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1. Schoolbased task 4 – Introduction to teaching
TS 1
TS 5
Range of needs/abilities and socio-cultural backgrounds within class
- The majority of children within the reception class are from working parent
backgrounds.
- The school only receives income based benefits for one child due to them
being adopted. Other than that the school does not receive any funding for
the children in reception.
- The majority of children are from white British families apart from 2; one of
which his mother is white British but father born in New Zealand and the
others mother also white British but the father Afro-Caribbean. Aside from
these slight cultural differences there are no different strategies in place due
to them only being a minor difference.
- Throughout the class there is a wide range of abilities, with one ‘gifted’ child.
- There are a large number of younger children.
- There are no SEN or EAL children.
Within the class there is one child where there has been additional strategies
introduced to promote inclusion. Joe is the youngest child in the class, with his
birthday being the 29th of August. This is clearly seen in his mannerisms and
body language in the classroom. He has a lack of confidence and his language is
limited. Throughout my placement, I noticed regularly that Joe would seek
attention and comfort from his peer. When Joe first started in reception, he
would not talk to any teachers, and it took him the whole of the first term to
properly settle in among the other children. He could not hold a pencil or put
pressure when writing/drawing either. However, since September, although Joe
is still one of the lower ability groups in the class, he has made a lot of progress
and is now able to form the letters in his name accurately without help. This
development within learning has been a result of a number of strategies that
have been introduced for Joe to promote inclusion as well as progress.
When given a choice, Joe will usually choose construction-based provisions as
opposed to math’s or creative. He will only access the alternative areas when
asked or guided. This could be a result of lack of confidence, as he doesn’t want
to be seen to ask for help or get it wrong. When playing Lego he often asks others
in the activity what they are making before he makes his decision.
The strategies for Joe that have been put in place in the classroom include:
- 1:1  Joe has a number of 1:1 sessions, which aim to increase his
confidence as well as his ability. This gives the teacher more time with Joe
to help his learning and progress, as well as giving Joe more time to feel
comfortable in the classroom setting and teaching staff.
- When observing or helping Joe with an activity, his potential is reached
when he is under minimal pressure. A few weeks in it was noticed that
when the nursery nurse or teacher got involved in the activity to help him

2. rather than direct him, he was far more confident and knowledgeable to
the task due to feeling more comfortable.
- It was noticed that in many situations Joe would sit and observe an
activity before getting involved himself. This was seen in the classroom
when he was watching a small group of children play and build with
wooden blocks. After a short period of time the tower fell over and Joe
became emotionally involved by laughing and smiling along with the
other children. Shortly after this he got involved and started to create his
own tower. To begin with he was hesitant and would only use the blocks
that were nearby rather than reaching to the box. Then another boy
noticed that Joe was building independently and only had a few blocks. He
said to Joe “shall I show you how I maked a big tower” and Joe replied
“No, me can maked my own big big big tower” then Joe got u and collected
more wooden blocks from the box that he was previously hesitant
towards. The interaction and motivation had a direct effect on Joe and in
particular, his confidence.
- Joe’s learning, development and progress is being monitored consistently.
At the moment there is no IEP in place for him as an individual as the
delays could be a result of his age rather than ability. After Christmas
2015 he will be reassessed to re-evaluate if an IEP is required to help his
progress.