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EDP3113 Health And Education Question: Contextual Analysis  Collating and analysing relevant information about your school and its locality is the starting point of a successful School Based Training (SBT) experience. The more you understand what makes your school unique, the more you can plan learning experiences that meet the children’s needs. Use your day link visits and the SBT preparation weeks to collect relevant information. Stage 1 – Immediate Area  Go for a walk with a camera and a map of the locality and look at the school’s geographical area. Take photographs of significant features such as streets, buildings, shops and signs, and pay specific attention to the buildings and spaces that give this community its character: Is it gas works, a synagogue, a huge shopping centre, park, high rise flats and so on? Is there a library close by? Look for language and ethnicity clues: for example who lives in this area, where do they shop, what do they eat and celebrate, where do they worship? Print out these photos and explain briefly how this is relevant for you as a teacher in this school. Analyse what makes your local area unique and how it impacts on the lives of the children in your school. How does your class teacher ensure that all children’s voices are heard? List and analyse the impact of the strategies used. Examine the school’s extended provision, such as wrap-around care (i.e. identify breakfast clubs, afterschool clubs and home work clubs), community language classes and links with other schools? Does the school have any quality marks or other identification of areas of specific interest e.g. Rights Respecting Schools Award, Healthy Eating, Science quality mark, ICT mark. How are these supported in the school? Stage 2 – Identities In School And Class Consider different aspects of inclusive practices – culturally responsive teaching and learning. How does the school celebrate family diversity? In your reflections consider what messages the school and the classroom give about the status and value given to the diversity of the pupils? Consider the following points to support your reflection: Do displays, books and other information and resources around the school reflect the diversity of family life both in terms of different cultures and different ways in which families may be constituted? Are children and families for whom English is an additional language supported both to learn English and through information being available in a variety of languages? Is information sent home in a language that can be understood at home? Are other languages used by children and their families recognised in the classroom? How does the school generate a sense of all families being valued and respected? Do role play areas (in your classroom or in other classrooms) allow children to act out their home lives helping them to learn more about how families are different? Are the personal, social, health and economic education (PSHE) and Citizenship aspects of the curriculum used to best effect to enable children to share news about themselves and their families, helping them develop a strong sense of identity, belonging and being valued? Does the school actively engage with all aspects of the school’s community? Do the children have the opportunity to go out in the community? Are community members actively involved in school life? Use the school’s Ofsted report together with your class teacher’s records and provide an overview of your pupils’ linguistic, cultural and ethnic backgrounds. Find out how the school uses the pupil premium. Schools must publish this information on their websites. Select one area of the curriculum and specify how you adapt your planning/teaching/resourcing in response to the Ofsted report and what you have found out about the area. Stage 3 – Inclusion, Progress And Outcomes From midpoint onwards, review progress and attainment using discussion with the class teacher, the school data and your own class records focusing on the groups below: children eligible for Free School Meals (FSM) children eligible for Pupil Premium (PP) – indicate how the PP is used children with SEND children for whom English is an additional language (EAL) children identified as Higher Achieving (HA) collate data on birthdays and summer born children For each group refer to: proportion of children at the expected and exceeding level progress made over time how and why these children are grouped as they are for learning The following format should be used: Guidance for Contextual Analysis Stage 1: Immediate Area Photos Response                    (Attach photos) Briefly analyse the photos and explain what each photo exemplifies. Consider questions such as: · Is this a typical street, building, shop or sign etc. of this area? · Why is it interesting? · How might it affect children’s lives (journeys to and from school, their hobbies, their weekends, their parents and families)? · How could this knowledge enhance a child’s learning experiences in your classroom? Description Response Medium term plans (No need to reproduce them here) How does the geographical local area impact on your planning and subsequent teaching? List some ideas. Children’s voice List the strategies used How does your class teacher ensure that children’s voices are heard? Analyse the impact of the strategies used.   Extended Provision List examples of quality marks and extended provision Examine the school’s extended provision. Does the school have any quality marks or other identification of areas of specific interest? How are these supported in the school? Stage 2: Identities in school and class Children’s Identities Make a brief note about the children in general. List here the children’s linguistic, cultural and ethnic backgrounds.   How does the school in general respond to its pupils’ identities?   How do your pupils’ identities impact on your planning and subsequent teaching? List some ideas. Cross-reference to your medium term planning. Inclusive Practice How does the school celebrate family diversity? In your reflections consider what messages the school and the classroom give about the status and value given to the diversity of the pupils? Ofsted Report List the school’s strengths and areas of development How does the Ofsted report impact on your planning and subsequent teaching? List some ideas. Cross-reference to your medium term planning. Pupil Premium How does the school use the Pupil Premium?   Stage 3; Inclusion, progress and outcomes For each group comment on: · proportion of children at the expected and exceeding level · progress made over time · how and why these children are grouped as they are for learning FSM (insert number)   PP (insert number)   SEND (insert number)   EAL (insert number)   HA (insert number)   Term born Aut. (insert number) Spr. (insert number) Sum. (insert number)   Answer: Contextual Analysis Stage 1: Immediate Area Photos Response  (Limited 2018)           (Pintrest 2018)          (Alamy 2018)     (SCL 2018)           · This is the building of The Edward Betham CofE School. · It is a beautiful Building painted in vibrant colures and has an antique and classic look to it which on looking seems like will have the authentic strong historical infrastructure. · This school promises and ensures quality academic, skills and moral education, which will help develop children into successful, kind and intelligent citizens when they grow up. · Parents who expect only the best quality education for their children will get it all here.   · This is a house near the school. · It is a big and beautiful house and has a very classic design of the infrastructure. · This house indicates that educated and well off families live in this locality and also many such houses are vacant that might be useful for the parents of the students. · Such infrastructure might have historical significance that might be beneficial for the students learning. · This is the portion behind the main school building. · It has benches to sit on for children in their break time and also to eat their lunch. · This area will allow children to have lunch comfortably in a good atmosphere. It also has a shade to protect them from sun rays. The benches are spacious and safe to sit on. · This will serve as a little relaxation area for students to refresh their minds from studying.   · This is the road outside the school building. · This place displays how this area is urban and has all sorts of facilities required for a quality lifestyle but has the right amount of nature exposure as well. · This photo showcases the kind of locality the school is situated in which shows us that this area is well connected to the rest of the city, which makes it accessible and easy to travel to for students as well as their parents if required. · This will teach children everything about urban cities and lifestyle and teach them to value nature for environmental as well as human wellbeing.   · This is the school playground. · It is very big and very well maintained. The grass is regularly trimmed and watered making it ideal for children to play. · Physical activity is as essential as academic performance for the overall development of children. Parents can be free from worrying about their child’s physical health. · The playground is big and well facilitated for children to play for exercising as well as seriously practicing a sport of their interest. Description Response Medium term plans   · The local area has a historical essence that will allow teaching the students about the history of the school, locality and city. A trip around the area will be organized for children, which will focus mainly on educating them about the history of the school, locality and the city and other wide areas if anything is relevant (Levstik & Barton 2011). · The urban Area of the locality will enable to teach the children about the life in an urban city and advantages and disadvantages of it. As they will practically be able to witness, whatever is being taught to them and learn more efficiently. An activity will be organized around the school under strict supervision. · The locality has the a lot of greenery which will enable to teach the children the necessity of natural conservation and what the nature provides to us and what we as citizens can do in order to restore and enhance it. Children can be taken on a walk of the complete locality and made to observe and take notes of the different varieties of plants, trees and birds in the area. Also, arrange an activity for each student to plant a tree and also teachers and other staff will participate along (Uzunboylua, Cavusb & Ercag 2009). · Academic performance will be regularly tested and to ensure this, weekly tests will be taken. The calm, positive, cultural and urban atmosphere of the geographical area of the school will enable mental peace of the students and enable them to perform better academically better. · An annual sports day will be organized for everybody to participate for better physical health of children and small tournaments of particular sports will be held all-round the year for interested students to participate and play. Sports competitions are even participated in and are organized on interschool, local and state level for the proper professional exposure and opportunity for interested and talented children. The big well-facilitated playground will enable this to be achieved (Bocarro et al. 2008). Children’s voice   · A review sheet is distributed to the students regularly in order to track the requirements and reviews of the children. This enables to make necessary changes in the functioning of school. · Class monitors and all council members are first shortlisted by teachers to check their efficiency in the task that is being assigned, then voting is done for the final selection, and the students have the right to choose their monitors, sports captains etc. · A complain box is placed near the school reception so that students can directly write and submits complains anonymously. · The sports and the activities related to the curriculum or even other things that are shown interest by students in a major level are prioritized and further regularly and periodically organized. Extended Provision   · Breakfast Club – Breakfast is served from 7.30 am to 8.45 am. The cost for the breakfast is £4.00. Children are provided with healthy and tasty breakfast. They are provided a choice such as challenges, art and craft activities, board games etc. (School 2013A) · After School Care Club- Full, care club session is held between 3.20 to 6.oo pm and the cost for it is £9.25. Bolt-on Session is available from 4.20pm to 6.00pm for the cost of £7.50. Part Session is available from 3.20 pm to 4.30pm at the cost of £7.00. Each option is inclusive of a light snack. Children are made to indulge in different activities Games such as Parachute games, team challenges, assault courses; Sports such as cricket, hockey, tri-golf; Outdoor pursuits such as Treasure hunts, orienteering, mini-beast hunts; Specialist activities such as Diddy Car Racing, archery and art and craft such as junk modeling and painting. Students can also choose other activities. Each day different activities among these are organized. This program allows parents to be stress free and assures them that their child is in a safe place where they are being provided correct knowledge, training and nourishment (School 2013A).   Stage 2: Identities In School And Class Children’s Identities   · The children studying in this school belong to a huge variety of social, cultural and financial backgrounds. The children also have different abilities with respect to academic and co-curricular activities and have specialties in different fields. The children also vary in behavioral, personality and morality in overall personal character aspects. · The schools provides opportunities and training in varies zones in order to make sure the each children is able to make the best use of it and flourish according to their interests and capabilities. · The education system is designed to serve a variety of students vide range of subjects and languages are taught and a wide variety of cultures and histories are informed about in order to match the interest of all the children. · When teaching about history with respect to the geography of the school it is tried that the history of regions well as regions associated directly or indirectly are covered as well. · All sports and co-curricular activities are provided importance and children are given the privileges to choose according to their interest and capabilities to support this regular competition and activities. Inclusive Practice   · The school does not choose race and ethnicity as a criterion for the admission or treatment of any child. · All cultures are respected and taught about to children to widen their knowledge. · Some cultural festivals are celebrated in the school to promote the love for culture and tradition among children. · Students with financially weak backgrounds are given special provisions so that they get quality education as well. · All the pupils pray a common prayer in the morning assembly and this unites all of them in spite of their cultural variability. · Prayers are conducted in the school church. · Values such as Hope, Compassion, Endurance, Forgiveness, Trust and Thankfulness are promoted within children (School 2013B). · Children are taught about the morals and notions of Christianity majorly. · Parents have the right to withdraw their children from religious education if they are against it (School 2013B). Ofsted Report   · The teaching does not enable the pupils to progress instantly. · Pupils are not encouraged enough to enhance their thinking and reasoning abilities. · Very well performing pupils are not challenged enough to perform even better. · Performance marking is not in detailed and it does not tell children how they can do better and not enough time is provided to do the same (Ofsted 2015). · The strengths of the school are the early year provisions, the achievements of the pupils, quality of teaching, behavior and style of teaching and leadership and management (Ofsted 2015). · The school aims to widen its reach of association with communities in order to attain more success. · It strives for more success and outcomes in both academic and co-curricular activities. · The academic performance of the pupils is provided in the report which enables to refine and enhance teaching methods and strictness in order to obtain maximum results, challenge able students, enhance reasoning and thinking skills, provide detailed marking and enough time to work on a subject. · Parents hold the right to complain directly to Ofsted about anything in the school and that is why it is highly prioritized that the interests and expectations of the parents with respect to the overall development and performance of their child are met efficiently. · The safety of children is highly prioritized. · All the extended provisions are supervised and quality ensured. · Continues tests will be kept in order to track the academic progress of children and to keep them in practice to study regularly. · Ofsted has the right to organize surprise visits, which is why it is highly essential to provide quality education and other services all days of the ear and avoid any casualty or ignorance (Ofsted 2018). Pupil Premium How does the school use the Pupil Premium? · The numbers of premium pupils’ eligibility as per the last counting done in November 2017 are 45. · Within this count, 41 pupils are from FSMEver6, 2 pupils are adopted from Care, 1 from LAC and 1 is Service Children (School 2017A). · The school uses this scheme with the aim to provide quality education to under privileged children who lack sufficient finance and resources for the same (Kingdom 2014). · The faculty to such peers for their academic and co- curricular development give special priority as they lack certain skills due to their orientation. · Maximum number of such children is targeted to be provided education and the eligibility criteria are widened. · A total amount of £68,480 has been spent to for the provision of resources.   Stage 3; Inclusion, Progress And Outcomes For each group comment on: · proportion of children at the expected and exceeding level · progress made over time · how and why these children are grouped as they are for learning FSM · School milk- All children in nursery and in infants department are provided a carton of milk free of cost every day. · National fruit scheme- children in Nursery and the Infant Department are provided a fruit every day to consume in break time. · A child may be eligible for free meal if his/her parents receive any support from government such as Income Support, Income-based Jobseeker’s Allowance, Income-related Employment and Support Allowance, Working Tax Credit run-on – paid for 4 weeks after you stop qualifying for Working Tax Credit  and Universal Credit etc.(SCHOOL 2018). · This is to ensure adequate nutrition in children and provides them energy for studying, playing and performing other activities in school. PP (45) · The number of pupils eligible has declined but the threshold of eligibility has risen (School 2017A). · These children are provided financially with free education and education resources because they lack financially. SEND · These include children have special physical or mental disorders due to which they are a part of this group and the school aims to provide special training and educate those using special techniques so that they can get the best education (SCHOOL 2018). EAL · These include the children who learn English as their second language and hence English is taught specially to them. · All areas such as spoken, written, reading, phonetics etc. is taken care of and regular tests are conducted for the same (School 2017B). HA · This is for the hospitality and food of pupils who require it. Term born Aut. Spr. Sum.   · 4th September 2019 · 7th January 2019 · 20th April 2019 (School 2013C) References Alamy 2018, The Broadway, Greenford, London Borough of Ealing, Greater London, England, United Kingdom, viewed 6 December 2018, . Bocarro, , Kanters, A, Casper , J & Forrester , S 2008, ‘School Physical Education, Extracurricular Sports, and Lifelong Active Living’, Human Kinetics Journals, vol 27, no. 2, pp. 155-166. Kingdom, GOTU 2014, Pupil premium: funding and accountability for schools, viewed 6 December 2018, . Levstik, LS & Barton, KC 2011, Doing HistoryInvestigating With Children in Elementary and Middle Schools, 4th edn, Routledge, New York. Limited, Z 2018, Properties for sale in Edward Betham Church of England Primary School, London, UB6, viewed 6 December 2018, . Ofsted 2015, ‘ Edward Betham Church of England Primary School, 4–5 February 2015’, Ofsted Report, Cafcass, Goverment of United Kingdom, Crown, Manchester. Ofsted 2018, School inspection handbook, viewed 6 December 2018, . Pintrest 2018, Discover ideas about Playground, viewed 6 December 2018, . School, TEBCP 2013A, SCL Breakfast and After School Care Clubs, viewed 6 December 2018, . School, TEBCP 2013B, Religious Education Policy, viewed 6 December 2018, . School, TEBCP 2013C, School Terms and Holidays, viewed 6 December 2018, . School, TEBCP 2017A, Pupil Premium Plan 2017-18, viewed 6 December 2018, . School, TEBCP 2017B, English Policy, viewed 6 December 2018, . SCHOOL, TEBCP 2018, School Handbook, viewed 6 December 2018, . SCL 2018, GREENFORD – EDWARD BETHAM COFE PRIMARY SCHOOL, viewed 6 December 2018, . Uzunboylua, H, Cavusb, N & Ercag, E 2009, ‘Using mobile learning to increase environmental awareness’, Computers & Education, vol 52, no. 2, pp. 381-389.

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