Assistant Teacher

• planning collaboratively for children’s learning and development
• planning, based on agreed children’s learning outcomes and in the context of a coherent nursery-wide curriculum
• planning which builds upon children’s prior knowledge and experience
• planning significant projects/units to be explored in depth
• addressing assessment issues throughout the planning process
• planning which leverages cross-curricular practice
• planning which is differentiated to accommodate a range of children’s ability levels and needs
  

Within Teaching

• using a range and balance of teaching strategies
• using a variety of different learning situations to facilitate grouping strategies
• viewing children as active agents of learning who are developing their own thinking, approaches and conceptual understandings
• building on what children already know
• using a variety of resources representing multiple perspectives
• empowering children to feel responsible and to take action
• actively involving children in their own learning and development
• pursuing open-ended questions and real-life investigations where appropriate
• maintaining constant awareness of the needs of children with English as an additional language
• addressing the needs of children with different levels and types of ability
  

Within Assessment

• viewing planning, teaching and assessment as interconnected processes
• producing authentic and effective observations that support the children’s progress and attainment and consider the effectiveness of the learning environment
• using a range and balance of assessment strategies
• using a range and balance of recording and reporting strategies
• involving children in shared reflection during and at the end of each project/unit
• evaluating the projects/units programme collaboratively, using agreed flexible systems
• assessing the level of children’s current experience and understanding before embarking on new learning
• producing termly parents reports on each child in the class (one copy to the office)
• maintaining objective, accurate and up-to-date records that identify the children’s individual needs, abilities and progress, and using these as a focus for future planning.