Within my assignment I aim to critically reflect on the experiences I have undertook in my chosen placement in a primary school setting. Slavich and Zimbardo (2012), highlight how work experience can provide students with first-hand knowledge, which give students a richer, more meaningful understan...
Within my assignment I aim to critically reflect on the experiences I have undertook in my chosen
placement in a primary school setting. Slavich and Zimbardo (2012), highlight how work experience
can provide students with first-hand knowledge, which give students a richer, more meaningful
understanding of experiences and quality of learning (Slavich and Zimbardo, 2012).
When considering my placement I wanted to incorporate my future career prospects pursuing a
career in a primary school, particularly within foundation stage. I was lucky enough to be accepted
into my first choice, Oakham primary school, where I was a pupil myself. I wanted to actively seek
how early learning opportunities can provide the best start in life and impact a child’s future.
Statistics show that ‘94% of children who achieve a good level of development at age five go on to
achieve the expected level for reading at KS1, and are five times more likely to achieve the highest
level’ (Department for Education, 2019). Thus, early learning can provide a positive impact on
education but also a child’s well-being and development when providing access to new concepts and
ideas.
Before I could participate in my work experience, I had to get confirmation that I am a student of the
University of Worcester and the reasons for my visit. I then had to complete a volunteer form, along
with a DBS check. The process took longer than expected, however, it was necessary due to working
with children. As a result of this I have not yet started my official work placement. Nethertheless, I
attended a pre-visit prior to my work experience.
On my pre-visit I met the foundation stage lead and mentor, Mrs Stretten to establish my placement
dates and responsibilities. The safeguarding process was explained during the visit and if there were
any concerns they are to be reported to a class teacher. Safeguarding is defined as ‘protecting
children from maltreatment; ensuring that children grow up in circumstances consistent with the
provision of safe and effective care’ (Hall, 2019). Within the last five years an alarming average of ‘68
child deaths by assault a year’ (NSPCC, 2019) happen in the UK. These figures show the unfortunate
outcome of child abuse going unnoticed, or ignorance to the possible signs. One way concerns are
reported is through the schools E-safeguarding platform, ‘My Concerns’. Reports are designated to
the safeguarding team to assess and further actions are taken if necessary. This is an effective and
pro-active way for staff to report any concerns they may have. My visit to the school has broadened
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