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Reception supply

Discussion in 'Supply teaching' started by sazza2000, Feb 14, 2012.

  1. I am due to teach reception but my experience has been with slightly older children, thus more whole class teaching. Can anyone give me an insight, ie after your 15 mins whole class numeracy / literacy bit, what do you suggest? Do you try and get all kids working in their groups on the same task or do you have some on child led play whilst you just work with one group at a time. What does a typical day in reception for a supply teacher look like?
  2. I do quite a bit of supply in foundation stage and have even done some in nursery unit (3-4yr olds).
    The teacher should leave you instructions on what to do for 15min whole class input, usually some sounds work or counting/number recognition then the class will have free flow activities of their choice while you either work with individual children or small groups under the instruction of the teacher or often as I have had to do, observations on some children. Again the teacher should leave you a note about what aspect needs observing. If there is nothing from the teacher I will read a story and sing number rhymes then observe their play and interact to move them forward.
  3. While you are working with your group, would the other kids be wandering around the classroom on free play? Would it be too formal to expect that each group stays at their table? That was what I thought would happen, ie one table with me, one with the ta and the other two on a free play type activity. Obviously I would not make my activity too demanding, allowing me to leave my group occasionally to interact and supervise the overall class going ons.
  4. I have done more foundation stage supply recently, it's not my comfort zone either. i've found that it's very much free flowing play for those not working directly with you. Don't forget too that you have to offer outdoor play all the time too so you can't expect them to be at a table all the time.
  5. Usually foundation stage is pretty close to guaranteed to have extra adults around who'll know where planning is and what's going on in each area. Depending on how they structure it - you normally do an input with either the whole class or a selected group and then it will go into some form of free-flow ("choosing") with you either given a list of children to work on an activity with, or an area to be in supporting the children in their play, or something like a craft activity to be running with children (or a mountain of readers to hear!).
    I'd say 90% of the supply I do is nursery/reception - the most I've ever needed as my own backup resources are a couple of storybooks I like and some nursery rhymes/counting song type things - generally it's fairly well-planned for you.
  6. Thanks for the tips. I suppose as you say, the existing adults will know the routine. Do you you find it hard trying to juggle the balance between having to ask the other adults and follow their lead , yet at the same time, take charge and step up to the mark as being in overall charge even though they will know the kids and routine better. I want to be seen to work for my money, give something to the class and thus get invited back.
  7. No, I don't find any problem. Usually the other adults know their role really well and are happy to continue doing what they usually do. They'll happily tell you what you need to do to but will leave you to lead the class.I've actually found that foundation staff are the nicest to work with because the roles are so well defined.
  8. You are very lucky to be getting supple in reception. This is my specialism but I have yet to get supply in reception as they tend to be covered by HLTAs. I am very jealous.....

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