Administrative Assistant/ Receptionist

Self Auditing Tool

To be used with corresponding Job Description and Performance Tracker

Most of the units referred to are based onNational Standards from the Council for Administration (CfA) and underpinBusiness and Administration qualifications

Name
School
Date

Main sections:

  1. Support Work in Schools
  2. Unit Q206 - Communicate in a business environment
  3. Unit Q201 – Manage own performance in a business environment
  4. Unit Q202 – Evaluate and improve own performance in a business environment
  5. Unit Q203 – Work in a business environment

Using this document

The purpose of the self auditing tool is to assess your current practice against the professional standards for business and administrative staff in schools. This is an essential part of the Professional Framework for Administrative and Finance Support Staff. The units chosen are based upon National Standards and they underpin Level 2 Business and Administration qualifications. Evidence gathered against these standards could be used should you wish to gain the Level 2 NVQ in Business and Administration.

The self auditing tool can be used at point during the year and will be especially useful for preparation for performance management meetings with your line manager helping to gather evidence against recognise national standards of good practice.

Support Work in Schools (SWiS) Level 2
Unit title / Assessment Criteria / I feel confident meeting this criteria / I need support meeting this criteria
Evidence (of ‘action and/or ‘knowledge’) / Action required
Child and young person development / 1.1 Describe the expected pattern of children and young’s people’s development from birth to 19 years, to include:
(a)Physical development
(b)Communication and intellectual development
(c)Social, emotional and behaviour development
1.2 Describe, with examples of how different aspects of development can affect one another
2.1 Describe, with examples, the kinds of influences that affect children and young people’s development including:
(a)Background
(b)Health
(c)Environment
2.2 Describe with examples of important of recognising and responding to concerns about children and young people’s development
3.1 Identify the transitions experienced by most children and young people
3.2 Identifying transitions that only some children and young people may experience e.g. bereavement
3.3 Describe with examples how transitions may affect children and young people’s behaviour
Safeguarding the welfare of children and young people / 1.1 Identifying the current legalisation, guidelines, policies and procedures for safeguarding the welfare of children and young people including e-safety
1.2 Describe the roles of different agencies involved in safeguarding the welfare of children and young people
2.1 Identifying the signs of common childhood illnesses
2.2 Describe the actions to take when children or young people are ill or injured
2.3 Identify circumstances when children and young people might require urgent medical attention
2.4 Describe the actions to take in response to emergency situations including:
(a)Fires
(b)(b) security
Missing children or young people
3.1 Identify the characteristics of different types of child abuse
3.2 Describe the risks and possible consequences for children for children and young people using the internet, mobile phones and other technologies
3.3 Describe actions to take in response to evidence or concerns that a child or young person has been abuse, harmed (including self harm) or bullied, or maybe at risk of harm, abuse or bullying
3.4 Describe the actions to take in response to concerns that a colleague may be:
(a)Failing to comply with safeguarding procedures
(b)Harming, abusing or bullying a child or young person
3.5 Describe the principles and boundaries of confidentiality and when to share information
Communication and professional relationships with children, young people and adults / 1.1 Describe how to establish respectful, professional relationships with children and young people
1.2 Describe with examples how to behave appropriately for a child or young person’s stage of development
1.3 Describe how to deal with disagreements between children and young people
1.4 Describe how own behaviour could:
(a)Promote effective interactions with children and young people
(b)Impact negatively on interactions with children and young people
2.1 Describe how to establish respectful, professional relationships with adults
2.2 Describe the important of adult relationships as role models for children and young people
3.1 Describe how communication with children and young people differs across different age ranges and stages of development
3.2 Describe the main differences between communication with adults and communication with children and young people
3.3 Identify examples of communication with children and young people
3.4 Describe how to adapt communication to meet different needs
3.5 Describe how to deal with disagreements between
(a) the practitioner the children and young people
(b ) the practitioner and other adults
4.1 Identify relevant legal requirements and procedures covering confidentiality, data protection and the disclosure of information
4.2 Describe the important of reassuring children, young people and adults of the confidentiality of shared information and the limits of this
4.3 Identify the kinds of situations when confidentiality protocols much be breached
Equality, diversity and inclusion in work with children and young people / 1.1 Identify the current legalisation and codes of practice relevant to the promotion of equality and valuing of diversity
1.2 Describe the importance of supporting the rights of all children and young people to participation and equality of access
1.3 Describe the important and benefits of valuing and promoting cultural diversity in work with children and young people
2.1 Describe ways in which children and young people can experience prejudice and discrimination
2.2 Describe the impact of prejudice and discrimination on children and young people
2.3 Assess how own attitudes, values and behaviour could impact on work with children and young people
2.4 Describe the importance of promotion anti-discriminatory practice in work with children and young people
2.5 Describe how to challenge discrimination
3.1 Describe what is meant by inclusion and inclusive practices
3.2 Describe features of an inclusive setting for children and young people
3.3 Describe how inclusion works in own sector of the children’s workforce
Schools as organisations / 1.1 Identify the main types of state and independent schools
1.2 Describe the characteristics of the different types of schools in relation to educational stage(s) and school governance
2.1 Describe roles and responsibilities of:
(a)school governors
(b)senior management team
(c)other statutory roles eg. SENCO
(d)teachers
(e)support staff
2.2 Describe the roles of external professional who may work with a school e.g. educational psychologist
3.1 Define the meaning of:
(a)aims
(b)values
3.2Describe with examples how schools may demonstrate and uphold their aims
3.3Describe with examples how schools may demonstrate and uphold their values
4.1 Identify the laws and codes of practice affecting work in schools
4.2 Describe how laws and codes of practice promote pupil wellbeing and achievement
5.1 Describe why schools have policies and procedures
5.2 Identify the policies and procedures schools may have relating to
(a)staff
(b)pupil welfare
(c)teaching and learning
6.1 Identify the roles and responsibilities of national and local government for education policy and practice
6.2 Describe the role of schools in national policies relating to children, young people and families
6.3 Describe the roles other organisations working with children and young people and how these may impact on the work of schools
Unit Q206 – Communicate in a business environment
Learning Outcomes / Knowledge / Action / I feel confident meeting this criteria / I need support meeting this criteria
Evidence (of ‘action and/or ‘knowledge’) / Action required
Understand the purpose of planning communication / 1.1 Explain reasons for knowing the purpose of communication
1.2 Explain reasons for knowing the audience to whom the communication is being presented
1.3 Describe different methods of communication
1.4 Describe when to use difference methods of communication
Understand how to communicate in writing / 2.1 Identify different sources of information that may be used when preparing written communication
2.2 Describe the communication principles for using electronic forms of written communication in a business environment
2.3 Describe the reasons for using language that suits the purpose of written communication
2.4 Describe ways of organising, structuring and presenting written information so it meets the needs of an audience
2.5 Describe ways of checking for the accuracy of written information
2.6 Explain the purpose of accurate use of grammar, punctuation and spelling
2.7 Explain what is meant by plain English, and why it is used
2.8 Explain the need to proof read and check written work
2.9 Explain how to identify work that is important and work that is urgent
2.10 Describe organisational procedures for saving and filing written communications
Understand how to communicate verbally / 3.1 Describe ways of verbally presenting information and ideas clearly / 7.1 Verbally present information and ideas to others clearly and accurately
3.2 Explain ways of making contributions to discussions that help to move them forward / 7.2 Make contributions to discussion(s) that move the discussion forward
7.4 Ask relevant questions to clarify own understanding, as required
3.3 Describe methods of active listening / 7.3 Actively listen to information given by other people, and make relevant responses
3.4 Explain the purpose of summarising verbal communications / 7.5 Summarise verbal communication(s) and agree that the correct meaning has been understood
Understand the purpose of feedback in development communications skills / 4.1 Describe ways of getting feedback on communications / 8.1 Get feedback to confirm whether the communication has achieved its purpose
4.2 Explain the purpose of using feedback to develop communication skills / 8.2 Use feedback to identify and agree ways of improving own communication skills
Unit Q201 - Manage own performance in a business environment
Learning Outcomes / Knowledge / Action / I feel confident meeting this criteria / I need support meeting this criteria
Evidence(of ‘action and/or ‘knowledge’) / Action required
Understand how to plan work and be accountable to others / 1.1Outline the guidelines, procedures and codes of practice relevant to personal work / 3.8 Follow agreed work guidelines p, procedures and, where needed, codes of practice
1.2Explain the purpose and benefits of planning work, and being accountable to others for own work
1.3 Explain the purpose and benefits of agreeing realistic targets for work / 3.1 Agree realistic targets and achievable timescales for own work
1.4 Explain how to agree realistic targets / 3.2 Plan work tasks to make best use of own time and available resources
1.5 Describe ways of planning work to meet agreed deadlines / 3.6 Complete work tasks to agreed deadlines or re-negotiate timescales and plans in good time
1.6 Explain the purpose of keeping other people informed about progress / 3.3 Confirm effective working methods with others
3.5 Keep other people informed of progress
1.7 Explain the purpose and benefits of letting other people know work plans need to be changed / 3.6 Complete work tasks to agreed deadlines or re-negotiate timescales and plans in good time
1.8 Describes the problems that may occur during work / 3.7 Take responsibility for own work and accept responsibility for any mistakes made
1.9 Describes ways of seeking assistance with getting help to resolve problems / 3.4 Indentify and report problems occurring in own work, using the support of other people when necessary
1.10 Explain the purpose and benefits of recognising and learning from mistakes
Understand how to behave in a way that is supports effective working / 2.1 Explain the purpose and benefits of agreeing and setting high standards for own work / 4.1 Set high standards for own working and demonstrate drive and commitment in achieving these standards
2.2 Describe ways of setting high standards for own work
2.3 Explain the purpose and benefits of taking on new challenges if they arise / 4.2 Agree to take on new challenge(s) if they arise
2.4 Explain the purpose and benefits of adapting to change / 4.3 Adapt to new ways of working
2.5 Explain the purpose and benefits of treating others with honest, respect and consideration / 4.4 Treat other people with honesty and respect and consideration
2.6 Explain why own behaviour in the workplace is important
2.7 Describe types of behaviour at work that show honest, respect and consideration and those that do not
4.5 Help and support other people in work tasks
Unit Q302 –Evaluate and improve own performance in a business environment
Learning Outcomes / Knowledge / Action / I feel confident meeting this criteria / I need support meeting this criteria
Evidence (of ‘action and/or ‘knowledge’) / Action required
Understand how to evaluate own performance and demonstrate this in practice / 1.1 Explain the purpose and benefits of continuously improving performance at work / 2.2 Use feedback to agree ways to improve own performance in the workplace
1.2 Explain the purpose and value of encouraging and accepting feedback from others / 2.1 Encourage and accept feedback from other people
2.3 Complete work tasks, using feedback given, to improve performance
1.3Explain how learning and development can improve own work, benefits organisations, and identify career options / 3.1 Investigate and agree where further learning and development may improve own work performance
3.2 Confirm learning plan changes
3.3 Follow a learning plan
3.4 Review progress against learning plan and agree further learning updates, if required
1.4Describe possible career progression routes
1.5 Describe possible development opportunities
Unit Q203 – Working In a business environment
Learning Outcomes / Knowledge / Action / I feel confident meeting this criteria / I need support meeting this criteria
Evidence (of ‘action and/or ‘knowledge’) / Action required
Understand how to respect other people at work / 1.1 Describe what is meant by diversity and why it should be valued
1.2 Describe how to treat other people in a way that is sensitive to their needs / 6.2 Complete work tasks with other people in a way that is sensitive to their needs
1.3 Describe how to treat other people in a way that respects their abilities, background, values, customs and beliefs / 6.1 complete work tasks with other people in a way that shows respect for
(a) backgrounds
(b) abilities
(c ) values, customs and beliefs
1.4 Describe ways in which it is possible to learn from others at work / 6.3 Use feedback and guidance from other people to improve own way of working
6.4 Follow organisational procedures and legal requirements in relation to discrimination legislation, as required.
Understand how to maintain security and confidentiality at work and deal with concerns / 2.1 Describe the purpose and benefits of maintaining security and confidentiality at work
2.2 Describe requirements for security and confidentiality in an organisation / 7.1 Keep property secure, following organisational procedures and legal requirements
7.2 Keep information secure and confidential following organisational procedures and legal requirements
2.3 Describe legal requirements for security and confidentiality, as required
2.4 Describe procedures for dealing with concerns about security and confidentiality in an organisation / 7.3 Following organisation procedures to report concerns about security/confidentiality, as required.
Understand the purpose of keeping waste to a minimum in a business environment, and the procedures to follow / 3.1 Explain the purpose waste to a minimum / 8.1 Complete work tasks keeping waste to a minimum
3.2 Describe the main causes of waste that may occur in a business environment
3.3 Describe the ways of keeping waste to a minimum
3.4 Identify the ways of using technology to reduce waste / 8.2 Use technology in own work task(s) in ways that minimise waste
3.5 Outline the purpose and benefits of recycling
3.6 Describe organisation procedures for recycling materials
Understand procedures for disposal of hazardous materials / 2. Describe the benefits for the recycling and disposal of hazardous materials
5.2 Describe the organisational procedures for the recycling and disposal of hazardous materials for an organisations / 11.1 Follow procedures for recycling and disposal of hazardous materials in own work takes, as required
Understand ways of supporting sustainability in an organisation / 6.1 Outline the purpose of improving efficiency and minimising waste
6.2 Describe ways of improving own working methods and use of technology to achieve efficiency and reduce waste / 8.4 Follow procedures for the maintenance of equipment in own work

Evidence: One piece of evidence can cover a range of standards. Not all evidence is written evidence. You can refer to professional discussions, knowledge and understanding of policies and so on. Other evidence could be: Observations, letters from parents, testimonials from senior colleagues, pieces of action research

Support: You could carry out further reading/research; help from line manager/other member of staff; shadow colleague in another school; explore other professional development in school, other school, local authority, national programmes or qualifications
RBKC Professional Frameworks: Admin Officers/Self Evaluation Audit Updated 05.07.11