S7: Safeguard and promote the welfare of children, and provide a safe learning environment Aspects of Associate performance: Self-Monitoring Against the EYTS Standards Teachers’ How well does the Associate Teacher: Evidence for this standard may be demonstrated by: Planning documentation Make use of the relevant setting/school behaviour policy and be able to employ a range of effective strategies to secure Room organisation clear routines identified appropriate learning behaviour, self-control and independence so Planning showing the effective use of additional support that all learners can make progress? Planning showing consideration of clear behaviour support Ensure that children know the boundaries of acceptable behaviour strategies and understand the consequences of their actions? Reflective Documents Minimise the impact of negative behaviour of some children on Evaluations identify future learning targets teaching and the learning of others? Awareness of social and emotional factors and cultural Establish and maintain effective relationships in the classroom and linguistic factors that influence pupil performance between teacher and child, other adult to child and child to child? Activity/lesson observations from Mentors and tutors Understand the link between behaviour and their High expectations and effective and appropriate behaviour learners’ involvement and engagement with learning? management strategies observed Variety of styles, variation of tone and language appropriate to audience Effective relationships with children being developed Setting/school policies for behaviour used appropriately Child assessment records Records of sanctions and disruptive children maintained, as appropriate to the setting
S7: Safeguard and promote the welfare of children, and provide a safe learning environment Aspects of Associate Teachers’ performance: Self-Monitoring Against the EYTS Standards How well does the Associate Teacher: Make use of the relevant setting/school behaviour policy and be able to employ a range of effective strategies to secure appropriate learning behaviour, self-control and independence so that all learners can make progress? Ensure that children know the boundaries of acceptable behaviour and understand the consequences of their actions? Minimise the impact of negative behaviour of some children on teaching and the learning of others? Establish and maintain effective relationships in the classroom between teacher and child, other adult to child and child to child? Understand the link between learners’ behaviour and their involvement and engagement with learning? Evidence for this standard may be demonstrated by: Planning documentation Room organisation clear routines identified Planning showing the effective use of additional support Planning showing consideration of clear behaviour support strategies Reflective Documents Evaluations identify future learning targets Awareness of social and emotional factors and cultural and linguistic factors that influence pupil performance Activity/lesson observations from Mentors and tutors High expectations and effective and appropriate behaviour management strategies observed Variety of styles, variation of tone and language appropriate to audience Effective relationships with children being developed Setting/school policies for behaviour used appropriately Child assessment records Records of sanctions and disruptive children maintained, as appropriate to the setting
EYTS-PJF-2016-18.docx