Ptlls T1

Name Caro declination Rand onlyDate 06-03-13 PTLLS observe what your role, responsibilities and kinds would be as a coner in terminuss of the commandment/training cycle T1 unit 1 1. 1 1. 2 1. 3 1. 4 unit 2 2. 1 2. 2 2. 3 Unit 3 3. 1 3. 2 I am oeuvreing as a tutor, inwardly a cater division, at a specialiser Autistic train for learners from age 5- 22. I am currently principle entry 3 to aim 1 City and Guilds NVQ in hospitality and Catering and level 2 City and Guilds businessal Cookery.My role is to t for soully one the assimilators indoors the classroom environment this involves humply aspects of teaching, including entirely cross curricular theater of operationss, purposening, schemes of march, tasking, reservation resources, preparing academic sessions, food blessing. We manoeuver as a close team, involving the all render department. I work closely on board the assimilators helping them to actualize and practise skilful cooking methods and procedur es within their qualification.The vocational atomic number 18a of ply likewise has a range of former(a) overthrows mapped into the scheme of learn, I everywherewhelm this within the scheme of acquirement as well as supporting, advising guiding, reading, comprehension, numeral work, ESD, PLTS, Reflection, I father to model appropriate demeanour and conduct within our operative environments, allowing the students to be nurtured and grow within their roles.This overwhelms using appropriate language, carcass language, eye contact, team work, appropriate discussions with colleagues, listening to new(prenominal)s, respect for others, giving go across defined instructions, limiting language- as per each separates inescapably, olympian behaviour bakshishs-these be set where age appropriate at the beginning of each session.We drug abuse a 3 point behaviour system where students receive 1 point for at laddering the session, 1 point for meeting their exceptional behavio ur point (this could be listen to module, stay on task) and 1 point for staying on task and completing their work, pas period the golden expectations at Heathermount these be displayed in every classroom, so we ar working from the similar rules and expectations. These atomic number 18 discussed at the come out of every session- school is for learning. Learning is important for a faithful future. 1. Students and ply entrust be on time for all sessions. Students and stave testament have the counterbalance equipment. . Students are expected to go to all of their sessions and take part. 3. Staff will make certain(p) the work students are given meets their requires and strengths. 4. Everyone in Heathermount will be safe and treated with respect. on that point will be no physical violence. There will be no racism. 5. Everyone will be polite and openhearted at Heathermount. Re instalment make the right choices for your future. I am withal a qualified taxor, measurein g within their work setting at the postulate standards, giving positive, constructive criticism if needed. Designing action visualizes to enable their achievement.Professionalism requires us to maintain appropriate standards and fulfil our responsibilities to learners, institutions and colleagues. This is achieved by setting skipper and mortalised boundaries which will enable us to be indue one across or so what our limits are and what our professional role involves. It is our responsibility to identify areas outside of the professional boundaries of a teacher, either be do of lack of necessary skills or expertise or because it is unconnected for the teacher to deal with it. This is when external support from other professionals will be required.At Heathermount we work with multiple outside agencies these include occupation therapists (OT), Speech and address therapist SALTS, pedagogics psychologists, literacy specialists, Team around the Child (TAC) team around the fam ily (TAF) national Quality Assurance practitioners, External assessors, External Consultants, Connexions. Depending on the individual student we whitethorn link with. The OT, to amend our students well creation, this may include completing exercises and massage with our students. I washstand only help our students erst we have been shown by the OT, if the OT has not had time, we are unable to aid the student with this.SALTS work individually and in groups with our students. Each student has a plan from the SALTs. This means that we as cater need to monitor and advert with this work i brush transfer only work within what I have been shown to do by the SALTs, as i am not trained in this area. The command psychologist is a regular visitor to school and helps us as a team with regards to behaviours and well world of our students. The external literacy advisor, who visits Heathermount currently, attends a staff meeting once per week. This is a lengthy staff meeting. TAC and TAF- senior instruction much attend these meetings with our back upant psychologist.Information that groundwork be passed on this is then passed onto staff at our weekly meetings. This lavatory mean certain students need more attention and time/ observing. We depose only help with cultivation that has been allowed to be passed on and is not confidential. Internal Quality Assurance Practitioners, in lookent assessors and external consultants- As a satisfactory assessor we work closely alongside other professionals. Connexions- this can cause a student to be extremely upset if they realise that they cannot take in their aims and goals. Connexions alongside staff and parents make a realistic learning roadway for the future.Working with all external professionals often can create amplificational work, reports, actions and tasks for staff at Heathermount. This will always lead to staff needing to be clear to remove the barriers that can easily be formed. * Clear objectives / appropriate deadlines * additive Time * Additional support to colleagues * Relevant support for students * Real reprehension time for self * Ability to attack time out Our learners often show barriers, these may be caused by their disabilities or personality traits. This can lead to a variety of detrimental effects to varying degrees on the running of the class, * disruptive behaviour, non compliance, * refusal, * attitudes to learning, * close down, * Sensory issues, including smell. As we work in a provide environment an initial assessment needs to be produced, is it appropriate, is this the vocational area selected by the students, both(prenominal)(prenominal) issues we need to be informed 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 information isnt shared out with all germane(predicate) staff also this can create issue. It will also stop failure of relationship wi th staff and other students.As I am a part of a team, on that point 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 understand a smooth process, clear, truthful direct communication is essential. We are all aware of each of our individual students needs, as these are cover in our weekly staff analyses we also use our informal email system to relate whatever issues that may occur. We have a daily briefing to communicate the days activities and any changes. This means we have to be flexible and work alongside any staff member at any time.We have an inherent inning system where we work alongside the admin team to receive orders. When we go on external trips with the students we have to work with the bursar, so we can hive up any money needed for the trip. This entails getting a petty bills slip, which we have to put the amount of money we expect, i t is then signed off by centering and given to the bursar to collect the money for the trip. We also have a purchase order system for larger items, which works the same way. Therefore 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 quickly operational on our x choose which we diagnose to, for all of their most important information. addition Student profile exemplar adjunct EVs-exemplar This enables staff (especially agency and visitors who are unfamiliar) to get a general overview of the student and their specific needs. These are unploughed in all teaching files and verify a picture of the child on them, so we can refer to them for planning and goal setting. The teachers role is accountable to galore(postnominal) areas I must meet school requirements as well as local anaesthetic authority and government requirements. Registers * Pupils Records * Annual reviews * Safeguarding * health and Safety * OFSTED * hinderance mold * Codes of conducts Registers Even though I am not personally accountable for the proves I have to ensure that I contri besidese the relevant information that is required on a regular basis as required by the school procedures. www. genteelness. gov. uk 1. All schools must keep two registers of educatees. The admissions register, which scans the personal details of every savant at the school, and the attending register which pictures every bookmans attendance at every session the school is open to pupils. 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 phratry 2006. 3. This guidance is designed to help schools and local authorities apply the pupil registration regulations and make links between issues around school registers and wider education and childrens services issues.It is also designed to help parents, pupils and others to to a lower placestand the processes and order around pupil registration. 4. The guidance is not a substitute for the Education (Pupil Registration) (England) Regulations 2006 or other legislation nor is it a substitute for guidance on other areas of attendance, education and child welfare. It should not be read in isolation from such legislation and guidance. Admissions Register The Admissions Register records valuable information about pupils at the school, including emergency contact details. The details that must be recorded in the Admissions Register are outlined below.It does not include details about the pupils attendance, or the subjects that they are studying or other pupil information. Pupils Information Schools m ust 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 uncommitted at their normal school and guest pupils. The register must include the following information for every pupil a. the pupils sound tell b. the pupils gender c. the pupils era of stomach d. the date the pupil was admitted to the school . the name of the school the pupil termination attended and f. where applicable, a description 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 carer of the pupil that is cognise to the school b. which of these parents and carers the pupil normally lives with and c. emergency contact details of the parents and carers. However, about schools record additional details such as dates of bir th and dumbfounds maiden name which they can use in enfranchisement 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 trauma which prevents them using a telephone or record email addresses. Attendance Register There is a strong statistical link between attendance and attainment schools with high attendance levels tend to have high levels of attainment 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 drive up standards and pupils attainment. It helps them to identify pupils who might need extra support to collect up lessons they may have missed along with action to rein poor attendance. Schools must take the attendance register at the start of each morning session and during each aft(prenominal)noon session t hat they are open (see paragraph 11). On each occasion they must record whether every pupil was a. express b. absent c. present at sanctioned educational activity or . unable to attend due to exceptional circumstances. They must also record whether the absence of a compulsory school-age pupil was authorised or not. There is no requirement to authorise/ illegitimate absence of non-compulsory school-age pupils but schools can still use the national attendance and absence codes to help them identify/monitor vulnerable children. The Annual analyse Guidelines for Schools www. ace-ed. org. uk Introduction The school must have a copy of the disputation of special educational needs.The disceptation consists of the statement cover and all the appendices. The statement and any previous reviews 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 correct and sore targets set an d reviewed at least termly. These guidelines provide specific advice and guidance to schools and independent non-maintained schools which provide placements for children with Statements of peculiar(a) Educational call for. Purpose of the Annual ReviewThe annual review should aim To assess the childs proficiency towards meeting the long term objectives contract in the statement and to collate and record information that the school and other professionals can use in planning their support for the child In the case of the first annual review, to assess the childs progress towards meeting the targets agree and recorded in the IEPs following the qualification of the statement and in the case of all other annual reviews to assess progress towards the targets in the IEPs set at the previous reviewTo review the special provision made for the child, including the appropriateness of any special equipment provided, in the context of the field of study Curriculum and associated assessment and reporting arrangements. Where appropriate, the school should exact providing a profile of the childs current levels of attainment in basic literacy, numeracy and lifespan skills for pupils being assessed with P levels, and English, Maths and Science for pupils under National Curriculum level 1, and a summary of progress achieved in other areas of the curriculum, including the National Curriculum.At Heathermount 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 blanket(a) progress within the school and nationally within the National Curriculum. This is kept within our central records. This enables us to work on the areas needed to charter the student up to the national curriculum level within each subject. We can access this at any time. This is used in burden subjects a longside the national curriculum.Where the statement involves a Modification or dis-application of the National Curriculum, the school should indicate what special arrangements have been made for the child to cogitate the continuing appropriateness of the statement in the light of the childs performance during the previous year, any additional special educational needs which may have become apparent in that time and any needs that have been met and are no longer an issue, and thus to take whether to cease to maintain the statement or whether to make any amendments, including any farther modifications or dis-application of the National Curriculum, and if the statement is to be maintained, to set new targets for the coming year progress towards those targets can be considered at the succeeding(prenominal) review. Objectives and Targets For applicatory purposes generally the following distinction is made Long term objectives the overall objectives set for the childs progress for th e duration of the statement * annual objectives the medium term objectives set for the year * Targets (SMART) specific diddle 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 examination statement and within each twelve months there by and by. The process is not complete until the Local Authority (LA) has circulated its recommendations this can be up to six weeks afterward the annual review meeting is held.The annual review can be brought forward 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) Spread annual reviews evenly over the year where there are many children with statements c) Deal with annual reviews at a angiotensin-converting enzyme point of the school year where there are only a few children with a statement d) Reflect the circumstances of the child and the need for early decisions to be made regarding transfer between phases e) Enable 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 of the academic year. The annual review cannot legally be slow 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 feel. Health and SafetyWorking within the ply department, the training kitchen and the main kitchen for the school we all follow the required Health and Safety regulations, wear the advised PPE. Some of the basic chance of infections for my allocated areas are * observe contamination and you reduce or even eliminate the slip risk. * suspend spillage and leakage onto the floor. * Most slip injuries happen on idiotic 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. Data from reported accidents reveals the priority areas for accident measure in the industry are slips, trips, travel byling, cuts and exposure to hot and harmful substances.As staff we have completed PPE (personal and protective equipment), COSHH ( dominate of substances hazardous to health) and HACCUP (hazards and analysis and critical control points) food hygiene course. This enables staff to be aware of risks within the catering environment and help to prevent them. We all have completed risk assessments 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 worn by students, which covers PPE regulations. Safety of students and staff is paramount and the management team try to minimalise the risks at all times, making sure we are adequately staffed. We follow the safety rules showing 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/index. 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 inflection of our students into work placements and further along the line work With the current working statistics, this is going to be hard for anyone, so our studen ts have to work at times twice as hard 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 younger students and work placements at various locations. The catering department are therefore working with our local club to enable the opportunities to expand. This includes companionship centres, schools, colleges, banks, major stores and small businesses. Appendix 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 government guidance says that safeguarding means * protecting children from maltreatment preventing impairment of childrens health or development * Ensuring that children are growing up in circumstances consistent with the prov ision of safe and effective care. And project 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 write a report of any safe guarding issues to our designated senior leadership team member. She then deals with this, as it is confidential. skirt calls Appendix Incident report from Ofsted is the Office for Standards in Education, Childrens go and Skills. They report directly to Parliament and are independent and impartial.They inspect and tempt services which care for children and young people, and those providing education and skills for learners of all ages. www. ofsted. gov. uk The purpose of the schools sections of the deterrent Discrimination Act 1995 (As amended by the Special Educational call for and Disability Act 2001) http//www. e eccentrichumanrights. com/uploaded_files/drc_schools_code. pd This Code covers you ng people over the age of sixteen when in school. The Disability Rights Commission (DRC) is issuing a separate Code of put to explain how the duties apply in further and higher 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 alter pupils in school.These come from different parts of the legislation. Support is available through the disability discrimination duties the planning duties and the Special Educational Needs (SEN) framework. The definition of disability which is the basis for all the duties is set out in the Disability Discrimination Act. We need to ensure we follow the reasonable adjustments duty. * non to treat disabled pupils less favourably * To take reasonable travel to avoid putting disabled pupils at a substantial disadvantage. disregardless of disabilities all students must be treated bazaarly and equally. Aids and disabled access should be added to the environ ment, 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 values and shape which are part of all aspects of school life. * The legal duties of the school. Code of Professional Practice These boundaries could have a prohibit effect on us as teachers as well as other professionals within the organisation. We therefore need to deal with these boundaries by referring to the implant for Learnings (IfL) Code of Practice (2008) which outlines the behaviours expected of teachers in the Lifelong Sector http//www. ifl. ac. uk/ social status/professional-standards/code-of-professional-practice The Institute for Learnings code of Professional Practice came into squeeze 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 lear ners, employers, the profession and the wider community. * Integrity * applaud * Care * Practice * Disclosure * Responsibility The members shall behaviour 1 Professional integrity 1. march their professional responsibilities consistent with the Institutes professional values 2. engagement reasonable professional judgement when discharging differing responsibilities and obligations to learners, colleagues, institution and the wider profession 3. Uphold the character of the profession by never unjustly or knowingly prejudicial the professional reputation of another(prenominal) or furthering their own position unfairly at the expense 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 demoralize or misrepresent its views nor their Institute membership, any qualification or professional status The members shall at all times Behaviour 2 Respect 1. Respect the rights of le arners and colleagues in accordance with relevant legislation and organisation requirements 2. Act in a manner which recognises diversity as an asset and does not discriminate in respect of race, gender, disability and/or learning difficulty, age, cozy orientation or religion and belief. The members shall takeBehaviour 3 honest care Reasonable care to ensure the safety and welfare of learners and comply with relevant statutory provisions to support their well-being and development. Behaviour 4 Professional practice The members shall provide evidence to the Institute that they have complied with the current Institute CPD insurance and guidelines. Behaviour 5 Criminal offence disclosure Any member shall notify the Institute as soon as practicable 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 end eavours 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 compromise 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 who breach the Code of professional practice * A nettle * 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 throughout 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 write 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 assurance 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 valuate across all assessors.We may have a visit or a remote visit by external consultants who checks that our centre is direct 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 Tutors with subject specialism have responsibility as subject coordinators for the development and monitoring of curriculum delivery across the centre in the relevant subject. Main responsibilities and expectations * Knowledge and understanding * Planning and setting expectations * doctrine and managing students learning and care * Assessment and evaluation * Students achievement * Relations with parents and the wider community Managing own performance and development * Managing and developing staff and other adults * Managing resources * strategical le adership As a member of staff of the catering department, we are all focused on CPD, we have to fulfil our assessors requirements, vocationally and knowledge 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 assessing 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 tardily completed MAYBO www. maybo. co. uk/ lead ers in conflict management course If staff want to apply for additional courses, a request is completed, which needs to be agreed by the Senior Leadership Team. We also have to be up to date with the vocational field.This is by being registered with and tracking our sector skills council directive, apprenticeship guidance and at times government agendas. As government changes, backing bodies change names, location and funding streams, Heathermount has started to employ apprentices. I work alongside the Catering apprentices. The apprentices started in May 2012 which has been a steep learning hoist for the Catering department. http//www. lge. gov. uk/lge/core/page. do? pageId=3577861contents-4 An apprenticeship should therefore be a plan 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 trade or profession.Managing ap prentices 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 notify the apprenticeship earlier than originally specified in the contract. Local authorities should be aware that misconduct that would normally justify the summary dismissal of an employee may not justify the dismissal of an apprentice. Traditionally apprenticeship schemes set the employer in bats 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 competency issues. Howe ver, where a local authority can show that the conduct or capability of the apprentice is so bad that it is impossible to teach him or her agreed trade, then the early dismissal of the apprentice is capable of being fair (Newell v Gillingham Corporation). Appendices 1. Job Description 2. Student profile 3. Room risk assessment 4. Equipment risk assessment 5. Incident Form 6. Scheme of learning