Teaching Assistants and the Inspection!

1. Teaching Assistants and the Inspection!

2. Relationship between Teachers and Teaching Assistants Support staff can help to • Raise the performance of individual pupils How? • Provide coping strategies for pupils How? • Assist in management of pupils behaviour How? • Promote pupils’ independence How? • Support the development of differentiated curricular approaches to meet the diversity of pupils’ learning needs How?

3. Relationship between Teachers and Teaching Assistants Remember! • Associate staff can do much to help to promote the inclusion of children into their school • A teacher assistant who is briefed as to what is planned for a lesson, is in a stronger position to help the teacher realise his/her aims • As a member of a team the Teacher Assistant is in a good position to observe pupil performance and to provide the teacher with valuable thoughts on what works for pupils, what obstacles to learning they encounter and the effectiveness of classroom processes and organisation

4. Memo for Inspector! • Ensure you know why you are supporting your child – his/her difficulties /know where the statement is etc. Banding ? See Senco • Know his/her IEP and strategies you use and show how they have worked – give examples/pictures • Keep comment sheet for the child to show it is a working document and that you are involved with the planning with the teacher • If planning docs used - keep ready to show • Are you able to justify why you withdraw/keep in class/ in group/individual support • Mention courses you have been on and Inset training in school

5. Memo for inspector! Documents you should have to hand! • Timetable ( highlighting planning sessions and meetings with all and sundry!) • IEP • Examples of child’s work and involvement • Planning sheet • Comment sheets • Statement information and Banding of child • Any other things you are involved with!

6. Top Tips • Be organised! • Know your timetable • Include a variety of multisensory activities • Include the child in evaluations • Always be prepared to say why you are doing a particular activity • Know the IEP

7. Questions they may ask • Explain to me that nature of the difficulties of these children? • What would you do if a child is giving you cause for concern? • How do you organise your time? Why do you withdraw/provide in-class support etc? • Do you use a multi-sensory approach – Why and How? • How do you ensure that the learning environment is dyslexia friendly? • How do you differentiate for the children with difficulties?

8. Questions continued • What is the school’s marking policy? • What resources do you have available to you in the classroom? • What training have you received? • What further CPD do you intend to take in this area? • Do you communicate with parents • Where/who do you go to if you require additional advice and/or support? • What role does the LEA play in the support process?

9. Don’t worry! Just make sure you know the timetable for the week and know what is expected of you in each of the classes you work in!