1. 1 Classroom management and partnerships Working with other adults in the class

2. 2 Learning outcomes You will: understand the key features of additional support from adults in the classroom be aware of research on the impact of additional support recognise the importance of promoting pupils’ independence understand the different roles of additional adults, and be aware of the need to manage additional support.

3. 3 You will understand the key features of additional support from adults in the classroom. Activity 1 Learning outcome

4. 4 Ground rules Be clear about: permission for pupils leaving the room marking work behaviour management role use of rewards and sanctions whole-class teaching role records about pupils’ learning, and the role if the supported pupil is absent.

5. 5 You will become familiar with research on the impact of TA support. Activity 2 Learning outcome

6. 6 Effect of TA support Limited impact on pupils’ attainment May focus more on completing work set than on learning outcomes Increases pupils’ dependence on adults Reduces peer contact for pupils Reduces teachers’ sense of ownership.

7. 7 Effect of TA support (continued…) Pupils’ progress is impacted when: prescribed intervention programmes are used that in which the TA is trained in the teacher retains ownership of the pupil’s learning, and teacher works in close partnership with the TA. Amend text

8. 8 You will consider ways of deploying TA support to promote pupils’ independence. Activity 3 Learning outcome

9. 9 Reducing dependence Differentiate the pupil or group learning objectives Brief the TA on what pupils are to learn and the task they have to do Plan access strategies other than extra support, eg. use assistive technology.

10. 10 Reducing dependence (continued…) Rotate support in class Ask the TA to model a task, encourage pupils to ask questions, then move away while they work independently Model ways of prompting pupils to think for themselves.

11. 11 Learning outcome You will develop your skills in working together with TAs to promote pupils’ learning. Activity 4

12. 12 Activity 5 Learning outcomes You will: become aware of the range of roles that TAs can take in class and in school, and be able to draw on this knowledge when planning your teaching.

13. 13 Learning outcomes You will: become familiar with waves of intervention for pupils who need additional support, and be aware of some of the intervention programmes they may encounter. Activity 6

14. 14 Wave 1 Inclusive, quality first teaching for all Wave 2 Additional interventions to enable pupils to work at age- related expectations or above Wave 3 Additional highly personalised interventions Waves of intervention

15. 15 Quality first teaching of social, emotional and behavioural skills to all pupils; effective whole-school or setting policies and frameworks for promoting emotional health and wellbeing Small-group intervention for pupils who need additional help in developing skills, and for their families Additional highly personalised interventions Waves model – behaviour

16. 16 Effective interventions Not a substitute for high-quality first teaching (Wave 1) Targeted at the right pupils through careful assessment and monitoring progress Delivered by skilled adults, who are well-trained and receive ongoing support Time-limited with clear entry and exit criteria.

17. 17 Effective interventions (continued…) Evaluated for impact Involve regular discussion between the teacher and additional adult support Monitored by the class teacher Linked, wherever possible, to whole-class work.

18. 18 Learning outcome You will focus on managing effective partnerships with TAs. Activity 7

19. 19 Key management issues How should I deploy my time and that of the additional adult support? Who is best placed to do what in this partnership? How and when will the additional support adult and I plan together? How and when will I monitor the work? How and when will we review our work?

20. 20 Key management issues (continued…) How will we evaluate the intended impact? Who will communicate with parents/carers? What professional development or support might the additional adult need? Who can help me and what help do I need?

21. 21 Learning outcomes You will: reflect on key learning points from the session, and identify the next steps in your own learning. Activity 8

22. 22 Key learning points Make sure that the additional adult support promotes pupils’ independence Plan and review together Agree the roles and boundaries of additional adult responsibilities Implement ‘waves’ of intervention model.