Deploying TAs – updated guidance report – part 1
This blog is the first of a two part series looking into recommendations 1 and 2 of the updated EEF report on TA deployment.
Research School Network: Blog Posts
Blog Posts
Year
Blogs
Latest blogs from our Research Schools
Improving Literacy in Key Stage 2
EEF Guidance Report
Building reading fluency in the secondary classroom
Clips from the Classroom
Clips from the Classroom
Building reading fluency in the secondary classroom
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Deploying Teaching Assistants: Navigating the Challenges of ‘Parachute’ Support in the Classroom
Gill Fearns, reviews the key recommendations the new ‘Deployment of Teaching Assistants Guidance Report’
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The most important aspect of feedback, is the quality of the conversation
Exploring a school’s approach to embedding high quality feedback.
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What do you notice? What do you wonder?
Tom Manners reflects on the power of prompts to support the development of conceptual understanding.
Using research effectively; Inclusion of SEND in Mainstream
An evidence based approach and use of research
Classroom Choreography
Complementary Teacher and Teaching Assistant roles to enable all pupils to access high-quality teaching
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Deployment and Dialogue: Engaging TAs to Improve Practice
Engaging teaching assistants in the deployment of teaching assistants
Intentional deployment of Teaching Assistants; an integral component of inclusion
Ensuring a strategic approach to the effective deployment of Teaching Assistants
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Deployment of teaching assistants: 4 key messages for school leaders
What are the key considerations for school leaders from the newly-updated EEF guidance?
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Maths: Problem Solving or Problem Solved?
Where are the moments within the maths process that allow children to realise and see their successes, or struggles?
In the news -
Deployment of Teaching Assistants
The new edition of the EEF’s guidance on the deployment of teaching assistants (TAs)
Entropy, attendance and implementation
By David Windle, Director, The London South Research School
The power of ‘Supported Sentences’
By Robert Paul, Yr 1 and reading lead at Charles Dickens Primary School
Exploring the intersection of oracy, diversity and disadvantage
Podcasts -
Discussing evidence generation work and how school settings can take part with Ellen Ritson of the EEF
Cornwall Research School Podcast Ep.6
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Supporting spatial reasoning: making the most of the outdoors
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Thinking Mathematically: using the ‘Think Aloud’ and ‘De-brief’ to develop problem-solving
An overview of our research project working with 30 schools across the north of England
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The Art of Teaching Vocabulary: Dos and Don’ts
Director of Shotton Hall Research School, Alicia McKenna looks at the dos and don’ts of vocabulary instruction.
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Early Steps into Early Years Professional Development: Laying the Foundations
Co-creating shared principles is the foundation for effective professional development in the Early Years.
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How to Plan a Think Aloud in Maths: Worked Examples
Two examples to support teacher modelling and explanation
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Maximising Mathematical Moments
Everyday routines can be used to develop early mathematical understanding.
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Metacognition – more than just thinking about thinking
What makes a successful learner?
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Our Graduated Response: A whole school approach
Phil Stock talks through a school’s move towards a whole school model of how to support pupils with different levels of need.
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Transforming SEND Support in Walsall: Evidence-Based Strategies for Lasting Impact
Our Evidence Lead in Education, Rachel Seneque, assesses the impact of our Walsall SEND programme
Improving Year 11 Confidence and Success in Mathematics: The ‘40 Markers’ Strategy
At Hathershaw College, analysis of exam data revealed a surprising trend.
Supporting students with GCSE maths at post 16 (Blog 1 of 2)
Blog 1 – How to begin the process, building positive relationships
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I can’t do Maths…yet! Blog 2!
How gaps in recall can impact on future learning – the importance of mathematical talk
The use of maths games in the Early Years to help close the ‘disadvantaged gap’
The Early Years Series
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Using Metacognition to Improve Mathematics Learning in Secondary Schools
The 7‑step metacognition model working towards self-regulated learning
Beyond Right and Wrong: Assessing Mathematical Fundamentals with Real-Time Insight
Sarah-Louise Johnston, interviews Liz from Venn Maths Hub to Uncover Innovative Assessment Strategies for KS1 Mathematics
Emotive learning in maths classrooms
Effective questioning when problem solving
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Disadvantage in the South West
By Dave Fordon, Pupil Premium Lead at St Bartholomew’s CofE Primary School.
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Making the Most of Manipulatives
Carefully considering the correct manipulatives.
Network-wide blogs
These blogs have been written on behalf of the wider Research Schools Network rather than an individual Research School
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Putting Evidence into Practice: A Personal Reflection
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Putting Evidence into Practice: Five things to consider
Press Release -
Six schools secure funding to boost the quality of teaching in their regions
EEF announces new additions to the Research Schools Network
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Cultivating a new Evidence Network
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Understanding challenges and interpreting data
Deliberate Practice at The Two Counties Trust
Reflections on Reflecting: Considering how to support teachers to meaningfully reflect on professional development
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Blog: The updated Early Years Toolkit: A welcome addition for the early years sector
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Blog: Let’s Talk Maths
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Blog: Using picture books to promote high-quality conversations in maths: the ShREC Approach
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Blog: Pulling out ‘The Bricks’: Deconstructing the House of Reading
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Blog: Changing vocabulary between primary and secondary school
Marcus Jones is Literacy Lead at Huntington Research School