Alternative Education Setting Report: Experiences in Nursery School

This report provides an in-depth analysis of an alternative education setting, specifically focusing on the author's experience at Our Lady's & St Georges nursery school. The report explores the school's unique approach to educating children with physical, psychological, and behavioral disabilities, emphasizing collaborative practices involving teachers, non-teaching staff, and parents. It details the school's operational framework, including scheduling, activities, and the importance of consistent learning both at school and home. The author reflects on teaching and learning methods, including communication techniques, behavior management, and curriculum structure, highlighting the benefits of a diverse environment and hands-on learning experiences. The report further discusses the implications of these practices for mainstream schooling, advocating for improved communication, adaptable learning approaches, and the abolition of competitiveness. The conclusion emphasizes the importance of student autonomy, innovative teaching strategies, and addressing internal conflicts within students to enhance their overall learning experience. The report is contributed by a student and is available on Desklib, a platform that provides past papers and solved assignments for students.

Report on Alternative Education Setting:
Student name:
Student number:
Name of placement:
Type of placement:
Introduction
The alternative education system is one of the essential components in educational
studies for educators and researchers. Through this alternative education system,
children with physical, psychological and behavioural disabilities can receive teaching in
an organised structure where they have equal priority and position as the mainstream
students. This report is focused on my experience as an educator in a Nursery school
named our lady’s & St Georges. The report is a reflection of my work practice, my
perception and understanding of the alternative education system operated in this
Nursery School. The purpose of this report is to find the most appropriate practice of
alternative teaching style for mainstream schools as well.
A: Key concept
‘our lady’s & St Georges’ school provides a unique learning experience for students and
distinct teaching process for educators. The educational policies of the school are
mainly focused on the learning process and operational framework for the age group of
3 to 6. Therefore, the key concept of the teaching practices of this school regulated by
partnership and collaboration procedure (Kraftl 2015). The partnership and collaboration
approach of education system emphasises the specific operational framework where
the teachers should monitor the children by themselves and by the non-teaching staff as
well. Most of these cases parents are also considered as part of this monitoring system.
This monitoring system provides additional facilities to identify the key strengths and
weaknesses of the students. The major concern of this educational style is indirect
feedback collection because in this age students are unable to express their

experiences with their educators properly. Especially in the alternative education
system, this feedback collection is also crucial for having an insight of their mental and
physical health.
Another most important part of this education system is collaborative and cooperative
work process within the parents and educational institution that helps to justify the most
appropriate teaching or educating process for the individual child. In this educational
process, the teachers and parents of the student work collaboratively to make the
educational path of the children flawless and easy (Blaak, Openjuru & Zeelen 2013).
The transparent and integrated communication is the key to this operation in order to
secure the efficiency and accuracy of this education system. For regular days the
school’s hour is 9:00 am to 3:00 pm while having two divisions of scheduling, one for
morning and another for the evening. However, the learning outcomes of the activities in
school would not be properly effective without incorporating these into the daily lifestyle
of the children. One of the essential key factors of this collaborative education system is
to ensure that the children are following their learned procedures in the school hours
and in their home as well (Palmer 2016). In order to ensure this consistent procedure,
the organisation has to work collaboratively with the parents and other responsible
guardians of the children. Therefore making awareness within the guardians and
parents about regular activities and schedule provided by the school for the children is
equally important.
B: My settings
The education system of ‘our lady’s & St Georges' school is completely different from
the mainstream nursery school. My placement is in a faith nursery school that handles
the physically and psychologically disabled children. Throughout the day there are many
activities are scheduled as per the potentiality of the learning of different group o
children. In normal days the setting runs by to divisions namely morning and afternoon
sessions. Usually, the morning section starts at 9:00 am and ends at 12:15 pm and the
afternoon section starts at 12:00 am and ends at 15:00 pm. Within these two schedules,
there is another subdivision according to the significance of the activities and the
acceptance of these learning materials within the students. The level of acceptance

depends on the mental and behavioural stability of the students concerning the
existential environment of the classroom. We have only 10 children for each session
which means that the children usually have enough space to have completely break
from the ongoing learning activities (Page & Elfer 2013). In these times are free to go
about their daily activities whichever they like the most. This specific learning approach
makes the overall education process to be easily accessible for the students as well as
the devoted educators.
In this education system, the educators can learn about the inclusive behaviour that
would be easily acceptable by the students as well as the parents and the responsible
guardians of the students. It is also an essential part of behaviour management on
which the overall organisational education related functionalities depend. At the same
time, the structure and scheduling of education stricture, as well as the respective
activities, regulates the efficiency of the educational process and working diagram of the
teaching as well as the non-teaching staffs (Flinn 2014). More specifically in the
Nursery setting that is followed by this organisation is highly regulated by the
operational structure of the curriculum and the collaborative initiatives by every member
of the organisation. For me, it is the most interesting thing that in this process I can
easily find out my potential growth as a successful educator in a special educational
environment for alternative educational practice. The partnership and collaboration
approach of education system emphasises the specific operational framework where
the teachers should monitor the children by themselves and by the non teaching staff as
well (Sarah Van 2014). Most of these cases parents are also considered as part of this
monitoring system.
C: Teaching and learning
Learning the effective communication technique to interact with the children and the
staffs is the most important part of this education system. At the same time, The
management system and the team approach can be the most appropriate approach for
both learning and teaching methods. Another necessity of this nursery setting is the
work culture and social environment that influence the behavioural growth of the
children. Apart from that different demographical staffs, members can work

collaboratively to ensure the operational efficiency of the education process. The most
enjoyable part of this teaching procedure is to teach children about a particular skill and
making them able to embrace the factor within their capabilities (Kuosmanen, Fleming &
Barry 2018). On the other hand, inclusion and behaviour management and the structure
of the curriculum are the core regulators as well as motivators of the education system
that deals with these types of nursery setting. However, there are few bad points
regarding working experience and the occasional discrepancy within the educational
setting. This nursery setting provides a diverse environment in which both the educators
and the children can learn about the existing education policies and the potential
improvement structure. At the same time, learning through the designing of effective
activities without any intervention of the formal lessons is highly tactical.
This nursery school also has a belief that the children usually learn through the
experience they perceive through their sensory organs rather than the execution of
typical formal and strict lessons that do not have adequate flexibility within the
predetermined operating time. As an example, a group of children learn to read and
identify numeric by using their playing materials while having a lot of interests and
motivation for this operation with self-sufficient activities (Weinberger 2009). It has been
realised that it was not more overwhelming to guide as well as supporting the children
with a lot of patience and mutual understanding. On the other hand, both indoor and
outdoor activities can be appreciated by the teacher as well as students with adequate
controlling and collaborative management system. Developing more proactive and
engaging activities with acceptable scheduling can support the physical and mental
growth of the learners as well as the capability of understanding the education
technique by the teachers. Throughout the whole activities, the major concerns are
making the learners feel that they are completely secured as they are connected with
their home all the time their home (Klatt et al. 2018). Apart from that, the learning and
educating style for the children can be more effective in implementing a suitable homely
atmosphere where the learners can freely voice about their existing problems.
D: Implications for mainstream schooling

Implementation of this learning and educating approach within the main stream
schooling can open up new opportunity to develop the traditional educational system
that is bounded with restricted schedule and monotonous activities. The major fault that
can be recovered by implementing this collaborative and partnership based education
system is lack of information and communicational integrity that usually generates a
repulsive reaction within the conscious and subconscious mind of the students (Yang et
al. 2018). This repulsive nature has been making the significant barrier against the
natural growth of human mind that has to be initiated in the basic level schooling.
Learning the way of effective communication is another crucial factor that has to
become approachable, adaptable and flexible within the conventional setting of the
mainstream education system. Making the learning process and potential learning
outcomes approachable has made it possible for parents and children to come up with
innovative thoughts and learning outcomes can make the evolutionary enhancement of
educational efficiency. Being also adaptable and flexible this education system has the
potentials to improve the educational environment form cultural, social and
psychological aspects. The key method of implementing this educational operation is to
keep changing the way of approach for representing the learning objectives to the
students (Crossley 2009). The surprising news is, his ever changing technique has
been proven as one of the most acceptable and attainable processes for the students
and the educators irrespective of the demographical background of the students and
teaching staffs.
Another effective measure to implement this theory is abolishing the competitiveness of
the student within the main stream education system. Throughout the decade's many
issues have been identified regarding the operational failure of this rigid and restricted
education system where the students would not have enough opportunity to use their
thought and innovation in their learning procedure while receiving adequate amount of
support and cooperativeness from the assessor and the teachers. The most appropriate
way of building a lesson that reflects the specialised curriculum of core learning
objectives is setting the knowledge and understanding of the core concept and
importance of the learning components (Jordan, Jordan & Hawley 2017). The students
can do this by investigating materials and objects by using all senses. As an example,

the learners can explore the dissimilar features of the material such as distinguishing
the dry sand and the wet sand which can customise by hand to build creative things. At
the same time, observing the students while they are going through the individual
sessions will help the educators to think about what the learners want to do in their next
phase of learning.
E: Conclusion
From the beginning of this placement, I knew that children would learn through
instructions. Henceforth, I inform the students about their planning in the classroom as
well as the outdoor practices. This can help the students to become more autonomous
while executing their daily learning activities. At the same time, I have also learnt that it
will be more innovative ideas and strategies to develop the learning process with more
funny and interesting components. I have also felt that learning to deal with issues such
as approaching an internal conflicting situation within the students will need more
accurate and precise concept of educational acceptance and behavioural
understanding. I have learnt that giving them task can help them to monitor their
improvement as well as to enhance their efforts. Besides that, I have learnt that to keep
the students motivated towards their learning objectives and components, they need to
have direct involvement in every educational or learning activity. Apart from that, It is
also important to give the students the opportunity to be successful and to help the
peers for making them successful as well. This will help the educators to plan for the
activities and scheduling for the next phase of learning process which can build on the
existing knowledge and interest of the students by allowing them to learn new skills
depending on their existing skills and leanings.

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