This sample unit is taken from Heinemann's NVQ/SVQ Level 3 Teaching Assistant's Handbook: Secondary Schools, 2nd edition - 9780435449391.
Find out more or order online at www.heinemann.co.uk/teachingassistants.
31
Prepare and Maintain the
Learning Environment
This unit looks at some of the different areas in which you will work within the school
environment. It considers how you will need to familiarise yourself with different
locations within the school and be able to work safely in them. You need to know
where to find equipment and learning materials for a variety of subjects as well as
items in everyday use. You should also have an awareness of those members of staff
responsible for maintaining stocks of materials and resources for different subjects.
Some learning environments may also be less accessible for pupils with special
educational (Additional Support for Learning (ASL)) needs. You need to work with
others to ensure that these pupils have equal access to equipment and materials as
well as movement around the school.
This sample unit is taken from Heinemann's NVQ/SVQ Level 3 Teaching Assistant's Handbook: Secondary Schools, 2nd edition - 9780435449391.
Find out more or order online at www.heinemann.co.uk/teachingassistants.
What you need to know
and understand
For this unit, you will need to know and understand:
Your role and responsibility for preparing the learning environment
The roles and responsibilities of others within the school in respect of establishing and
maintaining learning environments
The principles and practices of inclusive education and the implications of these for setting
out learning environments
The school’s health and safety policy
Who within the school is responsible for health and safety and the procedures for reporting
concerns or problems
Basic knowledge of pupils’ physical development and any additional support needs and
the importance of taking account of these when considering safety arrangements and
positioning furniture, equipment and materials
The need of all pupils to explore their environment in safety and security
The school requirements and any other guidance for health, hygiene, safety and
supervision in the setting, including access to premises, store rooms and storage areas
Any health and safety requirements for the materials used in the learning environment or
to prepare learning materials, e.g. COSHH requirements
How to dispose of waste materials safely and with due regard to recycling opportunities
and sustainable development
How environmental factors (temperature, light, etc.) may affect the learning process and
how they should be adjusted for different activities
How the environment would need to be adapted for pupils with sensory and/or physical
impairments
How to encourage pupils to accept responsibility for the safe use and care of equipment
and materials in the learning environment
Who to report deficiencies, damage or shortfalls in equipment and materials to and the
procedures for doing this
Your role and responsibility for preparing
the learning environment
You need to work in a number of different learning environments
and understand why they are needed. Learning environments include
any area within the school, for example specialist areas such as ICT
S/NVQ Level 3 Teaching Assistant’s Handbook: Secondary Schools, 2nd Edition
Key term
Learning environment – any
area inside or outside the
school setting that is used for
teaching and learning
This sample unit is taken from Heinemann's NVQ/SVQ Level 3 Teaching Assistant's Handbook: Secondary Schools, 2nd edition - 9780435449391.
Find out more or order online at www.heinemann.co.uk/teachingassistants.
suites or food technology rooms. They also include outside areas or those beyond
the school where learning takes place: these may be places visited on school trips or
during extended school provision. You or the class teacher will need to be familiar
with all these areas before working in them, so that you are able to plan effectively
when working with pupils. If you are asked to work with a group or class and are not
familiar with a particular area of the school or do not know where it is, always seek
advice. For example, it may not be apparent that a particular area of the school is set
aside for Science activities or where you should go to look for Design Technology
equipment. The school should have resource areas where members of staff have access
to equipment for each particular subject area, such as:
• Science resources
• Maths equipment
• D&T tools and equipment
• Art materials
• musical instruments
• PE equipment
• Geography/History resources
• CD-ROMs for computers
• RE resources
• personal, social and health education (PSHE) resources.
Some of these, such as PE equipment, may be immediately apparent.
However, if there is a subject area which you are not often required to
work in, you may need to ask other members of staff. Also make sure
that you are familiar with how different items of equipment work before
you use them.
Key terms
Resources – furniture
and equipment needed
to support the learning
activity, including classroom
furniture and curriculum
specific equipment such as
computers or PE, Science or
Maths equipment
Materials – written materials
and consumables needed
for the learning activity,
including general classroom
items, written materials and
curriculum specific materials
You will also be responsible for more ‘general’ classroom preparation, for example
ensuring that there are sufficient resources for planned activities within the classroom
on a daily basis. Any specific or unusual resources, such as books or artefacts for a
Figure 31.1 Choose the
correct resources – even if
some may be unusual!
Unit 31 Prepare and maintain the learning environment
This sample unit is taken from Heinemann's NVQ/SVQ Level 3 Teaching Assistant's Handbook: Secondary Schools, 2nd edition - 9780435449391.
Find out more or order online at www.heinemann.co.uk/teachingassistants.
specific topic like the Romans, should be directed by and discussed with the teacher.
You will also be expected to maintain the learning environment during and between
lessons. This may include jobs such as making sure there are adequate sharp pencils
or pens, or keeping stocks of paper ready for use. It is important for you to be aware
of items like this, which are constantly in use and may run out quickly. When the
teacher is busy or unable to speak to you between activities, always have the initiative
to keep busy!
The types of materials that may be needed within the learning environment include:
• written materials, e.g. books, worksheets
• equipment for different curriculum areas
• general classroom items, e.g. pencils, paper, scissors
• specific items, e.g. artefacts for a ‘Chinese New Year’ topic
• outdoor equipment for break time or PE use.
The roles and responsibilities of others within the
school in respect of establishing and maintaining
learning environments
All members of staff will have responsibilities for maintaining the learning
environment. There will, however, be certain staff whose responsibilities should be
familiar to you.
Health and safety representative
This designated member of staff has responsibility for making sure that there are
systems and routines in place to maintain the safety of everyone in the school. Be
aware of who they are and the procedures for reporting any concerns to them.
School keeper or caretaker
This member of staff works alongside the safety representative to maintain a
safe environment. They will also be responsible for making sure that the general
environment is kept in a safe condition, for example that minor repairs are undertaken
or that items such as light bulbs are replaced when necessary. The school may have
a maintenance book so that members of staff can report any issues as they arise.
Caretakers may also help with preparing larger items, such as a video recorder or
overhead projector, for use within the learning environment.
Facilities committee
This part of the school’s governing body is responsible for the school site and grounds.
The committee will meet to discuss issues such as the repair and maintenance of the
school. They will oversee contracts for people such as school cleaners and gardeners,
and will also make sure that health and safety guidelines are being met. This
committee may include the teacher governor and will always include the headteacher.
Subject managers or co-ordinators
These members of staff are responsible for making sure that their subject area has all
the resources required. For example, the Art co-ordinator or head of department will
need to keep up to date on the amount of paint that is being used at any given time.
They may have their own systems in place for doing this and you need to find out how
to report shortages to them. The different subject co-ordinators need to make sure that
S/NVQ Level 3 Teaching Assistant’s Handbook: Secondary Schools, 2nd Edition
This sample unit is taken from Heinemann's NVQ/SVQ Level 3 Teaching Assistant's Handbook: Secondary Schools, 2nd edition - 9780435449391.
Find out more or order online at www.heinemann.co.uk/teachingassistants.
there are adequate resources if particular activities, such as working with clay, have
been planned for a whole year group.
Person responsible for maintaining stocks of materials
This member of staff needs to be aware of the kinds of materials that are used on
a daily basis and may be quickly used up. These will include photocopy paper,
sharpeners, rubbers, whiteboards pens, printer ink, exercise books, staples and so on.
Make sure you know who this person is so that you can report any shortages when you
find them.
Portfolio activity
K2
Identifying staff responsible for different learning
environments
Create a table using the headings above or use a staff list to identify who is
responsible for different learning environments in your school. This can then be
used in your portfolio.
Principles and practices of inclusive education and
the implications of these for setting out learning
environments
As discussed in Unit 18, the main principle of inclusive education is that all pupils
have the right to be educated alongside their peers in a mainstream school wherever
possible. This includes children who have special educational (ASL) needs or a
disability that means they have been educated in another setting or out of mainstream
schools. The SEN and Disability Act 2001 made significant changes to the educational
opportunities that are available to children with disabilities and special educational
(ASL) needs. This means that it is more likely for these children to be accepted into
mainstream schools. There will always be some children for whom mainstream
education is not possible, for example where highly specialised provision is needed,
but the majority of children should not need to be separated from one another in
order to be educated. The advantages of inclusive education, compared to separation,
are shown below:
Inclusion
Separation
Equality – all children receive the support they
need to build on and achieve their potential
‘Special’ or different treatment
Learning assertiveness
Learning helplessness
Participation of all
Participation for some
Involves all members of society
Builds barriers in society
Unit 31 Prepare and maintain the learning environment
This sample unit is taken from Heinemann's NVQ/SVQ Level 3 Teaching Assistant's Handbook: Secondary Schools, 2nd edition - 9780435449391.
Find out more or order online at www.heinemann.co.uk/teachingassistants.
The implication of inclusion for setting out learning environments is that environments
should be accessible to all pupils. The Special Educational Needs Co-ordinator
(SENCo)(Additional Support for Learning (ASL) teacher) may need to advise on how
you achieve this, if you have to support a pupil who has very specific needs.
K3
Case study
Preparing the learning environment for those with
limited mobility
Consider the following facilities within the learning environment:
access to everyday items, such as tables, chairs, text books
access to areas within the classroom, such as the sink or painting area.
How might you prepare these areas when managing a pupil with limited mobility
in the classroom? Why is this important?
The school’s health and safety policy and the
procedures for reporting any concerns
You need to be aware of your school’s health and safety policy with regard to setting
out learning environments for pupils. It may be that there is specific guidance for
doing this or the policy may just list those areas in which you need to be particularly
vigilant. You should know the identity of the designated health and safety officer and
how to report any safety concerns to him/her.
K5
Portfolio activity
Reporting health and safety issues
Find out the procedures in your school for reporting any health and safety issues. If
you have needed to report any and this has been logged, you can photocopy and
annotate the details to use as evidence for your portfolio.
Maintaining a safe environment and school
regulations related to this
Whatever the needs of pupils, they are entitled to a safe and secure learning
environment. Always be aware of health and safety issues, in particular when working
with younger children. It is a duty of all secondary school employees to keep pupils
safe, as many younger pupils are not aware of the hazards that may occur or the
possible consequences. Schools will also have in place security measures such as gates
and procedures for identifying visitors such as signing-in books and visitors’ badges. If
you encounter unfamiliar persons on school premises, always challenge them politely.
S/NVQ Level 3 Teaching Assistant’s Handbook: Secondary Schools, 2nd Edition
This sample unit is taken from Heinemann's NVQ/SVQ Level 3 Teaching Assistant's Handbook: Secondary Schools, 2nd edition - 9780435449391.
Find out more or order online at www.heinemann.co.uk/teachingassistants.
Sufficient storage space can be an issue in schools. Spaces such as cleaning cupboards
or areas where resources are kept can sometimes be left untidy due to lack of time or
staff being unsure where items should be stored. However, it is important that storage
areas are locked and kept tidy so that they do not present an additional hazard.
Portfolio activity
K7
Adhering to the health and safety policy
Andrew has just started a new job in a secondary school. He has been given a copy
of the school’s health and safety policy, which emphasises the importance and
necessity of vigilance among members of staff. He is surprised to notice that this
policy does not appear to be observed and that the signing-in procedure is often
ignored by office staff and visitors to the school are not identified. He knows that
many parents help in the school and that the attitude of staff is ‘It’s OK, it’s only a
parent, we know who they are.’
Should Andrew say something and if so to whom?
Why is it important for pupils that health and safety policies are not only in
print but adhered to by all staff?
Any health and safety requirements for the
materials used in the learning environment
or to prepare learning materials, e.g. COSHH
requirements
If the materials you are using have particular health and safety requirements, you
should be aware of these. Government guidelines specify that all organisations should
observe procedures such as carrying out risk assessments when using materials that
may be hazardous. Staff and pupils should have appropriate safety equipment such as
goggles if they are required. If you are in any doubt at all or have concerns about what
you have been asked to do, consult your school’s health and safety representative.
How to dispose of waste materials safely and with
regard to recycling and sustainable development
Schools will increasingly have recycling bins on the premises for the disposal of paper
and plastics. All staff and pupils should be encouraged to make use of these. There may
also be school gardens and compost areas for dealing with waste from fruit.
First aid waste will usually be collected and disposed of in separate bins, although in
some schools it is placed in sanitary disposal containers. If you come across anything
sharp, which needs to be removed, you should speak to your school keeper after
making the area safe for others.
Unit 31 Prepare and maintain the learning environment
This sample unit is taken from Heinemann's NVQ/SVQ Level 3 Teaching Assistant's Handbook: Secondary Schools, 2nd edition - 9780435449391.
Find out more or order online at www.heinemann.co.uk/teachingassistants.
K10
Portfolio activity
Identifying recycling points in school
If possible, when your assessor visits the school, point out any recycling points on
the premises to show that you are aware of the kinds of measures that are in place.
Figure 31.2 Schools are a
central point for sustainability
How environmental factors may affect the learning
process and how they should be adjusted for
different activities or for pupils with physical and/or
sensory impairments
As far as possible, all pupils should be given equal opportunities in the learning
environment. All pupils, including those with special educational (ASL) needs,
should be considered when planning and setting out materials and resources. The
environment may often need to be adapted for the needs of particular pupils.
Factors that need to be considered include:
• Light – Where there is a visually impaired pupil with light sensitivity, the light
may need to be adjusted or teaching areas changed.
• Accessibility – Furniture and resources may need to be moved to allow a pupil
in a wheelchair as much access to classroom facilities as other pupils.
S/NVQ Level 3 Teaching Assistant’s Handbook: Secondary Schools, 2nd Edition
This sample unit is taken from Heinemann's NVQ/SVQ Level 3 Teaching Assistant's Handbook: Secondary Schools, 2nd edition - 9780435449391.
Find out more or order online at www.heinemann.co.uk/teachingassistants.
• Sound – Some pupils may be sensitive to sounds in the learning environment,
for example an autistic pupil may be disturbed by loud or unusual noises. It is
not always possible for these to be avoided, but teaching assistants need to be
aware of the effect that they can have.
You need to be sensitive to the needs of all pupils when managing the learning
environment. For example, if the temperature is too hot or too cold, or if there is a
disturbance, you may have to find an alternative location in which to work.
Portfolio activity
K11
Identifying necessary changes to the learning
environment
Identify some of the changes you have had to make in different environments
when taking the above factors into consideration.
How to encourage pupils to accept responsibility for
the safe use and care of equipment and materials in
the learning environment
It is likely that at some point you will be working with pupils using equipment with
which they will need to be particularly careful. Pupils who are working with D&T
tools or using PE equipment, for example, will need to be reminded about safety each
time they use them. Approach this by asking rather than telling them what they need
to remember so that they start to initiate these thoughts on their own.
It is also a good idea to draw pupils’ attention to general safety issues that they can
control within their environment, for example, pushing chairs under desks when
they get up. In this way they will start to develop their own responsibility for safety.
Good habits such as ensuring that the learning environment is always kept tidy and
that equipment is stored safely and in the correct areas will encourage pupils to do the
same.
Who to report deficiencies, damage or shortfalls in
equipment and materials to and the procedures for
doing this
You should know how to report any damaged equipment or materials that you come
across in school. Many schools have a book in which you can record details of broken
equipment. The caretaker or premises officer will usually be responsible for this and
for dealing with issues such as replacing general consumables, such as light bulbs.
Also make sure any damaged equipment or materials are out of the way and cannot
be reached by pupils. Such items should be appropriately labelled if this is not possible
and the responsible member of staff informed as soon as possible.
See also ‘Roles and responsibilities of others’ on page 4.
Unit 31 Prepare and maintain the learning environment
This sample unit is taken from Heinemann's NVQ/SVQ Level 3 Teaching Assistant's Handbook: Secondary Schools, 2nd edition - 9780435449391.
Find out more or order online at www.heinemann.co.uk/teachingassistants.
Keys to good practice
Preparing and maintaining learning environments
K14
Prepare the quantity of materials required for the number of pupils.
Check in good time that there are sufficient materials for the activity.
Remember safety when using tools and equipment.
Ensure you are aware of how to use any unfamiliar equipment before use.
Keep waste of materials to a minimum and dispose of them appropriately.
Return materials and store equipment correctly after use.
Report shortages in materials or equipment to the appropriate person.
For your portfolio…
Dealing with materials shortfalls
You work in a large five-form-entry secondary school. Teachers plan together and
share resources when they are working on the same topic. At present your Year 10
(S4) History class is studying the Ancient Greeks and you have been asked to take
a group of four pupils to sketch artefacts including pottery, coins and a lamp. The
plans specify charcoal and sugar paper. The school has limited resources and when
you go to the Art cupboard to prepare for the lesson, you find that there are no
charcoals left and very little white sugar paper.
How could this situation have been avoided?
What would you do?
What procedures would you follow in your school in order to ensure that the
stock was replaced?
This unit is divided into three sections: preparing the environment, preparing materials
for use, and monitoring and maintaining the environment and resources. In order to
cover performance, it is useful for your assessor to observe you setting up different
environments for pupils and making any changes as required during the learning process,
such as adjusting lighting and ensuring furniture is appropriate. Your assessor may also
wish to discuss with you the roles of different members of staff concerning the ordering
and preparation of learning resources and materials. There are a few overlaps in this unit
with the knowledge base for health and safety (Unit 3) and you may be able to show your
assessor how you take these issues into consideration when setting out the environment.
Further reading
Guidance on First Aid for Schools: A Good Practice Guide (DfES, 1988)
SEN Code of Practice (DfES, 2001)
Websites
www.teachernet.gov.uk/wholeschool/sen/ – information about supporting pupils with
SEN
www.diseed.org.uk – Disability Equality in Education
www.hse.gov.uk/coshh – gives COSHH requirements
10
S/NVQ Level 3 Teaching Assistant’s Handbook: Secondary Schools, 2nd Edition