is for the children! Good manners towards each other and the staff are essential.

Recently I asked the Nursery teachers what preparation could we advise parents to give their children before starting school and their immediate answer was that the children should know when to say ‘please’ and ‘thank you’.

Each day we enjoy a cooked lunch so the ability to use a knife and fork is also useful. In Year 1 there are many rituals concerning uniform and which shoes should be worn for indoor sport, outdoor sport and to avoid muddy carpets. The children learn the daily patterns remarkably quickly and soon take pride in getting it right.

There has been much excitement at school this term because our new playground has been built and exciting play-equipment installed. The artificial turf gives us an all- weather play surface which is so important in our damp climate. It is a lovely sight to watch the children rolling down the newly ‘turfed’ hill. The sandpit is enormous, like a beach, and despite the sand in everyone’s shoes is a great success. Complicated and more demanding climbing equipment is very popular with the Year 2 children. The colourful paths for small vehicles, quiet nooks and fenced off football area provide something for everyone.

Harvey, the rabbit, is installed in his purpose built hutch and run. Following a small operation he will be joined by two female companions. It is important that the children learn to treat animals gently and they are encouraged to hold them. It has been noticed that the children are so fully occupied during playtime that they have less time to quarrel with each other.

That is good news for everyone!

by Catherine Passmore

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