Learning environment and partnerships

Special educational needs and/or disabilitiesTraining toolkit

Working with teaching assistants

Session 16

Session 16Working with teaching assistants Learning environment and partnerships

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Learning outcomes

You will:− understand the key features of working with teaching

assistants and other adults in lessons− be aware of research evidence about the impact of

additional support− understand the importance of promoting students’

independence− understand the range of roles teaching assistants

can take− be aware of the issues around managing teaching

assistants

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Learning outcome

You will understand the key features of working effectively with teaching assistants in lessons

Activity 1

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Ground rules

Be clear about:− permission for students leaving the room− marking work− role in behaviour management − use of rewards and sanctions − role during whole-class teaching− keeping records about students’ learning− role if the supported student is absent

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Learning outcome

You will be familiar with research evidence on the impact of support from teaching assistants

Activity 2

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Teaching assistants’ support

can be ineffectiveUnless deployed effectively, a teaching assistant:− can have limited impact on students’ attainment − may focus more on students completing work than

on their learning− can increase students’ dependence− can reduce peer contact

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Effective support from teaching assistants

Teaching assistants’ support can be very effective when:− prescribed intervention programmes are delivered by

trained teaching assistants − the teacher retains responsibility for students’ learning− the teacher works closely with the teaching assistant

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Learning outcome

You will consider ways of deploying teaching assistants to promote students’ independence

Activity 3

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Reducing dependence

− Differentiate the learning objectives, if appropriate− Brief the teaching assistant on what students are to

learn, as well as the task they have to complete− Modify/adjust aspects of the lesson to promote

independence rather than using support from the teaching assistant

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Reducing dependence (continued…)

− Find opportunities for students to work with different teaching assistants

− Ask the teaching assistant to model a task, answer students’ questions, then move away to allow them to work independently

− Model ways of encouraging students to be more independent

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Learning outcome

You will develop your skills in working in partnership with teaching assistants to promote students’ learning

Activity 4

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Learning outcomes

You will:− know the range of roles that teaching assistants can

take in lessons and throughout the school− be able to draw on this knowledge when planning

your teaching

Activity 5

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Learning outcomes

You will be:− familiar with waves of intervention for students who

need additional support− aware of some of the intervention programmes you

may encounter

Activity 6

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Range of support roles

Teaching assistants’ roles working with students with SEN and/or disabilities may include:− support in lessons− support with mobility, specialist programmes,

independence skills and equipment− delivering structured and time-limited ‘intervention’

programmes for students who need to catch up− delivering intervention programmes to help students

progress faster

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‘Waves’ of interventionWaves of intervention model

Wave 3Additional highly

personalised interventions

Wave 2Additional interventions to

enable students to work at age-related expectations or above

Wave 1Inclusive quality first teaching for all

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‘Waves’ model – behaviour

Additional highly

personalised interventions

Small-group intervention for children

who need additional help in developing

skills and their familiesQuality first teaching of social,

emotional and behavioural skills to all children; effective whole-school or setting policies and frameworks for

promoting emotional health and well-being

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Effective interventions

− Not used as a substitute for quality first teaching (wave 1)

− Targeted at the right students through careful assessment and monitoring of progress

− Delivered by trained teaching assistants, who receive ongoing support

− Time-limited with clear entry and exit criteria

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Effective interventions (continued…)

− Evaluated for impact− Involve regular discussion between the teacher and

teaching assistant − Monitored by the teacher − Linked, wherever possible, to the work of the rest of

the class

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Learning outcome

You will know how to manage the work of

teaching assistants

Activity 7

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Key management issues

− What is the best use of the teacher’s and the teaching assistant’s time?

− What role should each take?− How and when will we plan together?− How and when will I monitor the teaching

assistant’s work?− How and when will we review our work?

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Key management issues (continued…)

− How will we evaluate the impact of the support?− Who will communicate with parents/carers?− What professional development or support might the

teaching assistant need?

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Learning outcomes

You will:− reflect on the key learning points from the session− identify key points of action for yourself

Activity 8

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Key learning points

− Make sure the teaching assistant promotes students’ independence

− Plan and review together − Agree roles, responsibilities and boundaries − Implement the ‘waves of intervention’ model