Join hundreds of early years practitioners in the TES Early Years group. Find lesson ideas and inspiration, share best practice and get your questions answered by your peers.
I don't know about next year yet, but for the last three years we've had two teachers and three TA's for two classes of 30 children. Next year is a bit up in the air as we've been earmarked for possible expansion to 90.
I will be pushing for obviously one extra teacher but also two additional TA's. This would help maintain the very fortunate staffing levels we've been enjoying!! Worst case scenario would be getting one teacher and no TA's because that would be two staff in each class.
In our Early Years Unit whuch has a 30 place am only nursery -1 teacher and 3 keyworkers ( 2 keyworkers work in the afternoons to cover flexible entitlement) and in reception- 1 teacher and 2 full time keyworkers
If we go to 1 intake for nursery then we will need 4 keyworkers for nursery to reduce the ratio down due to age of the youngest children
our class has one teacher and one t.a. this works with hard work and organization.
the time that the struggles begin is when you reach the point in the year when children who need extra help need to be taken into smaller groups and children who are more advanced need to be helped on .With freeflow play inside to out this becomes difficult .
I agree, we have 2 classes of 30 each with 1 teacher and 1 full time ta but maintaining free flow and everything else that needs doing can be a time struggle
We have 60 place nursery with one teacher and four keyworkers. The class teacher covers each keyworker group of 15 children one full day a week and has one day PPA . We work on a very tight time table and rotation of each area of learning throughout the week. Its hard work but very productive.
32 children in reception - 1 TA part of the day (I am on my own for about an hour a day + 3 different TAs throughout the week) = arararararggghhh!!!!!
30 children, one teacher one full time ETA. As you said, not always easy if you want free access to indoors/outdoors.
I try to take a common sense approach. To begin with lots of adult support and guidance how to play independently and access resources appropriately whilst one adult assesses for on entry. Then I gradually start to plan adult directed tasks for both inside and outside but change them if needed. We also read with the children every week but again, this can be done either inside or outside, weather permitting. At this time of year I plan for less adult directed so that I have time to assess.
I think the key is to do what works for you. Try out different things and don't be frightened to change them if they don't work. All classes are different and you won't really know what works until your new children are in and you give it a go.
I have a class of 20 children, 12 of which are summer borns. I was initially allocated 0 TA hours while the Yr 1 and 2 classes with less children, and older, enjoyed almost full time TA support!!
I managed, to get my TA hrs up to 9 hours by Spring, and now manage to have morning TA support. Still not enough, and a struggle to provide indoor outdoor flow, and get all the necessary aspects covered.
Top of page
TES Editorial © 2012 TSL Education Ltd. All pages of the Website are
reproduce, duplicate, copy, sell, resell or exploit any material on the
Website for any commercial purposes. TSL Education Ltd Registered in England (No 02017289) at 26 Red Lion Square, London, WC1R 4HQ