© Crown copyright 2005 Primary National Strategy The effective use of support to promote positive behaviour and regular attendance

© Crown copyright 2005 The content of this presentation may be reproduced free of charge by schools and local education authorities provided that the material is acknowledged as Crown copyright, the publication title is specified, it is reproduced accurately and not used in a misleading context. Anyone else wishing to reuse part or all of the content of this publication should apply to HMSO for a core licence. The permission to reproduce Crown copyright protected material does not extend to any material in this publication which is identified as being the copyright of a third party. Applications to reproduce the material from this publication should be addressed to: HMSO, The Licensing Division, St Clements House, 2–16 Colegate, Norwich NR3 1BQ Fax: Crown copyright statement

© Crown copyright 2005 Objectives For participants to: explore the nature of support in the classroom explore how support can be used when working with children who need additional help to develop their social, emotional and behavioural skills, or to improve their attendance develop an understanding of the structures and skills required when supporting a colleague and children in the classroom explore methods of communication and joint planning 1.1

© Crown copyright 2005 Principles Regular attendance and good behaviour are integral to effective learning TAs have an important professional role in supporting teaching and learning The TA role can be wide and varied including support for the whole class, small groups and individual children It is important that colleagues have a shared and consistent understanding of the TA role TAs can play a key part in the development of children’s social, emotional and behavioural skills Effective management of TAs can have a positive outcome on the learning experiences of children Participants need to draw on each other’s experience and knowledge It is important to have a solution-focused approach 1.2

© Crown copyright 2005 The TA role – some discussion points Did you find it easy to think of examples for each type of support given on handout 1.1? Do you think that some of the areas of support listed are more important than others? What proportion of the TA’s time is allocated to each aspect of the role? What factors influence the balance and spread of the TA’s role? Are there any areas of role development that you might want to consider? 1.3

© Crown copyright 2005 Case studies Group support to enhance children’s self- confidence and emotional well-being Supporting attendance Supporting children and parents and carers at secondary school transfer Supporting the whole class Teaching class rules by modelling 1.4

© Crown copyright 2005 Why TAs can play a vital role in contributing knowledge and informing planning TAs may have: a wider view of the child’s learning experiences and relationships more opportunities to observe children closely across a range of teaching and learning contexts close working relationships with children a good understanding of a particular child’s needs a history of supporting the child over a period of time knowledge of the family and home circumstances a good knowledge of the child’s home culture 1.5

© Crown copyright 2005 What are the features of a partnership approach in the classroom? All parties recognise and appreciate the benefits of working in partnership Effective communication is a two-way process where both partners feel able to make a valued contribution Time is allocated for planning meetings, briefings and updates, and reviews Systems are reviewed to identify ways of making the partnership arrangements work 1.6

© Crown copyright 2005 Summary The aim of this session was for participants to: explore the nature of support in the classroom explore how support can be used when working with children with behaviour and attendance issues develop an understanding of the structures and skills required when supporting a colleague and children in the classroom explore methods of communication and joint planning 1.7