Research School Network: Enhancing Learning through Effective TA Support: Insights from the New TA Guidance Report This article provides a summary of the NEW TA Guidance report and includes a case study from Willows Primary School
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Enhancing Learning through Effective TA Support: Insights from the New TA Guidance Report
This article provides a summary of the NEW TA Guidance report and includes a case study from Willows Primary School
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by Staffordshire Research School
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Nicola Arkinstall
Willows Primary Academy
This article was written by Nicola Arkinstall, the Headteacher of Willows Primary Academy. Nicola is also the Director of Staffordshire Research School.
In the ever-evolving landscape of education, the role of Teaching Assistants (TAs) has become increasingly vital. The recent TA guidance report offers valuable recommendations aimed at optimising the impact of TAs in supporting diverse learners. This blog will explore these recommendations and illustrate their application through a case study of a school effectively utilising the scaffolding diagram to empower pupils in the classroom.
Key Recommendations from the TA Guidance Report
The new guidance report emphasises several essential strategies for TAs to enhance their effectiveness:
1. Clear Roles and Responsibilities: TAs should have well-defined roles that align with the needs of the students and the goals of the curriculum. This clarity helps TAs focus on specific tasks, whether it’s assisting with individual learning or supporting group activities.
2. Effective Communication: Building strong relationships with teachers, students, and parents is crucial. TAs should actively communicate with teachers about student progress and challenges, and also foster open lines of communication with pupils to understand their learning needs.
3. Professional Development: Ongoing training and professional development opportunities are essential for TAs to stay informed about the latest educational strategies and methodologies. This enhances their ability to support students effectively.
4. Use of Scaffolding Strategies: Scaffolding is a crucial technique that TAs can employ to support students in gradually developing their skills and understanding. This includes breaking down tasks into manageable steps and providing appropriate support until students are able to work independently.
5. Regular Assessment and Feedback: TAs should regularly assess student progress and provide constructive feedback. This helps in identifying areas where students may need additional support and ensures that the teaching approach is responsive to their needs.
Case Study: Willows Academy
Willows Academy, a primary school located in Staffordshire, serves as an exemplary model of how TAs can effectively use the scaffolding framework to support students in class.
Background
At Willows Academy, TAs are integral to the educational framework, working closely with teachers to support a wide range of learners, including those with special educational needs (SEN). The scaffolding framework has validated the school’s teaching strategies. This is evident by high student engagement and exceptional achievement.
Scaffolding Framework
The scaffolding framework consists of several layers that represent different levels of support provided to students. Teaching Assistants at Willows use this framework consistently to ensure pupils are supported to be independent learners. In order for the framework to be implemented effectively the school has put the following in place:
1. Preparation: TAs collaborate with teachers to prepare resources and adapt lessons to meet the varying needs of students. This includes creating visual aids, interactive activities, and adapted tasks.
2. Modelling: During lessons, Teachers and TAs model tasks and demonstrate problem-solving strategies. For instance, when teaching a new math concept, Teachers and TAs guide students through examples, encouraging them to verbalise their thought processes.
3. Guided Practice: group work is facilitated, allowing students to practice skills with support. Through targeted questioning and prompts, students clarify their understanding and peer collaboration is supported by adults.
4. Independent Practice: The initial expectation is that pupils self-scaffold while the TA observes their performance. TAs then intervene appropriately when pupils demonstrate they are unable to proceed, by moving down the layers in turn. As students gain confidence, TAs reduce support, allowing them to tackle tasks independently. TAs observe and provide feedback, ensuring students can apply what they have learned effectively.
5. Reflection: At the end of each lesson, TAs engage students in reflective discussions about their learning experiences. This helps students articulate their understanding and identify areas for future focus.
Outcomes
By using the strategies described in the scaffolding framework, Willows Primary Academy has seen remarkable student outcomes. Teachers report increased participation and confidence among students, particularly those who previously struggled with specific subjects. The structured support provided by TAs has created an inclusive learning environment where all students feel valued and capable of success.
Conclusion
The new TA guidance report offers a roadmap for enhancing the role of TAs in the classroom. By focusing on clear roles, effective communication, professional development, scaffolding strategies, and regular assessment, TAs can significantly impact student learning. The case of Willows Primary Academy exemplifies how these recommendations can be put into practice to create an engaging and supportive educational environment. As schools continue to adapt to the needs of their students, the role of TAs will remain pivotal in fostering a culture of learning and growth.
