UCL Institute of Education Dr Rosalind Merrick UCL Institute of Education Lay summary We know that parents and schools value Teaching Assistants as a resource for children with autism, but we also know that the presence of a TA can hinder learner independence. One specialist school for autism wanted to improve this aspect of their Teaching Assistants’ practice, and set up an action plan in collaboration with the Institute of Education. Question/Rationale How can Teaching Assistants working with autistic pupils foster an improvement in learner independence? What did you do? 1. Information sharing 2. School action plan 3. Data collection Audit perceptions among staff; training with senior management team; school visits Take steps to improve TAs’ knowledge of lesson plans and how to scaffold learning Learning walks and observations provide qualitative feedback on TA practice and its impact What did you find out? Teaching Assistants now have their role specified on lesson plans in relation to particular groups, and this rotates. They have access to a record of each child’s readiness to learn profile, which is a working document. They are aware of a hierarchy of prompts, and implications for children’s thinking skills. Next steps: Outreach workers reiterate TAs’ training on prompting dependency. Evaluate evidence regarding the impact of TA practice on learner independence. Implications: Teaching Assistants supporting children with autism are often aware of the need to encourage learner independence, without knowing how. This study provides some examples of good practice in a setting that generalises to many others. .