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Thank you for volunteering to help. The whole staff values your contribution to the children’s learning and appreciates your help. We hope you find your time with us rewarding, enjoyable and informative.
Below is some important information and suggestions.
As part of our Safeguarding procedures, it is very important that we know exactly who is on the school premises and where they are. We therefore ask that every adult who comes into the school does so via the main reception door. Helpers must first report to Mrs Verney or Miss Bradford. They will then be given a badge and asked to sign in the signing in book. In the absence of the office staff, helpers must report to the Head teacher before signing the book.
For your own protection/safety we ask that parents do not enter the classroom unless the class teacher is present.
For your information, the times of lessons are as follows:
9.00 – 10.20 a.m.
10.40 – 12.00a.m.
1.00 – 3.15 p.m. (KS1) 3:20p.m. (KS2)
A child might ‘tell’ any adult in a school setting where they feel safe, trusted and listened to. This adult could be you.
Should a child disclose information it is important to remember that your role is to recognise and refer, not to investigate.
What should you do?
• Check the child is safe
• If recording a disclosure, the child’s words are recorded and any questions you may have asked are included
• Physical marks and injuries are recorded on a body map where appropriate
• Record any action you have take
• Take this to the Designated Child Protection Person – (Mrs Pearson, Mrs Murray or Mrs Furr)
In the case of a fire, the bell will ring continuously. Leave the building immediately by the nearest exit taking any children with you. Exits are clearly labelled and escape routes are posted in each room.
Go immediately to the playground and line up with the class you are helping. Please be aware that even for a fire drill we require you please to participate fully in our procedures.
Whenever you are supervising children, the following points will be of help:-
• Always treat children with respect and in the same sort of way that you would expect them to treat you.
• Be friendly towards them.
• Avoid shouting. If you speak normally they will have to be quiet in order to hear what you are saying.
• Tell them exactly what to do in as much detail as possible.
• Don’t be afraid to quietly and calmly correct a child that is misbehaving but never manhandle the children at any time. If in doubt, speak to the nearest member of staff.
• Praise the children wherever possible.
• Do not let the children become ‘silly’ or over-friendly with you. They must learn to behave socially towards adults who are not close friends. Encourage them to be polite to one another.
• If you are concerned about a child for any reason, have a word with the class teacher or the head teacher – Do not speak directly to the parents of the child. This is the teacher’s job (see section on confidentiality)
One of the tasks that you will probably be involved in is reading with the children. This is an important but time consuming task.
The exact approach will depend on the reading level of the child.
• Children should be aware that you read from left to right, turning the pages that way and reading the lines left to right and top to bottom.
• Read the book together to start with.
• Discuss the pictures and the story.
• Read the book again pointing to each word as you read.
• Ask the child to point to each word as he reads it.
• Discuss the pictures and the story.
• Read the story together.
• Ask the child to find key words which are repeated several times in the book i.e.. ‘the’,’ up’,’ in’, etc.
• The children should be aware of full stops and that you need to pause at a full stop and not to run sentences together.
As the children can read more words try to get them to work out new words by making a good logical guess. Maybe the picture will help. If the child has good knowledge of initial sounds, looking at the first letter strings or small words within words, sound out the whole word e.g. ing in king
Try to get the child to read to the end of the sentence and then go back to work out an unknown word.
Even with competent readers you should discuss the stories and pictures. Also you can try to encourage the children to use expression or put on suitable voices.
The following are examples of the types of questions to use when discussing a story.
What was the story about?
Who was the main character?
What sort of a person was he?
Was that a sensible thing to do?
What should he have done?
Which part did you like best?
What would have happened if….?
Try to relate some ideas to the children’s own experiences. i.e.
Have you ever?
Using the Reading Record Books
When you have heard a child read please enter the page number that they have read up to. You may put a short positive comment e.g. good, well done, etc but we do ask that parents and helpers do not put any negative comments in the books or suggestions of what the child needs to do.
If the child has changed their book, please write the title of the new book in the appropriate place.
Changing Reading Books
It is quite usual for a child to have finished a book at home and therefore they will need to change it. The children are free to choose any book within their level. Please do not move a child onto a new level even if they have read every book in that level (this happens very rarely). Some children may need help to select a book and possibly having a quick flick through some of the books may help them to choose. If in doubt check with the teacher.
Occasionally in school you will become aware of information about children which is confidential or private to the child or their family. This is a delicate matter that requires a great deal of tact on your part. Any information that leads you to believe a child is at risk should be mentioned to the head teacher. But any conversation with parents outside is a breach of the school’s confidence. Even a comment such as, ‘your Jimmy reads well,’ is not acceptable as others will wonder why you have not said that to them. It is very important to treat anything you hear or see in school with regard to particular children as being in absolute confidence and entirely a matter within the school.
Similarly you may find that parents who are friends will ask about the progression or behaviour of their children in school. Again, this is a matter requiring a great deal of tact on your part and it is very important that you firmly suggest that if they are worried in any way about their child then they must discuss the matter themselves with the head or the class teacher.
In case we teachers forget to say so please be assured that we really do appreciate your help (we may be too busy or harassed to say so but we do!!)
If you have any worries or queries, or any good ideas on how we can improve something, please let me know – We are always willing to listen.
Once again……….Thank You!