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Getting off to a Good Start

Many Assistants work for some or all of their time with pupils who have a statement of Special Educational Needs, This is a document issued by the local educational authority which details what Special Educational Needs of the pupils are considered to be and what should be provided in order to meet those needs.

In your work as an assistant you will be working as part of a team in the school, which is lead by the special, needs coordinator (SENCO). If you work in a large school then there may be several teachers managing the Teaching Assistants

The Teaching Assistant has the advantage of having time to build a positive relationship with a pupil(s), which, if used well, can be valuable to all concerned. It is important to find out as much as possible before the initial meeting e.g. if the pupil has a statement, know the recommendations. The Class Teacher can also give any relevant background information. There may be particular strategies that the teacher is employing, to try to change the pupil's behaviour and the Teaching Assistant needs to understand and work with these so that the pupil(s) benefits from a consistent approach.

At the initial meeting with the pupil(s), the Teaching Assistant should try to give the impression that he/she is looking forward to working with the pupil and is pleased to meet him/her. Use the pupil's name and smile, show a personal interest, listen carefully and ask any questions in a relaxed manner. Avoid being critical, especially during the early relationship. Look for the positive and try to find the opportunity to praise.

Supporting Learning

  • It is important that all staff within the school understand the role of the Teaching Assistant. Whilst the teacher has responsibility for programme planning, setting objectives, resources and teaching methods, the Teaching Assistant should be part of a working and planning team.
  • Teaching Assistants should be clear about issues of confidentiality. They should have copies of school policies on Special Educational Needs, Behaviour, Bullying and Equal Opportunities as well as with accident and emergency procedures.
  • The Teaching Assistants may find it useful to see a copy of the child's/pupil/s' statement and/or IEP.
  • The SENCO should keep in regular contact with the Teaching Assistant to give support and advice when necessary.
  • The Teaching Assistant should know what programme of work he/she is to carry out with the child/pupil/s and how and when this is to be done.
  • The school's Behaviour Policy will highlight the rewards and sanctions used within the school and what standards of work and behaviour are acceptable. The Teaching Assistant should adhere to these to aid continuity.
  • All pupils should be aware of the Teaching Assistants role so that they know who to ask for help in different situations.
  • Teaching Assistants should endeavour to avoid singling out the pupil/s with SEN as being 'different'.
  • Teaching Assistants should ensure that the pupil/s in his/her care are as independent as possible.
  • Teaching Assistants should be encouraged to work with the teacher in joint planning and in regularly reviewing the work and progress of the child/pupil/s. This should include the setting of new targets.
  • Both the teacher and Teaching Assistant should negotiate:
    1. Who will deal with misbehaviour;
    2. Who will mark the pupil's work and how;
    3. Whether the Teaching Assistant should give permission for pupils to leave the classroom to go to the toilet etc.
  • Negotiation should promote flexible working arrangements so that all pupils' benefit from support i.e. the teacher works in the classroom with the pupil with SEN whilst the Teaching Assistant supervises the rest of the class.
  • Negotiation should result in a clear system of recording and the Teaching Assistant should give copies of records regularly to the class teacher or SENCO.
  • The Teaching Assistant should be provided with all necessary resources prior to each lesson.

More information on Teaching Assistants

http://www.teachernet.gov.uk/Professional_Development/managingmycpd/teachingassistants/