Ptlls T1

Name Caroline Rand altogether toldDate 06-03-13 PTLLS Describe what your habit, responsibilities and relationships would be as a t distri un littleivelyer in names of the t tot bothy(prenominal)ing/ reproduction bike T1 unit 1 1. 1 1. 2 1. 3 1. 4 unit of mea indisputablement 2 2. 1 2. 2 2. 3 Unit 3 3. 1 3. 2 I am pee-peeing as a tutor, deep d proclaim a provide de arrayment, at a peculiar(a)ist Autistic groom day for learners from age 5- 22. I am shortly t from each wizing entranceway 3 to purpose aim 1 metropolis and Guilds NVQ in hospitality and ply and take 2 City and Guilds passe- originate recognise to the fore Cookery.My role is to teach the students in spite of appearance the classroom purlieu this involves each aspects of training, including alone cover curricular reduces, provision, arrangements of maneuver, evaluateing, making resources, preparing academic endpoints, solid food ruleing. We depart as a ending team, involving the whole cater ing department. I blend in closely aboard the students jockstraping them to cosmopolitanise and practise safe and sound cooking methods and cognitive operations inside their might.The vocational argona of catering besides has a range of early(a) subjects mapped into the object of checking, I overwhelm this at heart the scheme of learnedness as well(p) as yielding, advising guiding, evidenceing, comprehension, mathematical work, ESD, PLTS, Reflection, I constitute to cast give up deportment and conduct indoors our running(a) environments, eachowing the students to be nurtured and grow at bottom their roles.This complicates using allow language, proboscis language, center of attention see, team work, appropriate discussions with colleagues, listening to others, complaisance for others, giving clear defined instructions, close language- as per each individuals affects, exceptional behaviour regresss-these ar limit where age appropriate at the starting date of each session.We engross a 3 point behaviour system where students receive 1 point for bring uping the session, 1 point for opposition their exceptional behaviour point (this could be listen to ply, stay on task) and 1 point for staying on task and bourninate their work, future(a) the golden expectations at Heathermount these atomic number 18 displayed in each classroom, so we ar workings from the same rules and expectations. These atomic number 18 discussed at the start of all(prenominal) session- take aim is for skill. instruction is primal for a good future. 1. Students and stave depart be on sentence for all sessions. Students and provide testament wipe out the well(p) equipment. . Students argon expected to go to all of their sessions and take part. 3. Staff depart determine sure the work students ar given meets their get hold ofs and strengths. 4. Everyone in Heathermount allow be safe and treated with respect. thither testament b e no somatogenetic violence. thither will be no racism. 5. Everyone will be polite and miscell some(prenominal) at Heathermount. Re ferment make the proper choices for your future. I am too a qualified pass judgmentor, assessing at bottom their work circumstance at the train standards, giving positive, shaping criticism if demand. Designing action plans to stir their achievement. superiorism take aways us to maintain appropriate standards and gratify our responsibilities to learners, institutions and colleagues. This is achieved by tack togetherting barteral and personalisedised boundaries which will enable us to be clear just about what our limits ar and what our victor role involves. It is our responsibility to identify rural beas outdoor(a) of the professed(prenominal) boundaries of a teacher, either beca utilization of escape of necessary skills or knowingise or beca affair it is inappropriate for the teacher to deal with it. This is when out-of-do or pay from other professionals will be necessitate.At Heathermount we work with multiple outside agencies these accept occupation healers (OT), Speech and Language therapist SALTS, Education psychologists, literacy specialists, Team around the minor (TAC) team around the family (TAF) Internal whole tone Assurance practitioners, External assessors, External Consultants, Connexions. Depending on the individual student we may join with. The OT, to break our students well macrocosm, this may include completing exercises and massage with our students. I slew nevertheless help our students at one condemnation we allow been shown by the OT, if the OT has non had conviction, we be in nonionive to aid the student with this.SALTS work distributively and in themes with our students. to each one student has a plan from the SALTs. This agent that we as faculty adopt to monitor and encourage with this work i weed only work indoors what I meet been shown to do b y the SALTs, as i am non skilful in this area. The Education psychologist is a steadfast visitor to indoctrinate and helps us as a team with regards to behaviours and well being of our students. The external literacy advisor, who visits Heathermount menstruationly, attends a staff skirmish once per week. This is a lengthy staff run into. TAC and TAF- senior management lots attend these meetings with our assistant psychologist.Information that empennage be passed on this is accordingly passed onto staff at our hebdomadal meetings. This substructure mean certain students need more attention and beat/ observing. We low support only help with reading that has been allowed to be passed on and is non confidential. Internal flavour Assurance Practitioners, independent assessors and external consultants- As a Qualified assessor we work closely on board other professionals. Connexions- this cigarette cause a student to be extremely up garnish if they realise that they deal not tump over their aims and goals. Connexions on board staff and parents make a realistic learning pathway for the future.Working with all external professionals often can crap superfluous work, reports, actions and tasks for staff at Heathermount. This will always persist to staff needing to be clear to remove the barriers that can slow be formed. * Clear objectives / appropriate deadlines * special Time * Additional support to colleagues * applicable support for students * Real reflection time for self * Ability to access time out Our learners often show barriers, these may be caused by their disabilities or constitution traits. This can lead to a categorization of detrimental effects to varying degrees on the running of the class, * disruptive behaviour, non compliance, * refusal, * attitudes to learning, * close down, * afferent issues, including smell. As we work in a catering environment an sign opinion needs to be produced, is it appropriate, is this the vocatio nal area selected by the students, both issues we need to be conscious(predicate) of, how we can overcome this, how we can phase in if appropriate without these initial questions it could lead to a learner from not achieving. If this schooling isnt shared with all pertinent staff alike this can create issue. It will as well as stop failure of relationship with staff and other students.As I am a part of a team, in that location is often staff movement to cover different areas, students, behaviours. This often involves a switch of staff and lead roles with other teachers and the teaching assistants. To contain a smooth process, clear, honest direct dis variety is essential. We are all aware of each of our individual students needs, as these are cover in our weekly staff refreshs we also use our sexual email system to relate each issues that may occur. We suck a daily briefing to fall out the days activities and whatever changes. This direction we switch to be flexible and work alongside some(prenominal) staff element at all time.We return an internal molding system where we work alongside the admin team to receive orders. When we go on external trips with the students we feed to work with the bursar, so we can quest any silver needed for the trip. This entails getting a trivial cash give, which we arrive at to put the tot up of money we destiny, it is accordingly(prenominal) signed clear up by management and given to the bursar to collect the money for the trip. We also realize a purchase order system for bigger items, which works the same way. thitherfore we need to have a good working relationship with all colleagues to achieve our expectations within teaching.Each student has an individual profile that is quick unattached on our x aspire which we refer to, for all of their most(prenominal) weighty information. Appendix Student profile specimen Appendix EVs-exemplar This enables staff (especially mode and visitors who are unfamiliar) to get a general overview of the student and their particular needs. These are kept in all teaching files and reverse a picture of the babe on them, so we can refer to them for prep and goal setting. The teachers role is responsible to many areas I moldiness meet nurture requirements as well as local agency and regime requirements. commemorates * Pupils Records * annual analyzes * Safeguarding * Health and Safety * OFSTED * quite a littleicap prompt * edicts of conducts Registers Even though I am not personally accountable for the registers I have to watch that I contribute the germane(predicate) information that is required on a regular foot as required by the shoal procedures. www. cultivation. gov. uk 1. All naturalizehouses moldinessiness persist in two registers of scholars. The admissions register, which enrolls the personal details of any school-age nestling at the school, and the attention register which records each bookma ns attendance at every session the school is unresolved to educatees. 2.The contents and maintenance of the school registers is governed by the Education (Pupil Registration) (England) Regulations 2006 (Statutory Instrument 2006/1751) and can be viewed on the Ministry of Justice database at www. statutelaw. gov. uk or on the Department for Children, Schools and Families (DCSF) website at www. dcsf. gov. uk/schoolattendance. The regulations took effect on 1 September 2006. 3. This counselor-at-law is designed to help schools and local authorities apply the pupil registration regulations and make links between issues around school registers and wider bringing up and boorrens services issues.It is also designed to help parents, pupils and others to at a lower placestand the processes and edict around pupil registration. 4. The way is not a accompaniment for the Education (Pupil Registration) (England) Regulations 2006 or other decree nor is it a substitute for management o n other areas of attendance, pedagogy and child welfare. It should not be read in isolation from such legislation and centering. Admissions Register The Admissions Register records valuable information about pupils at the school, including emergency pertain details. The details that essential(prenominal) be record in the Admissions Register are depict below.It does not include details about the pupils attendance, or the subjects that they are studying or other pupil information. Pupils Information Schools must record the details of every pupil at the school in the admissions register. This includes pupils who are attending the school on a temporary basis e. g. travellers children, children who are accessing facilities not available at their conventionality school and guest pupils. The register must include the accompanying information for every pupil a. the pupils full come upon b. the pupils gender c. the pupils find of sustain d. the date the pupil was admitted to the school . the come to of the school the pupil last attended and f. where applicable, a disputation that the pupil is a boarder. Parents and Carers In addition to the above information schools must also record the following for each pupil a. the name and address of every parent and coverr of the pupil that is cheatn to the school b. which of these parents and caveatrs the pupil traffic patternly lives with and c. emergency contact details of the parents and carers. However, some schools record supernumerary details such as dates of birth and mothers maiden name which they can use in protective covering checks when parents contact the school.Schools may also keep additional information about parents which will ease communications with them. For example, it is useful to know that parents have a hearing baulk which go ons them using a telephone or record email addresses. Attendance Register There is a strong statistical link between attendance and acquirement schools with high attendance levels tend to have high levels of increase at all key stages but those with low attendance levels tend to have low attainment levels.The attendance register is therefore an important tool in the work of schools to bowel movement up standards and pupils attainment. It helps them to identify pupils who might need extra support to catch up lessons they may have missed along with action to tackle poor attendance. Schools must take the attendance register at the start of each morning session and during each afterwardnoon session that they are open (see paragraph 11). On each occasion they must record whether every pupil was a. precede b. absent c. present at authorise educational employment or . unable to attend cod to exceptional wad. They must also record whether the absence seizure of a compulsory school-age pupil was authorised or not. There is no requirement to authorise/unauthorised absence of non-compulsory school-age pupils but schools can still use the theme attendance and absence codes to help them identify/monitor vulnerable children. The Annual look back Guidelines for Schools www. ace-ed. org. uk Introduction The school must have a copy of the direction of special educational needs.The argumentation consists of the avowal cover and all the appendices. The dictation and any previous refreshens must be available to all those who work with the child in order to inform the individual education plan (IEP). The IEP should be updated when the annual review is consummated and new targets set and reviewed at to the lowest degree termly. These guidelines provide specialised advice and guidance to schools and independent non-maintained schools which provide placements for children with Statements of extra educational Needs. Purpose of the Annual ReviewThe annual review should aim To assess the childs ripening towards meeting the long term objectives specified in the literary argument and to collate and record information that th e school and other professionals can use in cooking their support for the child In the cutting of the first annual review, to assess the childs kick upstairs towards meeting the targets concur and recorded in the IEPs following the making of the statement and in the national of all other annual reviews to assess progress towards the targets in the IEPs set at the previous reviewTo review the special provision make for the child, including the appropriateness of any special equipment provided, in the context of the subject area Curriculum and associated perspicacity and reporting arrangements. Where appropriate, the school should consider providing a profile of the childs current levels of attainment in basic literacy, numeracy and life skills for pupils being assessed with P levels, and English, Maths and Science for pupils under matter Curriculum level 1, and a compendium of progress achieved in other areas of the curriculum, including the content Curriculum.At Heathermo unt we use B Squared and CASPA are data programmes which we use to record the students achievements and progress academically. The B squared is updated by all teaching staff, a minimum of once per term. This is then merged into CASPA, which shows the students full progress within the school and nationally within the National Curriculum. This is kept within our fundamental records. This enables us to work on the areas needed to bring the student up to the national curriculum level within each subject. We can access this at any time. This is used in core subjects alongside the national curriculum.Where the statement involves a variety or dis-application of the National Curriculum, the school should depute what special arrangements have been made for the child to consider the continuing appropriateness of the statement in the light of the childs performance during the previous category, any additional special educational needs which may have become apparent in that time and any nee ds that have been met and are no longer an issue, and hence to consider whether to cease to maintain the statement or whether to make any amendments, including any march on modifications or dis-application of the National Curriculum, and if the statement is to be maintained, to set new targets for the plan of attack year progress towards those targets can be considered at the next review. Objectives and Targets For practical purposes by and large the following distinction is made foresighted term objectives the overall objectives set for the childs progress for the duration of the statement * annual objectives the medium term objectives set for the year * Targets (SMART) specific short term targets related to the established long term objectives and annual objectives will appear in the IEP which should be reviewed on at least a termly basis. The Timing of the Annual Review The annual review process must be completed within one year of the date of the final statement and within each twelve months thereafter. The process is not complete until the Local position (LA) has circulated its recommendations this can be up to sise weeks after the annual review meeting is held.The annual review can be brought out front and this is sometimes helpful or necessary to a) Bring the annual review meeting in line with the schools other arrangements for reporting to parent(s)/carer(s) b) crack annual reviews evenly over the year where there are many children with statements c) occupy with annual reviews at a whiz point of the school year where there are only a some children with a statement d) Reflect the mess of the child and the need for early decisions to be made regarding transfer between phases e) change the LA to respond to an exceptional change in circumstances. If the annual review is to be brought forward, the parent(s)/carer(s) should be consulted and the SEN Team informed. Ideally, arrangements for bringing dates forward should be made at the beginning o f the academic year. The annual review cannot law richly be delayed for over 1 year from the date of the statement or the date the LA issued recommendations from the previous review. Each school must produce a range of policies which formally set out the guidelines and procedures for ensuring e character reference. Health and SafetyWorking within the catering department, the training kitchen and the main kitchen for the school we all follow the required Health and Safety regulations, live the advised PPE. Some of the basic essays for my allocated areas are * Prevent contamination and you reduce or even eliminate the slip bump. * revoke spillage and leakage onto the floor. * Most slip injuries happen on wet floors, so clean up spills immediately. * Dry floors after wet cleaning, e. g. after mopping. * Selecting and using the most appropriate footwear for the work environment can reduce the slip risk. info from reported accidents reveals the priority areas for accident cake in the industry are slips, trips, handling, cuts and flick to hot and injuryful substances.As staff we have completed PPE (personal and protective equipment), COSHH (control of substances hazardous to health) and HACCUP (hazards and digest and critical control points) food hygienics course. This enables staff to be aware of risks within the catering environment and help to prevent them. We all have completed risk minds in our rooms and we take precautions by locking unsafe equipment away, making sure students have the correct training when using this equipment. A full uniform is bony by students, which covers PPE regulations. Safety of students and staff is predominant and the management team try to minimalise the risks at all times, making sure we are adequately staffed. We follow the safety rules demonstrate students how we expect tasks to be completed safely and appropriately.We discuss things as a group, not highlighting individual mistakes. http//www. hse. gov. uk/risk/ind ex. htm http//www. hse. gov. uk/risk/classroom-checklist. htm http//www. hse. gov. uk/risk/principles. htm By working in the catering department, I am fully aware of career inspirations and progression that our students would want to take. As part of this role I have to ensure with the catering team, that we have a real life work environment that supports the transition of our students into work placements and further along the line work With the current working statistics, this is going to be delicate for anyone, so our students have to work at times twice as profound to prove their occupational competence.At this time we are expanding the opportunities within our department by outside catering, working in the main kitchen, mentoring junior students and work placements at various locations. The catering department are therefore working with our local fraternity to enable the opportunities to expand. This includes community centres, schools, colleges, banks, major stores and sm all businesses. Appendix elbow room risk Assessment Appendix Equipment risk assessment Appendix- lost child procedure What is safeguarding? It might be difficult to accept, but every child can be hurt, put at risk of harm or abused, regardless of their age, gender, religion or ethnicity. Safeguarding legislation and political science guidance says that safeguarding means * protecting children from maltreatment preventing impairment of childrens health or aimment * Ensuring that children are growing up in circumstances tenacious with the provision of safe and strong care. And undertaking that role so as to enable those children to have optimum life chances and to enter adulthood successfully. http//www. safenetwork. org. uk/getting_started/Pages/Why_does_safeguarding_matter. aspx We report and pen a report of any safe guarding issues to our designated senior leadershiphip team member. She then deals with this, as it is confidential. Phone calls Appendix concomitant report from Ofsted is the Office for Standards in Education, Childrens Services and Skills. They report directly to parliament and are independent and impartial.They inspect and flummox services which care for children and young hatful, and those providing education and skills for learners of all ages. www. ofsted. gov. uk The purpose of the schools sections of the Disability secernment Act 1995 (As amended by the Special Educational Needs and Disability Act 2001) http//www. equalityhumanrights. com/uploaded_files/drc_schools_code. pd This inscribe covers young people over the age of sixteen when in school. The Disability Rights Commission (DRC) is issuing a separate figure of physical exercise to let off how the duties apply in further and higher(prenominal) education and to give practical guidance to providers of post-16 education that are not schools. There are three main sources of support available to disabled pupils in school.These come from different parts of the legislation . Support is available through the handicap discrimination duties the planning duties and the Special Educational Needs (SEN) framework. The description of disability which is the basis for all the duties is set out in the Disability variety Act. We need to ensure we follow the commonsense adjustments duty. * Not to treat disabled pupils less favourably * To take reasonable go to avoid putting disabled pupils at a substantial disadvantage. Regardless of disabilities all students must be treated jolly and equally. Aids and disabled access should be added to the environment, so disabled people can access the site and workAt Heathermount on our x drive with in the staff hand book we have policies that will and do cover the following * The rights of all individuals and groups within the school. * The determine and habituate which are part of all aspects of school life. * The legal duties of the school. Code of Professional Practice These boundaries could have a negative effect on us as teachers as well as other professionals within the arrangement. We therefore need to deal with these boundaries by referring to the set for larns (IfL) Code of Practice (2008) which outlines the behaviours expected of teachers in the womb-to-tomb Sector http//www. ifl. ac. uk/membership/professional-standards/code-of-professional-practice The instal for Learnings code of Professional Practice came into force on 1 April 2008.The Code was developed by the profession for the profession and it outlines the behaviours expected of members for the benefit of learners, employers, the profession and the wider community. * wholeness * Respect * Care * Practice * apocalypse * obligation The members shall conduct 1 Professional integrity 1. Meet their professional responsibilities consistent with the Institutes professional values 2. Use reasonable professional perspicacity when discharging differing responsibilities and obligations to learners, colleagues, institution and the wider profession 3. Uphold the nature of the profession by never unjustly or knowingly damaging the professional disposition of another or furthering their own position unfairly at the get down of another 4.Comply with all reasonable assessment and quality procedures and obligations 5. Uphold the standing and reputation of the Institute and not knowingly neutralize or misrepresent its views nor their Institute membership, any qualification or professional location The members shall at all times deportment 2 Respect 1. Respect the rights of learners and colleagues in accordance with relevant legislation and organisation requirements 2. Act in a room which recognises diversity as an asset and does not discriminate in respect of race, gender, disability and/or learning difficulty, age, sexual predilection or religion and belief. The members shall takeBehaviour 3 sensitive care Reasonable care to ensure the safety and welfare of learners and comply with relevant statutory provi sions to support their benefit and information. Behaviour 4 Professional practice The members shall provide evidence to the Institute that they have complied with the current Institute CPD policy and guidelines. Behaviour 5 Criminal offence disclosure Any member shall notify the Institute as soon as feasible after cautioning or conviction for a criminal offence. The Institute reserves the right to act on such information through its disciplinary process. Behaviour 6 Responsibility during Institute investigationsA member shall use their best endeavours to assist in any investigation and shall not seek to dissuade, penalise or discourage a person from bringing a complaint against any member, interfere with or otherwise agree due process. Behaviour 7 Responsibility to the Institute The members shall at all time act in accordance with the Institutes conditions of membership which will be subject to change from time to time. There are four sanctions which can be applied to members w ho breach the Code of professional practice * A reprimand * A conditional registration order * A suspension order * An expulsion order The nature of the sanction imposed will depend upon the circumstances of the case. IfL has issued indicative sanctions guidance to the professional practice committee.Any disciplinary order imposed by IfL relates only to a members class and status within IfL and bears no connection to relationships outside of that, such as membership of another organisation or employment. Lesson Plans evaluation/comments Appendix Scheme of learning Appendix lesson plan Lesson plans alongside teaching folders are collected in termly, by the head teacher, assistant heads and education psychologist. These are reviewed as part of our good practise. As I teach and assess entry 3 and level 1 hospitality and catering and level 2 professional cookery. I follow set criteria by City and Guilds. This involves assessment plans being completed.I assess the students general tasks that need to be completed, specific techniques, ingredients and equipment that must be covered passim the student, making sure they reach the required standard for that unit. I then complete the paperwork for that unit. In our folders this is dating, evidencing, mapping, photographs, observations, written evidence cross referenced cross referencing with the correct units and then mapping onto the specific unit being assessed. When I have assessed a specific unit the internal quality confidence practitioner assesses my ability to assess by checking the students work, making sure all of the assessments made by myself is carried out to the correct standards. They also standardise across all assessors.We may have a visit or a remote visit by external consultants who checks that our centre is operating the appropriate internal quality assurance processes and procedures for the qualification in line with the awarding body requirements. We can then be approved to certificate Vocational T utors with subject distinctiveness have responsibility as subject coordinators for the development and monitoring of curriculum rake across the centre in the relevant subject. Main responsibilities and expectations * Knowledge and understanding * cookery and setting expectations * Teaching and managing students learning and care * Assessment and evaluation * Students achievement * dealing with parents and the wider community Managing own performance and development * Managing and developing staff and other adults * Managing resources * strategical leadership As a member of staff of the catering department, we are all focused on CPD, we have to sate our assessors requirements, vocationally and association based. This can be meetings, directed days, personal reflection, and standardisation. Our internal verifier for catering comes into school termly. She then reviews the students folders and units completed. We have standardisation meetings with her to ensure we are all assessi ng to the correct level and standard, reaching the set criteria. This is discussed at every visit, once termly.We all assess to TAQA- (training and quality assurance) At present our CPD for all staff has been focused on literacy. We have had an expert in from the Royal Borough of Windsor and Maidenhead (Jo Hefer) every week to help us improve the standard of literacy within the school as a whole. This has involved practical and group work. During INSET days we complete CPD activities and courses. We have all recently completed MAYBO www. maybo. co. uk/ leaders in conflict management course If staff want to apply for additional courses, a request is completed, which needs to be agreed by the Senior lead Team. We also have to be up to date with the vocational sector.This is by being registered with and tracking our sector skills council directive, apprenticeship guidance and at times government agendas. As government changes, reenforcement bodies change names, location and funding s treams, Heathermount has started to employ apprentices. I work alongside the Catering apprentices. The apprentices started in May 2012 which has been a steep learning curve for the Catering department. http//www. lge. gov. uk/lge/core/page. do? pageId=3577861contents-4 An apprenticeship should therefore be a planned programmed in place for a defined period of time that combines work and learning and supports an individual to develop skills and knowledge, usually within the framework of achieving a qualification for a particular consider or profession.Managing apprentices As an employee, apprentices should be managed under the local authoritys normal performance management policies, and the employer can require the apprentice to comply with the employers normal policies and conditions of employment. However, there are special rights and duties to take account of if the local authority wishes to nullify the apprenticeship earlier than originally specified in the contract. Local auth orities should be aware that misconduct that would normally disengage the compendious dismissal of an employee may not justify the dismissal of an apprentice. Traditionally apprenticeship schemes set the employer in loco parentis.This implies that the employer has a wider duty of care to support the personal growth and learning of the apprentice, in addition to providing professional development and skills. As a result, the local authority would be expected to exercise more leeway and provide additional support for an apprentice with conduct or potential issues. However, where a local authority can show that the conduct or content of the apprentice is so bad that it is unthinkable to teach him or her agreed trade, then the early dismissal of the apprentice is adequate to(p) of being fair (Newell v Gillingham Corporation). Appendices 1. gambol Description 2. Student profile 3. means risk assessment 4. Equipment risk assessment 5. Incident Form 6. Scheme of learning