1

Classroom management and partnerships

Working with other adults in the class

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

You will understand the key features of additional support from adults in the classroom.

Activity 1

Learning outcome

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

You will become familiar with research on the impact of TA support.

Activity 2

Learning outcome

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

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

You will consider ways of deploying TA support to promote pupils’ independence.

Activity 3

Learning outcome

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

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

Learning outcome

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

Activity 4

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

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

Wave 1Inclusive, quality first

teaching for all

Wave 2Additional interventions to

enable pupils to work at age- related expectations or above

Wave 3Additional highly

personalised interventions

Waves of intervention

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

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

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

Learning outcome

You will focus on managing effective partnerships with TAs.

Activity 7

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

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

Learning outcomes

You will:

reflect on key learning points from the session, and

identify the next steps in your own learning.

Activity 8

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.