Effective deployment of Teaching Assistants Webinar Effective deployment of Teaching Assistants Dee Reid Consultant to Download this presentation from http://bit.ly/DReid

The changing role of the SENCo There’s a lot going on! Evidence of research saying TAs are not effective at promoting learning The requirements of the new Code of Practice (Assess-Plan-Do-Review) The Ofsted agenda

What do we want TAs to do? Foster the participation of all pupils in the social and academic practices of the school Help raise the standards and achievements of all pupils Encourage independent learning Those things will only happen if: TAs are effectively lead and managed Teachers, TAs and SENCos liaise over joint planning and reviewing progress TAs receive relevant training (and are supported in implementing techniques acquired on training)

Requirements of the Code of Practice Under the requirements of the Code of Practice, the class/subject teacher has overall responsibility for liaison between TA support and whole class goals and objectives. The SENCo has responsibility for the content and manner of the support needed.

Deploying TAs Options for TA support: In-class support (group/individual) Small group intervention 1:1 intervention

What does research tell us about TA in-class support? Teaching Assistants classroom support Overall cost benefit = Very low/no impact for high cost ‘Toolkit of Strategies to Improve Learning’ Summary for Schools spending the Pupil Premium Steve Higgins et al. (University of Durham)

Why might TA in-class support be linked with low attainment? Individual attention is provided by TAs but this is instead of individual attention from teachers. Therefore, TAs do not provide ‘additional’ support. B There is a danger that the most vulnerable learners spend much of the school day with the least qualified adults.t s ‘Reassessing the Impact of Teaching Assistants’ Blatchford, Russell and Webster, 2012

Why might TA in-class support be linked with low attainment? TAs perform their role with little guidance from teachers because: Fewer than ¼ of teachers have been trained to manage TAs. Only 1 in 20 Secondary schools had allocated planning or feedback time with TAs. The new Code of Practice will change that because teachers will be judged on how well they teach pupils with SEN.

Making the most of in-class TA support Learning is the specific goal of the support (not just getting tasks done). TA support is not always associated with struggling learners. Strategies are in place for SEN pupils to develop independent learning skills (avoiding the ‘dependency model’ where the TA is ‘velcroed’ to particular pupils). There is liaison with the class teacher on planning, deployment and review. TAs have prior knowledge of the objectives of the lesson in general. The TA is clear about the expected achievements of the allocated pupils. The TA is used in the lesson as a valued team member.

Making the most of in-class TA support Use a staff meeting/e-communication to canvass teachers about what they most want from a Teaching Assistant. Survey TAs to ask where they feel they have been most effective in promoting learning. Teachers share planning with TAs with clear guidance on what is expected of TA and pupils. Occasionally, teachers work with those pupils who need extra support while the TA monitors the rest of the class.

What does research say is effective? Effective feedback to pupils had the highest overall cost benefit. It was found to enhance thinking and foster independence. (John Hattie ‘Visible Learning for Teachers’ Routledge, 2012) SEN pupils are likely to benefit from more feedback than pupils without additional needs. Why is it not provided by TAs? Most TAs have not been trained to deliver this feedback. They are rarely given time to provide this feedback. What is the consequence of this for TA training? ‘Toolkit of Strategies to Improve Learning’ Summary for Schools spending the Pupil Premium Steve Higgins et al. (University of Durham)

Making the most of in-class TA support Create checklists of ‘What to do before asking for help’ to dissuade pupils from over-reliance on TA support. Have laminated cards of key topic words for the TA to show pupils each time the teacher uses the word. Train TAs to model the thinking process rather then just supply the answer. Teachers ask TAs to scribe main ideas in bullet points when teachers explain a new concept.

Making the most of in-class TA support Give TAs a blank mind map of the topic/subject which they can add to each lesson so pupils see how bits of knowledge link together. Create observation sheets with TAs and use to identify particular aspects of learning pupils struggle with or what prompted ‘off task’ behaviour. Discuss these observations in the end of lesson plenary.

Making the most of in-class TA support Create a checklist of enabling language to avoid ‘closed’ statements e.g. ‘Don’t forget the full stop.’ and instead encourage independent learning e.g. ‘What do you know about sentences?’ Provide question starters e.g. Which is the best answer? Why? What do you know already that could help you? How could it be improved?

What does research tell us about 1:1 tutoring? One-to-one tutoring Overall cost benefit = Moderate impact for very high cost ‘Toolkit of Strategies to Improve Learning’ Summary for Schools spending the Pupil Premium Steve Higgins et al. (University of Durham)

Explanation of research findings Why might TAs be more effective when delivering an intervention than when supporting in the classroom? Chances are: They know what they’re supposed to be doing. They feel confident in their skills. They see their own success – job satisfaction.

How to make 1:1 interventions cost-effective? TAs are trained to deliver the intervention. SENCos also attend the training. The chosen interventions have strong evidence of their effectiveness. The interventions are carefully monitored and the expectation is pupils will make ‘double the rate of normally progressing pupils’ (i.e. 12 months progress in 6 months). Intervention learning and whole class learning objectives are shared between SENCo, teacher, TA and pupil (and parents). The intervention helps pupils acquire ‘learning strategies’ and not just the ability to do isolated tasks. The learning in the 1:1 intervention is revisited in the classroom.

SENCo /TA roles in the new Code of Practice Assess The class/subject teacher working with the SENCo should carry out a clear analysis of the pupil’s needs drawing on: Teacher assessment Information from the school’s core approach to pupil progress Other subject teachers’ assessments This will determine whether the pupils will benefit most from: In-class support Small group intervention 1:1 support

SENCo/TA roles in the new Code of Practice Plan SMT/Teachers/SENCos should create Action Plans which specify: Where you want to go (short-term/longer term) What needs to be done (to get pupils from A to B) The role of TAs in achieving those goals How much it’s going to cost Yes … it will cost money!

Undertake an audit of current practice of TA deployment Planning Working as a team Targeting support to learning Supporting professional development

Examples of audits ‘Effective deployment of classroom staff’ (tda) ‘The effective management of teaching assistants to improve standards in literacy and mathematics’ (Primary) DfES archived material ‘Maximising the Impact of Teaching Assistants’ Russell, Webster and Blatchford www.teachingassistantresearch.co.uk

Don’t forget the Ofsted agenda The new Ofsted Inspection Handbook directs Inspectors to: “… a scrutiny of the impact and contribution of Teaching Assistants” Inspectors will expect to see: Pupils who are not making the expecting level of progress receiving quality first teaching to meet their needs. TAs working with pupils across the ability range to avoid the association between TA and low attaining pupils TAs ‘thinking on their feet’ i.e. if pupils are not making expected progress can the TAs re-think strategies for support or quickly provide alternative scaffolds for learning?

Supporting High-Quality SEND Teaching in the Classroom conference For further training opportunities, take a look at our Supporting High-Quality SEND Teaching in the Classroom conference Taking place on the 28th January in London Key sessions being covered on the day include: TA Deployment: Train your classroom teachers to effectively deploy TAs and LSAs for maximum impact on progress Differentiation: Leave with a toolkit of proven strategies to help staff differentiate effectively in their classrooms Staff Training: Take away practical CPD and staff training programmes to upskill staff in your school to successfully meet all needs Find out more at: www.oeconferences.com/SENDteaching

Questions & Answers Find more resources at http://www.optimus-education.com/knowledge-centre/sen-and-safeguarding Follow us @OptimusSEND Questions & Answers