- The ideas for practice below will help you work effectively with TAs and other adults.
- Six ideas for practice are given. Choose two or three of these to try.
- Implementing the ideas for practice will require some additional planning either individually or in collaboration with colleagues.
- You should also evaluate their effectiveness and impact in discussion with your mentor.
The intended outcomes of this activity are for you to:
|5.7 Pupils with special educational needs or disabilities are likely to require additional or adapted support; working closely with colleagues, families and pupils to understand barriers and identify effective strategies is essential.|
|8.5 Teaching assistants (TAs) can support pupils more effectively when they are prepared for lessons by teachers, and when TAs supplement rather than replace support from teachers.|
|8.6 SENCOs, pastoral leaders, careers advisors and other specialist colleagues also have valuable expertise and can ensure that appropriate support is in place for pupils.|
|Learn how to|
|Develop an understanding of different pupil needs, by:|
|5c Working closely with the Special Educational Needs Co-ordinator (SENCO) and special education professionals and the Designated Safeguarding Lead.|
|Build trusting relationships, by:|
|7k Liaising with parents, carers and colleagues to better understand pupils’ individual circumstances and how they can be supported to meet high academic and behavioural expectations.|
|7l Responding consistently to pupil behaviour.|
Working effectively with teaching assistants
|By trying these activities, you will…||
|If this is happening in your classroom, you will see…||
Building trusting relationships
Getting insights and feedback from a range of professionals in your school can be really beneficial to your development. Draw on their expertise by asking the TA to give you feedback about specific aspects of your teaching, such as:
Equal time allocations
TAs should supplement, not replace, support from teachers. Try this activity to review how much time you spend with pupils compared to the time they spend with the TA:
The TA will support pupils more effectively when you prepare for lessons with them. Try this series of planning steps to help with this:
Pupils’ investment in learning
The TA and other adults often build long-term relationships with pupils and therefore understand their prior experiences of success and failure. Identify a pupil or group of pupils who the TA knows well and ask them:
Supplementing teacher support
The TA and other adults should be given constructive, concrete roles in pupils’ learning. Their role should not be just “manage Josie’s behaviour” or “sit with Sun-Yee”. Instead, plan their role to be one or more of:
Using information from assessment
The TA and other adults will gain vital information about pupils’ learning. Find out about this by: