Working with other adults in the class

Classroom management and partnerships Working with other adults in the class

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.

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

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.

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

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.

Effect of TA support (continued…) Pupils’ progress is impacted when: • prescribed intervention programmes are used thatin 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

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

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.

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.

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

Learning outcomes Activity 5 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.

Learning outcomes Activity 6 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.

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

Waves model – behaviour Additional highly personalised interventions Small-group intervention for pupils who need additional help in developing skills, and for their families 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

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.

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.

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

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?

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?

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

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.

Working with other adults in the class