Effective practice in the use of teaching/support assistants to

support pupils with SEN in mainstream schools

Reviewing pupils’ progress and monitoring the effectiveness of

TA support

Further Recommendations

• More frequent (perhaps termly) reviews of pupils’ progress and TA use in relation to achieving progress would allow teachers to adjust levels of additional support before there can be any negative effects of TA support on learning. Once supported pupils have met their targets, the TA can be deployed to work with other pupils identified as ‘falling behind’, and teachers can provide more direct one-to-one or group teaching to those who need it most.

Webster, R., Russell, A. and Blatchford, P. (2009)  'A help or a hindrance?' Every Child Journal, 1(2) pp. 64-67

Draft SEN Code of Practice: for 0-25 years

• Plans for the use of support should relate to a clear set of expected outcomes, which should include stretching and relevant academic and developmental targets. Progress towards these outcomes should be tracked and reviewed regularly, at least termly.

Review• The focus of the review stage is:• The effectiveness of the support and the impact on the

child’s progress • The review should also involve:• The views of the pupil and their parents.• This information should feed back into the analysis of the

pupil’s needs.• The class or subject teacher, working with the SENCO,

should revise the support in light of the pupil’s progress and development, deciding on any changes to support and revised outcomes in consultation with the parent and pupil.

Evidence of Effectiveness

• To measure the effectiveness of the intervention of TAs it is essential to be clear about the expected outcomes of their intervention in terms of increased pupil progress and achievement.

Expected Outcomes

• Provision for literacy at School Action – double expected progress.

• Interventions for managing angry feelings – reduction in incidents of uncontrolled anger.

• In-class support to improve progress and achievement in identified curriculum area – increase in P Scale/NC sub-levels

• In-class support to increase time on task – increase in on-task levels.

Evidence• Tests that provide standardised scores and as a

result measure rate of progress in areas that include reading, spelling, numeracy, self-esteem, attitudes to school . . .

• Checklists associated with behavioural and transition interventions e.g. improved listening/attention skills, improved language skills, reduced pupil isolation etc.

• Increased rates of progress in curriculum areas • Pupils’ and parents’ feedback that indicates raised

levels of confidence• . . .

Activity• What assessment approaches do

you use to provide evidence of the effectiveness of TA intervention in your school?

• Share with a partner and make a list of these assessment approaches.

Monitoring the effectiveness of TA Support

• Research indicates there is very little direct monitoring of TA support.

• During teacher observations reference is usually made to the effectiveness of support within a lesson.

Key Questions

• Who should monitor?• What should you monitor?

• How effectively the TA works to support pupil learning?

• How effectively teachers and TAs work collaboratively to support pupil learning?

Who?

• Headteacher• Member of SLT• SENCO• . . . . . .

What?

• How effectively the TA works to support pupil learning?• Preparedness• Focus on learning not task completion• Encouraging independence• Range of strategies used• Instructional talk

•

Activity

• In small groups discuss:• What your schools currently do to monitor the

effectiveness of TA support and how successful this is in improving the quality of support.

• Who monitors TA support currently in your schools• Consider the examples of observation forms and

question prompts, would these be useful in your school?