Teachers TV - A video for Teaching Assistant's to help control angry classroom behaviour!

To all Teaching Assistants out there working for Classroom and beyond, please watch this excellent video from Teachers TV which gives some extremely useful techniques for coping with a students angry behaviour, whether you work with a child one to one or in a whole class setting.

Are there some useful techniques on here? What strategies do you use in the classroom? Do our teachers who are here teaching in the UK have any ideas to help Teaching Assistants in class - after all its a team effort?!

Classroom Job Alert

Its Friday, which means it's Classroom's job posting day. As ever - for all teaching positions you must hold a recognised teaching qualification and for Classroom Assistant vacancies experience of working with children in some form is also a requirement.


Please note that due to the volume of applications we receive we can only respond to those applicants who are successful.

PRIMARY SCHOOL VACANCIES

• Year 1 Teacher

A large primary school situated in London borough of Lambeth is seeking an experienced teacher to take a Yr1 class. The post is to start asap and will continue right through to July 2010 for the right person. Ideally this school is looking for a KS1 specialist teacher that has held a long-term KS1 position in a UK based school. For this position you will need to have very good classroom management skills and excellent planning. As this is the first term of a new school year you will need to be able to forge a good relationship with this class quickly and hit the ground running and carry this Yr1class forward to prepare them for Yr2 come September 2010. If you have the experience and necessary skills and abilities to take on such a challenge, we would love to hear from you.

• Year 3 Teacher

A great school in the borough of Greenwich is looking for a Year 3 class teacher to start in January through to summer 2010. You should have a good understanding of the lower KS2 curriculum and you MUST have UK teaching experience. This school also places an emphasis on Phonics teaching and so you must be confident with phonics. This is a great school and a great opportunity.

Please contact the Primary team on 020 7636 0600 or email us: primary@classroomteachers.co.uk

SECONDARY SCHOOL VACANCIES

• ICT Teacher

One of our most popular grammar schools is looking for an ICT teacher to start with them in January. They are looking for someone that can ideally commit for two terms and be able to teach ICT up to A level. The school achieves outstanding results and is always popular with our teachers. Supply teachers are well supported and assisted. The school does expect a high standard of teaching to be maintained and your committment and dedication to the school will be rewarded.

UK teaching experience is beneficial however not essential. In order to apply for this job you will need to be a fully Qualified Secondary ICT teacher and hold a current enhanced CRB and updated teaching references. The school will be short listing in the next few days so please send your CV ASAP if you are interested.

• Maths KS 3 and KS 4 – January start

A lovely girls’ school in South West London requires a Maths trained teacher with UK curriculum experience to join the maths department in January. This post could be up until the end of the school year.

• ICT Teacher (KS3 & 4)

An opportunity for a long term ICT teacher to be part of a large Comprehensive School in South East London. Good curriculum knowledge essential. In return you will be part of a brand new school with excellent resources. This post will commence January for a minimum of one term and could go on longer.

Please contact the Secondary team on 020 7636 0600 or email us: secondary@classroomteachers.co.uk

SEN TEACHING VACANCIES

• MLD Teacher

We currently have a vacancy in South London at a primary MLD school starting in January.

The school supports students with moderate learning difficulties at both primary and secondary levels. They are currently looking for a teacher for a year 3 class in the school. The position starts in January and is long term until the end of the academic year. The majority of students in the class will be on the autistic spectrum however other needs include dyspraxia, Down’s syndrome and other complex needs. Experience with students with special needs is essential for this post and knowledge of PECS, Makaton and other communication techniques is desirable. Teachers must also be familiar with IEPs and annual reviews.

• EBD Teacher

Classroom is looking for exceptional teachers who are up for a challenge! We currently have a position for a teacher in an EBD school in South London for a female teacher to work 1:1 with students with learning difficulties and EBD.

The ideal EBD teacher will:

Be able to cope with strong, wilful personalities.
Engage pupils to enable dialogue.
Be active in looking to build on pupils' strengths, skills and personal resources.
Have strong classroom management skills.

Please contact the SEN team on 020 7636 0600 or alternatively email us at sen@classroomteachers.co.uk

CLASSROOM ASSISTANT & SUPPORT VACANCIES

• Nursery Assistants - South and East London

Classroom Teachers currently have a high volume of positions to work as a Nursery Assistant within mainstream primary schools. You must have previous experience working with children from 3 years upwards and have knowledge of activities to do with this age group. The hours will be a normal school do from 8.30-3:45, however we also do have some early years centre who have an early and later shift. These positions are long-term and also day-to-day bookings.

Please only send your CV if you have the relevant experience and the following:
* You’re able to provide references that cover the last two years of your employment, one of which needs to be child related
* The right to work in the UK
* Recent CRB check
* Experience working with children in early years

• Nursery Nurse - South East London

Classroom Teachers have positions in South-East London to work in mainstream primary schools working as a qualified Nursery Nurse. You will be working in between the nursery and reception class helping children with their play, learning, educational and social development. If you have experience working with early years children but don’t have the qualification, please do still send through your CV.

Nursery Nurses need to hold a relevant child care qualifications such as:
* CACHE Level 3 Diploma in Child Care and Education
* BTEC National Diploma in Children’s Care, Learning and Development
* NVQ Level 3 in Children’s Care, Learning and Development

Please contact the Support team on 020 7636 0600 or email: classroomassistant@classroomteachers.co.uk

Thats all for this week. Remember to keep us up to date with your current availability! We look forward to hearing from you.

Teachers TV - A video for those new to Primary school supply teaching: SECONDARY teachers take note!

I have uploaded this video from Teachers TV for all those supply teachers who are currently beginning their supply teaching career in Primary schools. This video may be covering old ground for a lot of Primary teachers but I know that there are plenty of you who are newly arrived and only just setting out on your supply teaching adventure who should find this very interesting. I am also very aware that with the current slow patch in Secondary - Classroom and surely other agencies too will be supplementing Secondary school supply work with days in Primary schools. If you want to be successful in a Primary school then you will have to adopt a different approach to the one you might take in a Secondary school. Flexibility is always the key to successful supply teaching in the UK and preparation and research will only reinforce your flexibility!

Why not watch this video where you will be given plenty of hints and tips to be an effective Primary supply teacher and while your at it why not check out Teachers TV and its wealth of resources to help you be the best. I have mentioned it before but it really is a great site for teachers from every arena!

What do you think of the video? Are the presenters tips useful? Anything you would add?

How to enjoy Guy Fawkes night - At school and beyond!

Remember remember - the 5th November! Yes its that time of year already. Thursday will see firework and bonfire displays up and down the country as the UK celebrates the plot to kill King James the first in 1605. Click here to read the history of Guy Fawkes!

Lots of Primary schools up and down the country will be incorporating the excitement of Guy Fawkes in to the curriculum this Thursday. For those of you keen to do the same and perhaps new to teaching in the UK I have a fantastic link that will give you everything you need to know from literacy lesson ideas, Art and design classes and IT online activities. If you dont want to hand over the whole day to the event then maybe just pick one activity and if you are a daily supply teacher - you should still be able to incorporate something Guy Fawkes related in to your day!

Click here to plan your Guy Fawkes day.

Obviously Guy Fawkes night isn't just for the children! For those of you who might want to join in the celebrations, my colleagues at Classroom and I have located some of the best Firework displays in London -either this Thursday evening on Nov 5th or on Sat 7th.

THURSDAY NOVEMBER 5th:

Clapham common

Starts: 7.30pm

Tube: Clapham Common

Price: FREE

Matt says " I have been to the Clapham display and its great. The fireworks were great and there are so many people there on the common - its a great atmosphere and best of all, it's free"!

Southwark Park

Starts: 7pm

Tube: Canada Water

Price: Free

Jenna says "I went to Southwark Park last year and it was so much fun. Great fireworks and although cold - I loved it"!

Roundwood Park

Starts: 8pm

Tube: Willesden Junction

Price: Free

Jason Says "I will be taking my son to Roundwood Park on Thursday night. Apparently there are some great fireworks lined up"!

SATURDAY 7th November

Battersea Park

Starts: 8pm

Train: Battersea Park

Tube: Pimlico

Price: £6

Nicole says "This is one of the biggest and most spectacular displays in London. I really think the £6 price tag is worth it"!

Blackheath Common

Starts: 8pm

Train: Blackheath

Price: FREE

Matt says "This is possibly the biggest firework display that London puts on. Not only that its free and Blackheath common is such a lovely location".

Alexandra Palace

Starts: 7.30pm

Train: Alexandra Palace

Price: £4

Deon says "Alexandra Palace is an amazing venue for fireworks. I have been here before and its such a dazzling display. I thoroughly recommend"!

We hope this has wet your appetite for Thursday and that you will be incorporating the event in to your teaching day and possibly even your own free time! If anyone can recommend any other great fireworks displays or some great lesson plan ideas - do let us know in the usual way.

A day in the life of a Classroom Consultant

Just what does a Consultant at Classroom do I hear you ask?! Whenever you call - we always claim to be busy - but busy doing what? Take a look at a typical day in our lives at the Regent Street offices:

6.45am - For those of us on the early shift we must drag ourselves out of bed at a time when most people are still dreaming sweet dreams! Arriving at work in the dark and wiping the sleep out of our eyes we check the answerphone for messages. Most days there will be messages - more often than not from our poorly teachers or support staff who (bless them) have called at 3am to say they won't be going in to school today.

7am - The onslaught begins. Our available teachers begin calling in their masses (at our request of course!) to remind us that they are still available for work. At the same time, the schools begin to call. Most of them are stressed out about the fact they need a supply teacher and they need them quick smart! Our job is to fulfill their requests in the quickest time possible. We must match their requests to the right teacher with the right skills who is living in the location most accessible to the school which might mean we can't always offer the work to the teacher who might need it the most if they are not living in the most suitable location. Sometimes the school ask for a particular person and so the race begins to try and track down that teacher and find out if they are actually still available. Amongst all the mayhem - we have to input all the bookings on to our computerised system, organise journey plans and act as guide when our teachers get lost en route. Its a two hour period during which time we have no idea if we will be busy or not - and if its manic - we thrive on the stress!

9am - Breakfast run. After 2hrs at our desks the stomachs need sustenance - we just have to hope that when we are out ordering tea and hot toast that we don't receive any late late bookings from schools..... it happens!

10am - 3pm The late shift arrives for work. The teams meet for a debrief of the mornings events and to discuss the days timetable. No day is ever the same for a consultant at Classroom! Perhaps we will have a string of interviews with new teachers and support staff. We might possibly have arrivals from one of our overseas offices which means we might have some very nervous and exhausted people who need our help, guidance and reassurance. Our job is to support, induct and prepare these brave individuals for the British education system and its so rewarding when things work out well for them! We might find ourselves anywhere in London visiting one of our schools. We visit all schools that we send our staff to. Its important for us to check out the environment into which we will be sending our staff and to meet the education professionals whom they will be working alongside. No one visit is ever the same. Last week for example, I visited a wonderful Primary school and met the most extraordinary Year 6 boy who gave me a tour of the building. He felt it was important for me to see where "gold class line up and indigo class line up and where magenta class line up - because the supply teacher ALWAYS gets it wrong"!! Come 3pm - the early shift at Classroom are meant to go home - but it doesn't always work out that way - bookings are coming in for the following day and teachers need to be spoken to, debriefing with them on how their day has gone and ironing out any possible issues that have arisen.

3pm - 6pm - The late shift. If we are not busy organising teachers for schools the following day, then perhaps we are busy working on longer term positions which might have come in. We search the computer systems to match the right candidates with the skill set required by the school. Perhaps we have to work with the candidate on updating their CV to ensure they are promoting themselves as the best person for the job. We might need to advertise for the job (cue online ad design) or we might need to organise interviews for candidates. If we aren't working on a particular vacancy then perhaps we are engrossed in a big marketing campaign to attract new schools for our teachers or to attract new candidates to Classroom. Amongst all this - we must call around all of our teachers and support staff to confirm their availability for work the following day and/or week. That's a lot of telephone calling, and that is without any major drama's occurring for our teachers who will need our comfort, support and most importantly, our time.

6pm - If we are lucky we can leave on time! If its been a stressful day then we might have a glass of wine en route to our homes and if its been a successful day (we celebrate just like you do if you've secured a longed for job!) we might just do the same, just like the rest of you I am sure! Our days are varied and we love what we do. We all feel a sense of triumph when we see how well our teachers and support staff are doing and a day doesn't pass without the sound of laughter filling Classroom's offices!

Still don't understand what we do or what you need to do to make sure you are making the most of your agency? Don't hesitate to give us a call for a chat!

When should children start learning?

Nicole Morgan, Primary consultant at Classroom returns with her second blog examining the recent debate in the media about delaying the age at which Primary school children begin formal learning:

"The education columns have seen some animated debate over the last week upon the release of the Cambridge Primary Review, a document that has made some controversial suggestions about the direction in which the education of our youngsters should be heading.

Six years of research and several hundred pages of report later, the review is largely centred around the concept that our nation’s children should be starting formal schooling later than they presently are, and thus benefitting from a further year’s worth of play-based learning as currently taught in our Nurseries. This change in policy would bring us in line with many European and Antipodean countries where serious and structured education begins at age 6 or 7, not to mention our Welsh neighbours who have already extended the Foundation stage to the age of 7.

On publication of the review, opinions have been bandied around left right and centre, with the government instantly rejecting the report on several counts. In the meantime however discussion amongst journalists, parents and many currently working in education suggest that there could be many who are pro the initiative, perhaps those who place great value on the extra time children would have to learn to play, socialise and generally adapt to the way of a classroom in a Nursery setting.

Dame Gillian Pugh who acted on the advisory board for the review claims ‘If you introduce a child to too formal a curriculum before they are ready, you are not taking into account where they are in terms of their learning and their capacity to develop’. With such a push in recent years on the numeracy and literacy strategies, the review argues that where play-based learning ceases too early, formal education could actually become ‘counterproductive’.

Philip Collins, Times Online columnist suggests perhaps we should be following the example of our Scandinavian counterparts in an attempt to raise the standards of our children’s education over the long-term;-

‘Finnish kids don’t’ start until 7 either and they are the brainiest in the world at 11’

Incredibly, within a few days of the Cambridge Review being published we have also been privy to a debate that would reinforce the views of those in Government such as Chris Woodhead, former Chief Inspector of Schools who has voiced concerns that a delayed start to formal education would result in lower standards overall.

In its frightening account of the basic levels of language and communication with which some children are entering school, the Times outlines a grave situation that Ms Gross, former director of the Primary National Strategy calls a ‘ticking timebomb’. With some students beginning their education with a speaking age of just 18 months and 18 % of children aged 5 failing to meet the anticipated level of speech for their age, a further delay in formally educating our little ones would surely only exacerbate this issue?

So, what do you think? For many of you who were educated and trained overseas, does a later start in Primary education make for a positive or a negative effect on a child’s education? Does that extra year allow for important development both short and long-term, or should our focus lie on pushing the levels of language and communication forward, so that Foundation stage children start their formal education with solid bricks on which to build"?

Guest Blog: Is it all in the name?

Our second guest blogger is Nicole Morgan, a consultant here at Classroom who works in the Primary team. She is taking a look at whether you can judge a student by his or her name! Read on:

New term, new class, new names to learn. September each year inevitably brings with it a fresh bunch of ‘darlings’ still bubbling with the excitement of the summer, some fresh faced and ready to learn, others less so perhaps. So, as you cast your experienced eye over the register of this year’s cohort what images spring to mind? Will you need to watch out for Connor clobbering Callum at morning break? Will this year’s Brandon be as brutal as last years and will Elisabeth be the one educating YOU in Science this afternoon?

A recent online survey by parenting organisation Bounty.com explored the dialogue surrounding school children’s names. Of the 3000 teachers surveyed, nearly half admitted to possessing pre-conceived ideas of the characteristics and behaviour of a student based on their name alone, prior to their stepping foot into the classroom.

Topping the list of the ‘naughty’ names are both Callum and Connor for the boys coupled with Chelsea and Courtney for the girls, whilst the teachers surveyed seem to have agreed that the Alexanders, Adams and Elisabeths of the class tend to exhibit signs of being the brightest students. Of course, as Faye Mingo of Bounty stresses, ‘Teachers are only human and make assumptions like the rest of us’. One teacher, whose thoughts are cited in McDonagh’s times article, Names that mean trouble, reinforces these thoughts; ‘I went through my new class list and mentally circled the ones I thought would be most difficult. I reckon I have a 75% hit rate’

Top Ten Naughtiest Boys & Girls Names

1. Callum & Chelsea
2. Connor & Courtney
3. Jack & Chardonnay
4. Daniel & Aleisha
5. Brandon & Casey
6. Charlie & Crystal
7. Kyle & Jessica
8. Liam & Brooke
9. Jake & Demi
10. Brooklyn & Aisha

There are also perhaps some parallels to the adult world to be drawn here? The caddish characteristics of Callum Best and the wild ways of Courtney Love seem, if past press coverage is anything to go by, to have extended way beyond their childhood classrooms?!

It is perhaps noteworthy that another result of Bounty’s survey shows the overlap between the naughty and the popular; Jack, Daniel, Brooke and Courtney all feature on both top ten lists respectively. 57% of the teachers involved in research confirmed these findings by adding that the naughty children often find it easier to make friends and gain popularity than the their well behaved counterparts.

McDonagh, also notes in her recent Times article, ‘children who are called after places, or characters and actors in soaps and American sitcoms are likely to come from families who not only watch soaps but terrifyingly model themselves on them. Their children behave accordingly.’ A broad statement to make indeed, but could there be some socially founded link between the namers, the names and the behaviours exhibited? Food for thought perhaps…

As those teaching in this years classrooms, we’d love to hear your thoughts on this discussion; does a cheeky Charlie or a brainy Becky feature on your register?

Guest Blog: When Teaching Assistants Take Over...

Our first guest blogger is Stefanie Moore who currently works as one Classroom's Teaching Assistants and is in the midst of teacher training. We have asked her to look at the issue of Teaching Assistants becoming more involved in the teaching of lessons and what she thinks their role in the Class should be.

My decision to re-train as a teacher came about after spending time in the classroom as a supply teaching assistant. On those many early mornings, there were times when I thought that my allotted teacher was maybe not pulling their weight, but I would never have dreamt of thinking that I could do a better job – without the right training. And the intensity of the PGCE programme that I’m currently battling through confirms this – to learn to be a teacher takes experience, reflection and acquisition of new skills. No mean feat.

So when I read the headlines claiming ‘TAs left in charge for days on end’ through to the more spurious articles which suggest that bouncers and beauty therapists are running schools, I’m as shocked as anyone else. Reading between the lines (and a little deeper than these attention grabbing reports would like), I believe that a) this situation doesn’t happen as often as suggested in the press and b) there are situations where a teaching assistant can be of real benefit as a surrogate teacher in the classroom.

If students are left teacher-less for any length of time, then a familiar TA is privy to more insider knowledge about the class then a supply teacher; he/she will know who’s on which reading level, where to find the pencil sharpeners and how to resolve any ruckus between Danny and Darren. Also, having a familiar face in charge means less disruption to students – and a more peaceful day for everyone.

Lord Adonis wrote that assistants are extremely useful in the classroom and should contribute to the learning ‘if supervised by a qualified teacher’. At first, I thought this was an odd statement – why is the TA teaching if a teacher is in the room? But I think I know what he means. TAs are brilliant at taking small groups in guided reading sessions and working one on one with EAL/SEN learners. If an assistant has a particular skill relevant to the lesson (be it Bollywood dancing, fluent Russian or cross-stitch), then it makes sense that these skills are recognised and that TA becomes teacher.

But these are all situations where the teaching role is embedded in the lesson – the TA should not be expected to take responsibility for the whole class. I enjoyed the experience of teaching stand-alone sessions – but I was working with a small group of students and was already considering the possibility of re-training as a teacher. Not all TAs would relish the opportunity. The media seems to suggest that these poor, put-upon assistants are approached to cover whole lessons single handed and are being made to feel as if they can’t refuse – surely being forced to do something which falls outside your job remit is workplace bullying? Within the classroom, my worry is that teaching assistants would face the same challenges – behaviour management, assessment, personalised learning – but without the training. A chaotic day in the classroom is par for the course; for an inexperienced teaching assistant it would be a serious blow to the confidence. Of course, I have no doubt that many teaching assistants would do a fantastic job at this – but if they do, then they should be remunerated for their efforts. Taking a class and doing it well is above and beyond the call of duty.

In reality, it seems that TAs are used as teachers out of convenience, rather than out of recognition of their particular skills, to keep budgets down at the cost of learning. Teaching Assistants are an invaluable support in the classroom but to give them the responsibility of taking lessons on a regular basis is unfair and misleading. Sadly, if what I heard this morning on the news is more than just gossip, then I fear that we are in for more of the same. If plans go ahead to cut '£2 billion from schools' budgets, then classroom assistants may be called on to cover a little more often than before…..

What do you think about what Stef has to say? How do you think teaching assistants can be best utilised in the classroom? As always your comments are always welcomed.

Classroom Job Alert

Its Friday - which means its Classroom's day to post a selection of its best or most immediate job vacancies. It is our intention to post job alerts every Friday - though obviously certain times of the year will have more vacancies than others.

For September - a lot of positions are already filled - however we are still looking for excellent teachers and teaching assistants and below are a selection of jobs which may interest you. Please note that for ALL teaching vacancies you MUST have a valid teaching qualification recognised in the UK:

SECONDARY SCHOOL VACANCIES

• Science and Maths Teachers - Good School

2 Science teachers and 1 Maths teacher required for a well run mixed comprehensive school in East London. All the posts are Maternity cover, the duration being months to a full academic year.

The Science candidates would be expected to teach General Science to KS3 and focus on their Science specialism (Chemistry, Biology or Physics) at KS4 Level. The Maths post requires a teacher experienced in teaching KS3 and 4 (GCSE) classes.

The start date for the Science and Maths posts is November 2009 (after the 1/2 term break)

• ICT Vacancies

We are recruiting ICT teachers for 2 excellent London schools. One is based in Central London and the other based in West London. Both schools ideally require candidates with A Level experience but would also be willing to look at candidates with GCSE experience if they are willing to take the challenge of taking on more responsibility with A Level teaching.

The start date for both schools is November 2009 - after the 1/2 term break.

Please contact the Secondary division on 020 7636 0600 or email: secondary@classroomteachers.co.uk

PRIMARY SCHOOL VACANCIES

• Year 3 Teacher

A small one form entry Primary school in Lewisham seeks an experienced teacher to take on a class of 22 children with immediate effect. The school are inviting applications from teachers who have taught specifically in lower KS2 in a London Primary school on a long-term basis; ideally you will have a thorough working curriculum knowledge coupled with an imaginative teaching style that will genuinely engage the class and motivate them to learn. Enthusiasm, character and a sense of independence are a must!

The school is a very multicultural environment with a high proportion of children with English as their second language. Experience in teaching in a similar environment would also be beneficial. The post will commence within the next week and will be for the duration of this academic year.

• Year 6 Job Share

A small one form entry school in the borough of Merton are seeking an experienced KS2 teacher for this 3 day Yr 6 job share. The position will run Mondays through to Wednesdays.

Ideally this school is looking for a teacher with KS2 experience in a London school setting on a long-term basis. If you have Yr6 and Yr6 SATS experience then we would especially like to hear from you. This position requires a teacher with superb planning schools and strong classroom management skills.

Please contact the Primary division on 020 7636 0600 or email: primary@classroomteachers.co.uk

SPECIAL NEEDS TEACHING VACANCIES

• ICT and English Position

A well-run Pupil Referral Unit in Bexley is looking for an ICT and English teacher. If you have one or both of these as your specialist subjects then this could be the job for you! The position will initially be daily with the possibility of becoming long-term. Working with emotional and behavioural difficulties is challenging and rewarding. This is a fantastic opportunity to make a difference to the lives of disadvantaged teenagers.

• Maths Post

A very supportive PRU in Havering require an experienced Maths teacher with an excellent knowledge of the KS3 and KS4 curriculum. The right teacher must have good behaviour management and experience working with challenging behaviour. The class sizes are small with excellent support. This position has the potential to go perm for the right teacher.

• Teacher of EBD (Emotional and behavioural difficulties)

We require an experienced EBD teacher to work in the borough of Bromley. The position requires the teacher to work 2 days in an intervention Centre supporting 2 members of staff; and 3 days visiting schools in the area assessing the needs of EBD students and offering support and guidance on the best course of action to take. You must be confident and articulate with an excellent working knowledge of EBD, the role requires contact with heads of department and senior management. A fantastic opportunity for an ambitious EBD teacher.

• Year 3 and 4 Teacher

A lovely Special needs school in Lambeth is looking for a qualified teacher until the summer term 2010. The position is to work with a year 3 and 4 class with a mix of severe learning difficulties and medical needs. Some of the children will be in wheelchairs and require special medical equipment while others may be non verbal and use PECs and Makaton communication techniques. This is a really nice group of students; however the role does require a teacher who has had prior experience with these needs. This is a long term position with the possibility of being taken on permanently by the school after 2 terms.

Please contact the SEN division on 020 7636 0600 or email: sen@classroomteachers.co.uk

CLASSROOM ASSISTANT & SUPPORT VACANCIES

• Qualified Nursery Nurses

Our division are always looking for qualified Nursery Nurses (NVQ Level 3) for day to day and long term bookings across London. If you have experience within the last two years and have an up to date CRB we would love to hear from you.

• Classroom Assistants with Special Needs Experience

Our SEN schools based in Lambeth, Southwark and Ealing are looking for day to day and long term teaching assistants with special needs experience. You must have experience within the last two years along with the patience, passion and flexibility for day to day and long term cover.
If you hold an up to date CRB and have the relevant experience then send your CV as soon as possible.

Please send your CV to: support@classroomteachers.co.uk

*Please note that due to the volume of applications for support roles we are unable to respond to all applicants. If you have not heard from us within 7 days please note that on this occasion your application has been unsuccessful.

Thats all for this week. Remember to keep us up to date with your current availability! We look forward to hearing from you.

Coming Soon - Vetting & Barring Scheme for Teachers & Teaching Assistants in the UK

Next month sees the launch of the governments new Vetting and Barring scheme which will run as a replacement for the current List 99 checks which we have up until now used to check for those prohibited from working with children in education.

Costing £64 for the check which will be run alongside the enhanced CRB check (which Classroom already processes for all teachers and support staff working with us) this check must be run for anyone working with Children or vulnerable adults in either a paid or voluntary capacity. Those who volunteer will not have to pay and this one off check does last a lifetime. This new check is run by the statutory body called the Independent Safeguarding Authority (ISA) who say on their website that the scheme is designed to "help prevent unsuitable people from working with children and vulnerable adults".

With up to 11 million people likely to be affected by this new legislation it has so far proved controversial in the media. The author Philip Pullman (who frequently visits schools to discuss his books) has been publicised for his criticism of the legislation which he claims is "dispiriting and sinister". Fellow critics suggest the legislation could result in fewer volunteers and youth workers reaching out to younger people in need.

So what do people think? Surely new stricter legislation which helps to protect children and vulnerable adults is a good thing? Or is this new scheme a step too far? Are you comfortable knowing that your personal information will make up part of what will become one of the biggest data bases of its kind in the world?

From Classroom's perspective I can tell you that you will not immediately be affected by this new legislation. From July 2010 - anyone newly registering with Classroom will be liable to the £64 check if they have not already applied for it. For those teachers who are already here and working in schools - you will not be considered priority and so do not expect to be affected until towards the end of 2010. Remember though - this is a one off payment which lasts a lifetime.

Please let us know your views on this subject. Here's one comment we just received:

camefix said...

I am really upset about this.
First, I gossip with permies in the staffroom and I KNOW some of them haven't had a CRB done. I'm a supply and I must be checked and pay for it myself or I can't work.
2nd. When children are abused, the worst abusers are family members. No teacher beats, starves, or murders a child; or goes on holiday leaving kids unsupervised.

What do you think?

Classroom launches its blog!

Well its a new academic year and here at Classroom we are all feeling positive about the forthcoming months - so what better time than now to launch the Classroom blog?

Classroom is an education agency supplying teachers and support staff to schools throughout London. We are really committed to building strong relationships with our supply staff and this blog (we hope!) will bring us all closer together with the sharing of views, ideas and the latest issues to affect our superb education professionals who are supply teaching in London.

I am personally new to blogging so I can't do this alone! My dear colleagues here in the office are all chomping at the bit to have their say via the blog and I am determined to cajole our wonderful teachers and learning support assistants in to making contributions themselves. In other words a collective blog for us all to have our say!

When will the blog be posted and what will it be about?

• MONDAYS & WEDNESDAYS: Issues in Education, Agency news, Relevant hints and tips to make your supply teaching life easier.


• FRIDAYS: Job posting day! Every Friday we will be posting the best of our vacancies - be sure to check them out weekly.

It goes without saying we would like as many people as possible to follow this blog so do keep your eyes peeled for our first few blog posts. If there are any burning issues in Education or supply that you think we should look at or you are keen to be a contributor to our blog - do tell us. Everyone is welcome.....