Effective Use of TA Support NQT development programme 10th October 2017

What are the implications of having additional adults in the classroom? Positives? Negatives?

The Education Endowment Foundation https://educationendowmentfoundation.org.uk/resources/making-the-best-use-of-teaching-assistants/

Who directs the TA? How does your school determine this? Classroom support? 1:1 support for a child? Do they have wider responsibilities? e.g. KS support; display; photocopying; duties

Making Best Use of Teaching Assistants – Recommendations Summary

How do you support the TA? Planning – make sure the TA understands their role in guiding and supporting learning Does the TA have the knowledge and skills to deliver what you have planned? Intervention programmes – how much do you, as the class teacher, know about the child’s progress with these? Is the TA involved in marking? If so are they familiar with the marking policy? How/when do you talk about the children’s learning? Behaviour – discuss expectations so everyone reacts/acts in the same way to situations.

What should I consider? Have you identified activities where TAs can support learning, rather than simply managing tasks? How will you ensure that you (the teacher) do not reduce your support and input to pupils supported by TAs? How do you value your TA? Do you work at establishing a supportive working relationship? How do you evaluate the impact of how you have deployed your TA? What intervention programmes are available in your school to support your pupils?

How will this impact on my practice? Reflect on the points discussed this morning and write down 2/3 points that you will action back in school. What areas do you need to clarify with your mentor? e.g, responsibilities; school policy; training;