Headteacher won't disclose qualifications of TA

[AStreetcarNamedBob]

My son starts reception in January and it's a long story but the "teacher" is actually a TA

I've emailed the head master and asked to know what Mrs Xs qualifications are (ie QTS or NVQ level 3 or whatever)

He has refused to disclose saying that he won't discuss his staff without a good reason. Apparently the fact that my son is going to be entrusted to this women for 6 hours a day is not a good enough reason to be told her qualifications.

Would this surprise you? Does it seem an unreasonable question. The head is acting as shocked as if I were asking something personal like what colour pants she wears.

All I wanted was a response saying Mrs X holds a level X in early years studies or something.

Having looked at the EYFS there only needs to be a qualified teacher for every 30 children, no other staff required, so ratio is 1:30. (obviously the children need to be in the room with the teacher)

I don't think the OP is in the US, they just agreed with another poster who mentioned how things worked there.

If she doesn't have qts and is employed as a TA and being paid on the support staff scale then they are breaking laws so no wonder he won't disclose. At the very least she needs to be employed as an unqualified teacher/instructor but I wouldn't be happy.

I think it's unusual not to release information about qualifications (mine were available on the school website..) but not if the HT feels you are effectively bullying the class teacher. Is it possible the HT is concerned about you being intimidating?

I just wanted to add I worked with a great UT who had a first in her early years degree and EYPS. As a reception teacher they were wonderful (obviously wouldn't be appropriate for year 6). She counted the same as I did for EYFS ratios as she had the same level as QTS. So I would jumpy to the conclusion they are badly qualified.

Actually I would mostly be interested in whether she was being paid as a teacher on the normal pay scales. If they are, then they've likely just appointed the best person for the job. If not, then you start to worry...

^wouldnt jump to the conclusion
That should say!

I think I remember, now. Are they still giving you a problem?

I don't think that any of the stuff about academisation is relevant here. As far as I am aware, teachers must have QTS. I suspect that the issue is their inability to get another teacher, but it is unbelievably crap. Would you be happy to not send him to Reception and start him in year 1 the following September?

With a childminder and a bit of home ed for literacy and numeracy, you should be fine and can start at the same level as the other children.

4. Support staff must not be the main ‘teacher’ for an infant group and, where support staff are undertaking the more demanding aspects of “specified work” – particularly where they are working with whole classes – head teachers should have regard to the higher level teaching assistant (HLTA) standards in determining whether those staff have the necessary level of skills and expertise.

5. If a school were to use support staff instead of teachers to lead its infant groups, either as a permanent arrangement or for the majority of the school week on a regular basis, it would be in default of its class size duty.
   Consequently, a school must employ sufficient teachers to enable it to teach its infant classes in groups of no more than 30 per school teacher.

There is one adult in the reception class. She holds an NVQ Level 2. I am 99% certain about this because the community is so tiny we all know her and her background.

She is officially on the staff list as "Learning Support Assistant" that is all the information provided.

There is a QTS teacher in Year 1 (separate classroom) and the school says because YR & Y1 together equal less than 25 pupils that the Y1 teacher is the official teacher for YR as well (from the other side of a wall)

This is not an unusual set up for small/micro Primary schools. It's totally legal and recommended as a way of ensuring that the finances are used to best effect. Presumably, as you live in a small, Island community, you'd have known about this since your DD was born?

While in theory, the geography of where you live shouldn't impact on the education your DD receives, in reality, if you are expecting your DD to receive the same type of educational experience as a 3-form entry, high pupil-premium primary, you're going to be disappointed. Maybe that move back to the mainland needs to be seriously considered ?

Primary teach while Early Years Professional Status (EYPS) and Early Years Teacher Status are academically equivalent to Qualified Teacher Status (QTS) an EYP/EYT can't teach in primary schools

I think in most places that would be done using a mixed YR/Y1 class though pretty.

In this case they are being run as two separate classes. Common sense might suggest either running a Yr class and a mixed 1/2 or a mixed yrR/Yr1 and straight 2. But that does't seem to be an option, for reasons that aren't clear.

Presumably the same ones that sometimes result in a yr 2 class of 38 and a yr 1 class of 16 in the same school.

In this case they are being run as two separate classes.

The OP doesn't know that. It's quite possible that there is movement of pupils and staff between the two classes, shared outdoor space and group work mixed across the rooms. Two rooms does not automatically mean the classes are segregated and that the QTS has no input into the yrR learning.

No, they are being run as separate classes.

mrz - a teacher with EYTS can teach nursery and reception in academy and free school primaries.

A passerby on the street can teach in an academy

Does it really matter if she is qualified or not? If you find out she is qualified, it isn't suddenly going to make her stop shouting at the children or improve her attitude - you are not happy with her in the Reception class and that is not going to change so your only option is to move!

Surely it matters because if the HT is acting illegally then the OP has grounds to complain and hopefully see the classes reorganised.

No, they are being run as separate classes

Do you work in the school, rafels?

It's incredibly unusual for any school to entirely segregate by registration class, ime. Even when same year classes run in parallel, there is crossover and integration between classes to maximise the learning opportunities for the DCs.

If the school local to the OP teach classes of 10 DCs entirely in isolation, then whether or not the yrR teacher is qualified is the least of her problems.

As an aside, my DD's foundation stage TA was a fantastic 'teacher' and brought her on so much more than her qualified class teacher. I'd be more than happy for her to be the main class teacher if the need arose. Don't assume that low qualifications mean low quality, particularly for EYFS.

Pretty - seeing another class in the playground or assembly is not the same as teaching them

IME most schools run separate classes with no integration whatsoever Pretty

Another issue to consider is the availability and quality of EYFS provision for these DCs prior to year R. If many of them are entering the EYFS for the for time when they start the School, then much of the teaching will be of the same "curriculum" as DCs on the mainland receive while in pre-school provision.

A school we used has split the class and the bright kids are being taught by the teacher and the "less bright" ones get the TA..

Pre-school education is also of much higher quality when provided by a qualified teacher. If these children have not had high quality pre-school experiences then they are even more in need of high quality Reception teaching.

The OPs child will be in reception so working towards ELGs regardless if previous experience or lack if it.