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What do teaching assistants really do ?

Paper presented at the British Educational Research Association Annual Conference, University of Glamorgan, 14-17 September 2005

Danny Durant (Adviser) and Julien Kramer (Director of Education)Worcestershire LEAP.O. Box 73WorcesterWR5 2YA

[email protected]

Abstract

The paper is a report of work in progress on a 3 year project (2004 – 2007). It reports on activities to date and early indications from the study.

This study is an impact assessment of workforce reform and the role of teaching assistants in a Local Education Authority. Worcestershire is a relatively new authority having been formed on 1 April 1998 and is unusual in that it enjoys both two tier and three tier systems of school organisation across its three hundred institutions. Twice Ofsted/Audit Commission have inspected the authority and on both occasions the performance has been judged to be good. The authority has engaged in innovative work in the development of teaching assistants and has begun to implement workforce reform. We are interested in the impact of workforce reform on children’s learning, the work of teaching assistants and the utilisation of teachers’ time.

The study has four main aims; Investigate the changes in the teaching assistant (TA) career structure in

Worcestershire over the period 1998-2006 Assess how workforce reform is changing and enhancing the role of teaching

assistants in schools Consider whether workforce reform is progressively enabling the better use of

teachers’ time Explore the association between the use of teaching assistants and pupil

progress

There are some big issues here and the project may illuminate potential ways forward particularly in the effectiveness of teaching assistants. The project is taking place against a backdrop of change at both local and national level.

Acknowledgements

Firstly it is worthy of note that this project has been undertaken alongside everyone’s ‘day job’. The project could not proceed without the co-operation of teaching assistants, Headteachers and staff in our schools. We are grateful for their support and the time taken in participating in this project (e.g. completing questionnaires, taking part in

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mailto:[email protected]

interviews). We would also like to acknowledge the particular expertise, collaboration and support of our colleagues; Anthea Main (Inspector), Sue Baker-Williams (Human Resources Manager), John Draper (Staffing and Salaries Officer) and June Seymour (TA Training and Development Coordinator). Together with the authors they form the project steering group.

Outline project timetable

The project is planned to cover three academic years. Year one of the project was designed to provide a baseline from which developments and trends could be investigated. The main survey instrument was a questionnaire issued to 1174 Headteachers, teaching assistants and TA line managers. This was supplemented by follow-up one-to-one structured interviews with a small selection of teaching assistants and Headteachers.

The day-to-day management of TAs varies from school to school. In some cases, it is the Headteacher who manages the work of the TAs in the school (typically in a small Primary school). In other schools a Deputy Headteacher, another senior member of staff, the SENCO (Special Needs Coordinator), the class teacher or a senior TA, may undertake this role. In this paper the phrase ‘line manager’ has been used to identify this role.

When WhatSpring 2004 Initial planning and scoping of projectSummer 2004 Literature reviewAutumn 2004 Questionnaire design and distributionSpring 2005 Data entry. Data analysisSummer 2005 Follow-up interviews with teaching assistants and Headteachers

Produce first reportAutumn 2005 Start cycle 2. Review first year findings and project operation and

revisit the questionnaire. Produce and distribute the questionnaireSpring 2006 Data entry. Data analysisSummer 2006 Follow-up interviews with teaching assistants and Headteachers

Produce second reportAutumn 2006 Start cycle 3. Review findings and revisit the questionnaire.

Produce and distribute the questionnaireSpring 2007 Data entry. Data analysisSummer 2007 Follow-up interviews with teaching assistants and Headteachers

Produce final report

Although in the table above, the project outcomes are identified as reports at points in time, there will be other outcomes. For example work on training for teaching assistants (in part identified through the project) has been developed and revised alongside this project.

Introduction

The teaching assistant is a remarkable person. Working at the behest of the teacher or another senior member of staff, she, (it is at present overwhelmingly a female role) will regularly undertake a diverse range of para educational activities, to support the pupil, groups of pupils, the class group and the teacher. DfES (2000) identified four ‘supports’ commonly regarded as part of the TA role – support for school, curriculum, pupils, teacher.

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This study was prompted by a nagging awareness that during the Director’s regular visits to schools and not withstanding his understanding of the best of classroom practice, despite even as some thirty years as an educationalist, he did not fully understand or appreciate the range or depth of the resourcefulness of teaching assistants. Neither was he clear exactly how demanding the work of teaching assistants was becoming.

A second reason for the study lay in the implementation of Workforce Reform (a national programme designed to define, clarify and rationalise the workload of teachers and hence of teaching assistants. More than that, Workforce reform allied to the significant changes in the development of teaching assistants and in their career structures it was clear that a rich vein for further research into the development of teaching assistants had been opened.

In any learning organisation, which is the Local Education Authority (LEA), it is no bad thing for the Director himself to be directing and learning from those he aims to leads.

Education matters. It matters to the individual and to society. It is important therefore that those who are involved in the formal processes of education young people are excellent; that they are valued and that they feel their efforts to be recognised and understood.

The prime educator is the parent; thereafter it is the family that influences young people. Schools, and where they exist the LEAs are part of the institutional structure intended to support parents, the carers in educating their children. Beyond the parent, the family and the school there is a bear garden that represents our diverse and complex culture.

Our work in schools is to complement the learning that children experience at home; (sometimes it is to challenge some of the parental and social experiences children have). It is as well to balance social values against those sometimes rehearsed in the media and in the market place of our culture.

Education is a fundamental human right and it is a social good: it is a structure of opportunities for the individual that will largely determine the quality of future life. It is also a large-scale investment in our society. At best it is a means of socialising our young people into our values, our ideals, our social mores: it is intended to equip young people to be come competent and confident adults able to survive in the 21st century society and with the critical tools to evaluate the best of what we have achieved and hopefully to move society forward.

The formal content of what is taught in English schools is defined in law. Within a statutory education there is also a diverse informal curriculum; there are as well opportunities for extended education, community education and the opportunity to specialise within certain establishments. Beyond statutory education, lifelong learning offers people of all ages opportunities to invest themselves academically, vocationally, socially and artistically. In each of these areas, teaching assistants have an influence and a role.

Selected Literature Review

The role of teaching assistants in supporting childrens’ learning and the work of teachers continues to evolve and to change. (Hutchings 1997; Jerwood 1999; Smith et al 2004). Factors influencing these changes are varied (Lee 2002), and include Government initiatives (DFEE 1997, DFES 2000) recognition of teacher recruitment and retention difficulties (DFES 1998; 2000); and continuing support for the inclusion of pupils with more significant special educational needs into mainstream schools. (Hegarty et al 1981; Lee & Henkhuzens 1996; Hutchings 1997). Critical interest has been focused on the impact which teaching assistants can have on pupils learning, (OfSTED 2001), on the

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wider contribution of teaching assistants in schools, (OfSTED 2002) and on the skills and qualification framework they should expect (Lee & Mawson 1998; LGNTO 2001; LRD 2002; EOLG 2003). There has been a related focus on progression for TAs through to Higher Level Teaching Assistant status and to initial teacher training. (TTA 2000; TTA 2003(a); TTA 2003(b); Thomas et al 2004 with Smith et al 2004).

The picture in 1998 consequent on Local Government Reorganisation and the creation of the new Worcestershire County Council and its Local Education Authority was one where what we now call teaching assistants were various described, where recruitment and induction arrangements were discrete and spasmodic, job descriptions were not standardised across the county, professional development opportunities were erratic and no career structure existed. (Robins & Seymour 2004). This inheritance matched in considerable measure the national picture (Balshaw 1998; Swan & Loxley 1998; Watkinson 1998; Hancock et al 2001 and Lee 2002).

The opportunity was taken, working with the University College of Worcester to provide a common induction format, modular accreditation of prior learning and professional development programmes, a portfolio of evidence and progression routes for continuing and further professional development. (WCC 2004).

Both locally and national these changes in the work of teaching assistants were not without controversy. (Wilson et al 2002). Recognition of the important role of teaching assistants was aligned with a strong feeling that their work was too diverse and the risk of exploitation existed. (Moyes and Suschitzky 1997). At best teaching assistants contributed powerfully to improving people’s learning. (Raffety and Barnard 1998). There were however real concerns at demarcation issues in schools and classrooms (Ward 2002), and fears that the work of teaching assistants could be seen as usurping aspects of the important role of the teacher in the classroom (Wilson et al 2002). Professional associations and the unions involved in education were divided in their views as to the benefits of additional teaching assistants and additional responsibilities for those teaching assistants (Fletcher-Campbell 1992; NUT 1998; Mansell & Slater 2002; McAnea 2002; Kirkman 2002).

Workforce Reform

In Worcestershire the term teaching assistant was adopted in 2000 (at the same time national government made the decision to adopt the term) and in a context where the County Teaching Assistant Training and Development Coordinator post was created. (Robins and Seymour 2004). At national level the term teaching assistant received official endorsement by the Department for Education and Employment. (DfEE, 2000). The work of the TA in Worcestershire schools was defined as encompassing all the support for teaching and learning for individual children and groups of children within classroom and in school; this irrespective of whether the pupils have learning or special learning needs. (Dew-Hughes et al 1998). The Authority was conscious of the need for a coherent programme of skills and knowledge development for teaching assistants (DfEE 1997; DfEE 1998a and 1998b).

Induction training for primary teaching assistants in Worcestershire followed best practice, (Smith et al 1999; Farrell et al 1999), anticipated the National Induction Training Strategy (September 2000), and the Secondary Strategy (September 2001); it recognised the six area core training requirement identified by the DfES, with the National Occupational Standards for Teaching Assistants (LGNTO 2001), and the National Qualifications Framework (QAA 2001) and expressed these national imperatives in the form of a local portfolio for the professional development of teaching assistants. (WCC 2004).

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Implementation of the National Workforce Agreement (see Thomas et al 2004) with its focus on reducing excessive and inappropriate workload on the teachers and consolidating quality of teaching and teaching support with the creation of Higher Level Teaching Assistants (HTLA) provided further impetus to the development of Worcestershire’s Professional Qualification for Teaching Assistants. The Foundation Degree in Learning Support qualification launched in Worcestershire by the Local Education Authority and the University College of Worcester (2002) anticipated the occupational standards for HTLAs. In 2004 Worcestershire became a recognised provider of training for higher level teaching assistants.

The accreditation of prior learning with modular development for teaching assistants and clear progression portfolio has enabled the teaching assistants workforce in Worcestershire to access coherent and consistent training for the work of teaching assistant in school and towards, where appropriate higher level teaching assistant status, Early Years Foundation Degree and teacher training status.

The study reveals tensions between the emergent and developing role of teaching assistants and the work of teachers; between the increasing expectations of teaching assistants and their financial remuneration, and a tension between raised career aspirations and ambitions amongst teaching assistants and the very constrained funding base available for their continuing professional development.

The changes in the teaching assistant career structure over the period 1998-2006

The following table shows the trend in numbers of teaching assistants in Worcestershire since 1998. There was a steady rise over the period 1998 – 2001. A new nationally recognised career structure of four levels was implemented from April 2002. Although numbers have continued to rise, it has not been at as steady a rate as previously. The reasons for this will be explored, but uncertainty over the proposed changes (both locally and nationally), timing of appointments and limited budgets are amongst the possible reasons for the fluctuation. Numbers are projected to rise to 5,000 by 2006.

Number of teaching assistant postsYear 1998 1999 2000 2001 2002 2003 2004Survey date 10/06/1998 27/04/1999 19/05/2000 06/02/2001 22/05/2002 16/04/2003 22/04/2004Nursery Nurses 113 112 107 114 School Assistants 670 773 919 1237 Sch Asst (SEN) 932 1164 1363 1372 Special Support Assistants 390 314 263 182 *Teaching Assistants Grade 1 2752 2346 2388Grade 2 237 656 718Grade 3 68 444 440Grade 4 10 20 31 Total 2105 2363 2652 2905 3067 3466 3577year on year % increase 12.3% 12.2% 9.5% 5.6% 13.0% 3.2%% increase 98 to 04 69.9%

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For budgetary purposes, teaching assistant costs are included in ‘Administrative staff’. Analysis for all schools, of the expenditure per pupil on administrative staff shows a rise over the period displayed.

It is customary as part of the budget planning cycle for schools to review their structures and confirm them during each autumn.

Methodology

Questionnaires (Annex 1) were issued in the autumn term of 2004 to a sample of the 3500 teaching assistants employed within the authority, to their line managers and to Headteachers.

It was decided that to reflect their differing perspectives, three separate questionnaires would be constructed, one each for

teaching assistant, their line manager and Headteacher.

The most detailed questionnaire would be that for teaching assistant. The specific questions within each questionnaire would ask about different aspects, but there would be links so that some cross analysis of the responses would be possible.

Considerable pre-analysis of the TA population was undertaken in order that the sample should be constructed to be representative in terms of grade, school type and geographical area. The findings from the questionnaire responses will form the baseline for an analysis of trends. Questionnaires will be issued again in the autumn terms of 2005 and 2006. In addition to asking specific questions, the questionnaires were designed to give respondents opportunity to add notes and comments. Respondents entered many comments and anecdotal evidence and these were particularly helpful as illustrations of good practice and concerns.

How workforce reform is changing and enhancing the role of teaching assistants in schools

The various questionnaire responses have provided many questions and issues for further exploration.

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Responses to the questionnaire from teaching assistants

There were 391 responses from teaching assistants, a response rate of 65%. Not all respondents completed all items and some responses were anonymous (in terms of the person and/or the school).

A) WHAT YOU DO

1) How much of your time is spent on each of the following ?Frequently Sometimes Rarely/Never Blank

1.1 Supervising and assisting small groups of pupils in activities set by teachers

85.2% 12.5% 1.5% 0.8%

1.2 Developing pupils’ social skills 77.2% 19.9% 2.0% 0.8%1.3 Implementing behaviour management policies (e.g. dealing with disruptive behaviour)

54.5% 37.9% 7.2% 0.5%

1.4 Spotting early signs of bullying and disruptive behaviour

52.2% 41.2% 5.6% 1.0%

1.5 Helping the inclusion of all children 84.7% 13.0% 0.8% 1.5%1.6 Keeping children on task 97.2% 2.0% 0.0% 0.8%1.7 Raising the self esteem of children by showing interest in what they do

98.5% 1.0% 0.0% 0.5%

1.8 Assisting individuals in learning activities 94.1% 5.1% 0.3% 0.5%1.9 Freeing up the teacher to work with groups by overseeing the rest of the class

29.4% 45.3% 23.5% 1.8%

1.10 Working with outside agencies (e.g. speech therapists, educational psychologists)

14.3% 42.7% 41.9% 1.0%

1.11 Assisting pupils with physical and / or sensory needs

19.7% 35.8% 40.4% 4.1%

1.12 Supporting the teacher in whole class teaching situations

73.4% 23.0% 2.6% 1.0%

1.13 Helping to develop lesson plans 15.9% 32.0% 50.6% 1.5%1.14 Providing support for the Literacy and Numeracy Strategies

70.8% 18.2% 8.7% 2.3%

1.15 Providing feedback to teachers 81.8% 16.1% 1.3% 0.8%1.16 Preparing teaching materials 49.9% 36.3% 12.8% 1.0%1.17 Something else ? (please specify in the comments box)

8.7% 2.3% 0.5% 88.5%

It is clear from the responses that TAs cover a wide range of activities (everything and anything) within school. Some responses were detailed.

“providing short term delivery teaching, rewarding/sanctioning behaviour, responsible for delivering specific programmes, this includes planning and resource preparation, monitoring/recording, written reports e.g. speech/language, daily individual sessions, attending annual reviews, including submitting written reports, liaising with parents verbally/non verbally i.e. home/school diary’s participating in target setting and IEPs, monitoring and assessing pupils progress, clerical duties such as keeping pupils files in order/up to date, using specialist skills to support the curriculum, being independently resourceful e.g. behaviour management strategies to support individuals e.g. response cost programmes (development of these)”

Others were more succinct.

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“Supporting the teacher in providing any help required to run a happy and successful classroom.”

Although TAs spend different proportions of their time working with and without children, the top three tasks identified in the table above are all concerned directly with children;

Raising the self esteem of children by showing interest in what they do Keeping children on task Assisting individuals in learning activities

“The TA role is intrinsically dependant on the individual needs of children in the classes being supported. As a result the focus and proportions of time spent vary with each academic year as the children’s needs change. This is today – tomorrow will be different.”

The low figures in 1.10 and 1.11 reflect the number of TAs who deal with this type of work e.g. physical/sensory needs and outside agencies. The low figures in 1.9 and 1.13 reflect the percentage of TAs in the sample who are on Grade 1 and 2 and would not be involved in overseeing the rest of the class (1.9) Grade 1 and would not be involved in planning (1.13).

2) Do you feel the balance of time spent on different activities is appropriate ?2.1 Yes 87.5% No 10.0% Blank 2.6%

Although the majority considered the balance of time to be appropriate, many commented on a lack of time as being an issue

“We could always do with 5 minutes more”

3) Does your job description accurately reflect the work that you undertake ?3.1 Yes 72.9% No 19.9% Blank 7.2%

Given the range of activities outlined above (question 1), it is not surprising that comments highlighting the difficulty of producing a specific and detailed job description were received.

“The job is so wide and varied that it would be impossible to write a full and comprehensive description of all duties undertaken as the job varies according to any child’s needs at any given time.”

“The description does but the hours do not accommodate the workload.”

“Although I do extra to job description when asked.”

4) How would you describe how you work with pupils ?Frequently Sometimes Rarely/Never Blank

4.1 I work independently with groups 81.8% 13.0% 4.6% 0.5%4.2 I work independently with individual pupils

66.5% 29.2% 3.8% 0.5%

4.3 I work round the whole class offering help where needed

66.5% 26.6% 6.1% 0.8%

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4.4 I support pupils doing practical activities 67.5% 27.6% 3.8% 1.0%4.5 I support pupils using ICT 45.3% 38.9% 15.1% 0.8%4.6 I listen to pupils reading 66.0% 25.3% 7.4% 1.3%4.7 I support EAL (English as an additional language) pupils

7.7% 8.4% 77.0% 6.9%

4.8 Other (please specify in the comment box)

6.9% 1.5% 0.8% 90.8%

The figures above complement those from question 1 confirming the wide range of ways in which TAs are used.

5) Which of the following would you say was the most important contribution you make in your school ?5.1 Freeing teachers of routine tasks (e.g. displays, photocopying) 50.1%5.2 Being an extra adult in class 53.7%5.3 Supervising pupils, in and out of class 51.7%5.4 Giving pupils extra support and practice 63.9%5.5 Being willing to support staff and pupils as needed 76.7%5.6 Differentiating work for pupils 50.6%5.7 Other (please specify in the comment box) 50.9%

It is interesting that ‘freeing teachers of routine tasks’ produced the lowest figure and ‘being willing to support staff and pupils as needed’ was clearly the highest figure. A significant number of TAs felt that they could not choose one heading and could have listed all the activities.

“How can you tick only one box when all of the above combined together produce efficient and effective teaching and support for both teacher and student ?”

6) Have there been any substantial changes to your role this year as compared with last ? (e.g. working at a different key stage, given a new area of responsibility)6.1 Yes 40.4% No 48.8% New in post this year 9.2% Blank 1.5%

7) Do you envisage any substantial changes to your role over the next 12 months ?7.1 Yes 18.4% No 44.0% Don’t know 35.8% Blank 1.8%

It is not surprising to see these figures, as they seem to reflect that the role of TAs is undergoing transition. Under the umbrella of national initiatives, this transition may be operating at different rates in different schools.

B) SUPPORT AND TRAINING

8) Which of the following school-based support and development opportunities have you had ?

Yes No Blank8.1 Appraisal/review meetings with line manager (e.g. Head / Assistant or Deputy Head / Mentor / SENCO)

75.7% 18.2% 6.1%

8.2 Whole school staff meetings 60.1% 30.7% 9.2%8.3 School-based training 87.0% 8.2% 4.9%8.4 Other (please specify in the comment box) 18.2% 4.1% 77.7%

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9) Which of the following external training and development opportunities have you had ?

Yes No Blank9.1 Training related to the award of the Worcestershire Professional Qualification for TAs

44.0% 40.7% 15.3%

9.2 DfES Induction training (4 days) 46.8% 36.3% 16.9%9.3 Other staff training courses run by the authority 70.1% 21.7% 8.2%9.4 Training for teaching assistant and teacher together run by the authority (e.g. on team working, Maths)

38.4% 45.8% 15.9%

9.5 Other University or College-based training 32.7% 33.2% 34.0%9.6 Other e.g. Health Authority training (please specify in the comment box)

16.6% 33.5% 49.9%

TAs have taken in the past, and still take, a wide variety of professional development activities within school and externally. These are mainly organised by the LEA and/or the Further and Higher Education colleges. The induction training has had a positive impact from those undertaking it (this part of the Worcestershire Professional Qualification for TAs.

“I found the TA training provided by the County Council most informative and useful. It was an ideal opportunity to learn and develop new skills and to meet other TAs from the County. The in-house training also provided an ideal opportunity to learn alongside work colleagues.”

12) If you have not had any training, which of the following circumstances apply ? 12.1 I am new in post 51.7%12.2 Training has not been available locally 51.4%12.3 There is no budget to cover my training 52.4%12.4 Courses are in school hours and I cannot get release 50.9%12.5 Courses are out of hours and other commitments prevent me 54.7%12.6 I have chosen not to go on training courses 50.9%12.7 Other (please specify in the comment box) 49.4%

There are several practical and financial barriers to training.

“I have paid for my own training”

“In my own time and at my own expense”

“During my time as a TA, I have had the opportunity to attend many internal and external training courses as requested, however due to financial constraints there have been fewer opportunities recently.”

“As I don’t drive some courses from our school are difficult to attend.”

“We are hourly paid, but training (outside school) is always out of hours.”

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C) THE FUTURE

13) Do you have aspirations to develop your career further in any of the following ways ?

In the next year

or two

In 3-5 years time

Not in the

foreseeable future

Blank

13.1 Further training and qualifications relevant to TAs 63.9% 5.6% 13.8% 16.6%13.2 Higher Level Teaching Assistant training 24.6% 15.1% 35.3% 25.1%13.3 Nursery nurse training / BTEC 0.5% 1.3% 56.5% 41.7%13.4 Teacher training (primary/nursery) 2.3% 6.9% 56.5% 34.3%13.5 Teaching training (secondary) 1.3% 3.3% 58.6% 36.8%13.6 I intend to develop my career in another field 2.8% 5.1% 52.4% 39.6%13.7 Other (please specify in the comment box) 2.3% 1.5% 8.7% 87.5%

This question was designed to follow on from questions 8, 9 and 12 about training opportunities (past and present) and look at future training. A significant majority indicate that they do want to participate in further training. This is a healthy state of affairs and there is a responsibility to provide that training. Seymour and Robins (2004) outlines one example of how this is being achieved in Worcestershire.

However the positive attitudes towards training are tempered by some other perspectives on long term aspirations.

“We are poorly paid any way, so what is the point if we don’t get the monetary benefit.”

“No real incentive to continue with further TA training, when there are not jobs available at that grade.”

“I love my job. I find it rewarding (when things go well), satisfying and enjoyable. I also suffer verbal abuse, deal regularly with dysfunctional children and would make a great teacher! Unfortunately I cannot afford to give up my job to train or re-train. The only thing stopping me teaching is a piece of paper with ‘degree’ written on it !”

“I do feel that good TA’s are too readily encouraged to do teacher training and become teachers. Why can’t there be better career development and salaries within TA’s roles or we will continually be losing good TA’s to a different role. Not all TA’s want to be teachers but do want to be professionals in their own right.”

14) Please indicate how satisfied you are with each of the followingVery

satisfiedSomewhat satisfied

Not very satisfied

Not at all satisfied

Blank

14.1 The job 78.5% 21.0% 0.3% 0.0% 0.3%14.2 The hours 68.0% 24.3% 5.4% 2.0% 0.3%14.3 The salary 11.8% 35.5% 34.0% 18.2% 0.5%14.4 Management of TAs 50.9% 38.6% 7.4% 1.8% 1.3%

“Unfortunately because of wage structure, TA’s will never receive (financially) what they deserve; this often has a detrimental effect on

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morale. Most TA’s work long hours, have patience in the bucket full and have to contend with little reward. We certainly don’t do the job for the money!”

Responses to the questionnaire from Headteachers

There were 198 responses from Headteachers, a response rate of 70%

1) Schools have clear policies outlining the roles and responsibilitiesFrequently Sometimes Rarely Blank

1.1 Does the school provide appropriate job descriptions for TAs ?

87.4% 9.6% 2.0% 1.0%

1.2 Does the school involve TAs in drawing up the job descriptions ?

47.5% 38.9% 11.6% 2.0%

1.3 Are TAs given time within their contracts for preparation, meetings, other administrative tasks and training ?

55.6% 35.4% 9.1% 0.0%

1.4 Is the school’s staff development plan inclusive of TAs staff development needs ?

72.2% 24.7% 2.5% 0.5%

1.5 Does the school identify the needs of teachers in relation to their role in managing TAs ?

52.0% 38.4% 8.1% 1.5%

1.6 Does the school access / provide support for teachers in relation to the management of support staff ?

35.9% 50.5% 11.6% 2.0%

2) Teachers and TAs learn together to improve the quality of their workFrequently Sometimes Rarely Blank

2.1 Do teachers and TAs reflect and talk together on a regular basis about their own learning ?

61.6% 34.8% 3.0% 0.5%

2.2 Do all teachers and TAs meet together regularly to improve the quality of their partnerships ?

64.6% 26.8% 8.1% 0.5%

3) TAs develop effective working partnerships with people involved in educationFrequently Sometimes Rarely Blank

3.1 Does the management of the school make efforts to ensure that the governors are drawn into an understanding of the TAs work, through written information, meetings, classroom observation or training ?

36.4% 49.5% 13.6% 0.5%

3.2 Does the management of the school make efforts to ensure that the parents in the school are drawn into an understanding of the TAs work ?

21.7% 53.5% 23.7% 1.0%

4) TAs meet with other TAs for purposes of planning, problem solving and staff development

Frequently Sometimes Rarely Blank4.1 Do TAs with specific curriculum responsibilities such as literacy/numeracy support, EAL and learning support, liaise on a regular basis ?

57.1% 28.8% 5.1% 9.1%

4.2 Do TAs assist in the induction procedures for newly appointed TAs ?

49.5% 35.4% 11.1% 4.0%

5) TAs are supported in relation to their induction, mentoring and development needs

Frequently Sometimes Rarely Blank5.1 Are TAs provided with a school induction programme ?

53.0% 26.8% 15.2% 5.1%

5.2 Are TAs encouraged to complete a 54.5% 21.7% 18.7% 5.1%

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professional achievement and development portfolio ?5.3 Are TAs appraised as a means of developing their contributions and accountabilities in the school ?

65.7% 18.7% 12.6% 3.0%

6) Workforce reform and the impact on pupilsSignificantly A little Not at all Blank

6.1 Has the remodelling agenda affected the deployment of TAs ?

28.3% 50.5% 17.7% 3.5%

6.2 Has any change in deployment impacted positively on their effectiveness in supporting teaching and learning ?

26.8% 43.4% 13.6% 16.2%

6.3 Has any change in deployment impacted positively on the progress and achievement of pupils ?

18.7% 44.4% 15.2% 21.7%

6.4 Has any change in deployment had a positive impact on the use of teacher time ?

33.3% 37.9% 11.1% 17.7%

Overall the responses from Headteachers reflect not only the value that schools place on TAs, but the issues arising from the significant changes to the school workforce.

“It is extremely difficult to plan for workforce remodelling with the information given so far, particularly in terms of funding. As a small school our TA’s are valued and integrated as vital members of staff.”

“With the remodelling agenda I envisage significant changes in TA development in the near future, hopefully the changes will be shown to have impacted positively on both teacher time and pupil achievement. We are currently preparing some in house training for out TA’s (decided by legislative changes in practice, teacher requirements and TA’s own requirements). Following the training I am confident that the above questionnaire responses will have moved forward.”

“Workforce reform has had a positive effect on TA effectiveness, especially regarding the newly formed post of cover supervisor and has had a positive effect on the use of teacher time, enabling teachers to use their professional skills more effectively.”

“The issues raised by the questionnaire indicate well the way forward but putting them all into place when there is so much change is really difficult. I regret I have not been more helpful.”

Responses to the questionnaire from TA line managers

There were 165 responses from TA line managers, a response rate of 57%

1) Managers’ and teachers’ management strategies provide clear guidance as to how TAs should work in their classrooms

Frequently Sometimes Rarely Blank1.1 Do teaching approaches and planning take account of the presence of TAs ?

87.9% 10.3% 0.6% 1.2%

1.2 Do the contributions of TAs encourage pupil independence in classrooms ?

77.0% 21.8% 0.0% 1.2%

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1.3 During whole-class teaching do teachers ensure that TAs work in ways that encourage pupils to remain engaged with all important aspects of the lesson ?

77.6% 21.8% 0.0% 0.6%

2) The expertise, skills and knowledge of TAs is used flexibly to foster the learning of pupils

Frequently Sometimes Rarely Blank2.1 Are TAs’ previous experiences and skills used to support curriculum access and flexible approaches ?

81.8% 18.2% 0.0% 0.0%

2.2 Are TAs encouraged to offer feedback to the teacher on classroom arrangements ?

74.5% 23.0% 1.8% 0.6%

2.3 Is the particular curricular knowledge of TAs recognised and used ?

76.4% 20.0% 3.0% 0.6%

2.4 Do TAs contribute to record keeping and collecting evidence of pupils’ progress for formal assessments ?

60.6% 37.0% 1.8% 0.6%

3) TAs work cooperatively with teachers to support the learning and participation of pupils

Frequently Sometimes Rarely Blank3.1 Do TAs understand the purpose of lesson activities ?

84.8% 14.5% 0.6% 0.6%

3.2 Do planning processes ensure that TAs know what to do to achieve curriculum continuity and full participation for pupils ?

58.8% 37.6% 3.0% 0.6%

3.3 Do TAs and teachers have arrangements that encourage them to offer one another constructive feedback ?

57.0% 38.8% 3.6% 0.6%

4) Workforce reform and the impact on pupilsSignificantly A little Not at all Blank

4.1 Has the remodelling agenda affected the deployment of TAs ?

23.6% 48.5% 23.0% 4.8%

4.2 Has any change in deployment impacted positively on their effectiveness in supporting teaching and learning ?

27.3% 36.4% 21.8% 14.5%

4.3 Has any change in deployment impacted positively on the progress and achievement of pupils ?

25.5% 36.4% 23.0% 15.2%

4.4 Has any change in deployment had a positive impact on the use of teacher time ?

27.3% 34.5% 23.0% 15.2%

The comments from Line Managers about the value placed on TAs support those from Headteachers, The comments from Line Managers are interesting in that they reflect a different perspective, but the issues are the same.

“The way the TA’s are deployed has a significant impact on teaching and learning, pupils and staff. However deployment is determined mainly by school ethos, needs of the school, the philosophy of the SENCO, current issues etc.”

“We are very fortunate here to have superb TA’s who have relevant expertise, experience and qualifications. I am concerned their status within school is under question and, as a small school we cannot fund full-time TA support in all classes.”

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“The induction training provided by JS is excellent. Fortunately the induction training is free, other training for TAs is prohibited which is a shame as they really value it – but there are too many courses, too many TAs and too little money for it. We could do with supply TAs for when they are off.”

“TA’s in general are now very highly regarded (and sought after) by teachers there has been a marked change in attitude towards them they are now regarded as part of the teaching team.”

Cross theme analysis

An analysis of a number of themes has been undertaken. By looking at the responses made by teaching assistants (TA), Headteachers (H) and Line managers (LM) to the questions on similar matters, it is possible to start to tease out common issues.

Theme – reflecting and working together

% Frequently Sometimes Rarely/Never BlankH 2.1 Do teachers and TAs reflect and talk together on a regular basis about their own learning ?

61.6% 34.8% 3.0% 0.5%

H 2.2 Do all teachers and TAs meet together regularly to improve the quality of their partnerships ?

64.6% 26.8% 8.1% 0.5%

LM 2.2 Are TAs encouraged to offer feedback to the teacher on classroom arrangements ?

74.5% 23.0% 1.8% 0.6%

LM 3.3 Do TAs and teachers have arrangements that encourage them to offer one another constructive feedback ?

57.0% 38.8% 3.6% 0.6%

TA 1.15 Providing feedback to teachers

81.8% 16.1% 1.3% 0.8%

The responses are similar in that they are all positive and this is to be expected, but it is interesting that the TAs themselves are most positive (81.8% frequently), then the Line managers and finally, Heads being least positive of the three groups. However TAs raised practical issues;

“There needs to be time set aside for greater collaboration with teachers.”

“depends very much on the teacher you happen to be working with.”

Theme – lesson activities

% Frequently Sometimes Rarely/Never BlankLM 3.1 Do TAs understand the purpose of lesson activities ?

84.8% 14.5% 0.6% 0.6%

LM 3.2 Do planning processes ensure that TAs know what to do to achieve curriculum

58.8% 37.6% 3.0% 0.6%

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continuity and full participation for pupils ?

It appears that Teachers / Line managers think that TAs do understand about lesson activities and how to achieve full participation.

Theme – developing lesson plans

There is little evidence of extensive use of TAs in developing lesson plans.

% Frequently Sometimes Rarely/Never BlankTA 1.13 Helping to develop lesson plans

15.9% 32.0% 50.6% 1.5%

This is supported by comments;

“Help with lesson plans depends on teacher - some like your input some feel it is their job to do them.”

“Frequently plan lessons for groups and individuals taught by myself, during classroom lessons and SEN times.”

“I plan lessons and teach children in small groups or individually, after discussion with SENCO.”

“It would be good to see the lesson plans before the lesson to be able to support in the best way.”

“A full-time TA should be entitled to planning and preparation time in order to maximise this role, rather than current situation that requires a great deal of 'on the job' thinking.”

Theme – working with outside agencies

% Frequently Sometimes Rarely/Never BlankTA 1.10 Working with outside agencies (e.g. speech therapists, educational psychologists)

14.3% 42.7% 41.9% 1.0%

There is little evidence of extensive direct work by TAs with outside agencies although the TA can play an important part, as noted by this comment, .

“Communication with the Teacher enables me to provide relevant information that will be useful for outside agencies. Effective feedback is realised as being very important however it is often dictated by time constraints.”

Theme – Management of TAs

Management of TAs is key if they are to be an effective part of the school workforce and both TAs themselves and their managers should report good management practices. Only just over half of the TAs (53.6%) feel satisfied with the way they are managed.

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There is a discrepancy between the Headteachers’ views and those of the TAs over job descriptions. 87.4% of Headteachers felt that the TAs had appropriate job descriptions whereas almost 20% of TAs felt their job description didn’t accurately reflect what they do.

Frequently Sometimes Rarely BlankH 1.1 Does the school provide appropriate job descriptions for TAs ?

87.4% 9.6% 2.0% 1.0%

H 1.2 Does the school involve TAs in drawing up the job descriptions ?

47.5% 38.9% 11.6% 2.0%

Yes No BlankTA 3.1 Does your job description accurately reflect the work that you undertake

72.9% 19.9% 7.2%

TA 8.1 Appraisal/review meetings with line manager (e.g. Head / Assistant or Deputy Head / Mentor / SENCO)

75.7% 18.2% 6.1%

This may reflect the fact that only 47.5% of Headteachers frequently involve TAs in drawing up job descriptions and only 75% of TAs have regular appraisals.

Theme – Workforce reform

At the time of questionnaire completion, the national agreement had required the delegation by teachers of routine clerical and administrative tasks (the ‘24 tasks’) and limits on cover for absent colleagues. Training and assessment for Higher Level Teaching Assistants (HTLAs) had just commenced, but the requirement for teachers to receive 10% non-contact time for planning and preparation (PPA) had not been introduced.

Questionnaire responses reflected the early stages of workforce reform with limited change reported by the majority of respondents. Nevertheless despite a sizeable number of cautious comments from Headteachers relating to constraints of funding or concerns about the appropriateness or acceptability of TAs covering classes there were a significant number reporting positive contributions to pupil learning, attitude and behaviour made by TAs.

Significantly A little Not at all BlankH 6.1 Has the remodelling agenda affected the deployment of TAs ?

28.3% 50.5% 17.7% 3.5%

LM 4.1 Has the remodelling agenda affected the deployment of TAs ?

23.6% 48.5% 23.0% 4.8%

The responses from both Headteachers and managers show similar distribution across the options.

Significantly A little Not at all BlankH 6.2 Has any change in deployment impacted positively on their effectiveness in supporting teaching and learning ?

26.8% 43.4% 13.6% 16.2%

LM 4.2 Has any change in deployment impacted positively on their effectiveness in supporting teaching and learning ?

27.3% 36.4% 21.8% 14.5%

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More Headteachers (70.2%) than Managers (63.7%) believe there has been some impact (little or significant). Again similar patterns of responses are evident in both the following tables.

Significantly A little Not at all BlankH 6.3 Has any change in deployment impacted positively on the progress and achievement of pupils ?

18.7% 44.4% 15.2% 21.7%

LM 4.3 Has any change in deployment impacted positively on the progress and achievement of pupils ?

25.5% 36.4% 23.0% 15.2%

Significantly A little Not at all BlankH 6.4 Has any change in deployment had a positive impact on the use of teacher time ?

33.3% 37.9% 11.1% 17.7%

LM 4.4 Has any change in deployment had a positive impact on the use of teacher time ?

27.3% 34.5% 23.0% 15.2%

Theme – Training and development

The responses from Headteachers suggest that TAs are included as part of staff development in schools.

Frequently Sometimes Rarely BlankH 1.4 Is the school’s staff development plan inclusive of TAs staff development needs ?

72.2% 24.7% 2.5% 0.5%

H 1.5 Does the school identify the needs of teachers in relation to their role in managing TAs ?

52.0% 38.4% 8.1% 1.5%

H 4.2 Do TAs assist in the induction procedures for newly appointed TAs ?

49.5% 35.4% 11.1% 4.0%

5.3 Are TAs appraised as a means of developing their contributions and accountabilities in the school ?

65.7% 18.7% 12.6% 3.0%

“Professional achievement/development for TA’s is a priority for the current School Development Plan”

“We have recognised the need to develop the professional development of TA’s during this academic year as part of our work towards investors in people.”

“TA’s participate in all in-house CPD activities”

“The TA Manager has identified raising the profile of TA’s, clarity of roles, responsibilities, relationships, ‘inclusion’ as part of her action plan for NPQH.”

There were no specific questions with reference to training and development for line managers. Nevertheless many added comments about this issue. These comments seem, on the whole to be positive and welcome.

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“All TA’s at my school have been actively encouraged to make use of the TA portfolio and have been offered practical advice as to completion of said document.”

Note that the TA professional portfolio is a relatively new initiative.

“The TA training available at present is very good at preparing TA’s for this new role.”

However some schools warn that there is insufficient funding to enable appropriate and necessary training of TAs and lack of funding may be blocking training activities.

“Without significant extra funding for training for TA’s this change in deployment can only have a negative impact on the children and their learning. TA’s can currently only be taken from existing employment to provide class cover. Tasks set are likely to be low level where teaching is not required. TA cover will need to be over and above what is provided currently to allow deployment. Quality cover should be provided by trained personnel (teachers), if the role is to teach for 10% of children’s time in school.”

“All TA’s are offered training.... However, the LEA only pays old scale 1 and now do not provide for supply cover. This puts unreasonable financial pressure upon the school. The changing role of TA’s needs to be funded in order to achieve maximum impact.”

Consider whether workforce reform is progressively enabling the better use of teachers’ time

Traditional definitions of the roles of TAs (Lorenz, 1998; Lee and Mawson, 1998; Farrell Et Al, 1999; Hancock Et Al 2001; Labour Research Department, 2002) have been refocused and given sharper definition by the centrally funded induction training sponsored by the DfES. Its six main focus areas: The Role of Teaching Assistants and their Context; Inclusion, Disability and Special Education Needs; Behaviour Management; Numeracy, Literacy and English as an additional language EAL have defined more sharply the expectations that schools have of the role of teaching assistants, and indeed the responsibilities that schools and the LEA have towards teaching assistants.

In Worcestershire the training profile of the TA has been further extended through the Teaching Assistant Professional Development Programme that has been delivered in partnership with the University College of Worcester (UCW) in respect of validating the accreditation. The current nineteen modules (including speech and language development, ICT and study skills, Supporting Children with Autistic Spectrum Disorder, Portage) are separate from the Foundation Degree in Learning Support which UCW has developed, in partnership with Worcestershire LEA, and the modules give access onto the degree for TAs. (WCC 2004).

The current study raises important questions as to the actual tasks the teaching assistants are carrying out and the match between their skills and their deployment. Important issues are also emerging in relation to the role of teachers and head teachers in supervising teaching assistants, and in their engagement in joint planning and collaboration as part of a whole staff strategy.

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What the study also begins to identify are aspects of the longer term and cumulative impact of training and development within a Workforce Reform context on teaching assistants, teachers and on pupil performance (Lee 2002).

The findings from the first questionnaires have provided a baseline from which to deduce possible trends. This area of work will be addressed in the future and examine how the use of time is changing and how this is ‘better’.

The association between the use of teaching assistants and pupil progress

Studies of the work of teaching assistants are typically focused on quantitative rather than qualitative issues (Cremin, Thomas, & Vincett 2003). Despite a number of studies adducing the belief that teaching assistants working with children improved the pupils outcomes, there are difficulties in establishing statistical evidence to demonstrate conclusively the nature of the relation between the impact of teaching assistants and improvements in childrens educational progress and or wellbeing (Blatchford et. al. 2002). A number of studies indicate identified benefits associated with teaching assistants in the classroom; (OfSTED 2002 Neil 2002; see also Farrell et.al. 1999). Given the substantial increase in expenditure and in the number of teaching assistants available in schools; (in Worcestershire the numbers will double to 5,000 by 2006), it matters that their work is demonstrably effective and provides value.

The evidence of additional rigor in the induction; development, quality assurance and scrutiny of teaching assistants in Worcestershire is secure. (WCC 2002). The legislative changes consequent on Workforce Reform are impacting on classroom practice. (OfSTED 2001; 2002; NFER 2005) There is some evidence that suggests the work of teaching assistants has reduced teacher workloads (Neill 2002). Equally there is evidence to suggest that teachers have increased management responsibilities and increased work planning responsibilities (Neil 2002). Models of working with teaching assistants to improve pupil achievement have been piloted (Blatchford et al 2002; Cable 2003; Cremin et. al. 2002). The findings from research into effective practice of teaching assistants (Farrell et. al. 1999. Blatchford 2002) focus on effective working of teaching assistants rather than demonstrable pupil outcomes.

The present study will seek to establish, in the second and third years of the survey whether there is a statistically significant relationship between the effective training and deployment of teaching assistants and improvements in pupil achievement and wellbeing. It is recognised that the area of impact analysis is a very complex issue. The size and timescale of the study won’t permit us to measure impact in terms of raising standards (e.g. Key Stage scores), but it may be possible to assess the three measures of good practice (with particular emphasis on items 1 and 2): DfES ‘Working with TAs booklet pp 10-13;

Fostering the participation of pupils in the social and acadmic practices of the school

Seeking to enable pupils to become independent learners Help to raise the standard of achievement of all pupils

This will form part of the future work of the project.

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DEPARTMENT FOR EDUCATION AND SKILLS (2000). Working with Teaching Assistants: a Good Practice Guide. London: DfEE.

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DOBSON, J. M. and POOLEY, C. E. Mobility, Equality, Diversity: November 2004. A Study of Pupil Mobility in the Secondary School System.

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Annex 1 - Questionnaires

Headteacher questionnaire

Frequently Sometimes Rarely1) Schools have clear policies outlining the roles and responsibilities

1.1 Does the school provide appropriate job descriptions for TAs ?1.2 Does the school involve TAs in drawing up the job descriptions ?1.3 Are TAs given time within their contracts for preparation, meetings, other administrative tasks and training ?1.4 Is the school’s staff development plan inclusive of TAs staff development needs ?1.5 Does the school identify the needs of teachers in relation to their role in managing TAs ?1.6 Does the school access / provide support for teachers in relation to the management of support staff ?2) Teachers and TAs learn together to improve the quality of their work

2.1 Do teachers and TAs reflect and talk together on a regular basis about their own learning ?2.2 Do all teachers and TAs meet together regularly to improve the quality of their partnerships ?3) TAs develop effective working partnerships with people involved in education

3.1 Does the management of the school make efforts to ensure that the governors are drawn into an understanding of the TAs work, through written information, meetings, classroom observation or training ?3.2 Does the management of the school make efforts to ensure that the parents in the school are drawn into an understanding of the TAs work ?4) TAs meet with other TAs for purposes of planning, problem solving and staff development

4.1 Do TAs with specific curriculum responsibilities such as literacy/numeracy support, EAL and learning support, liaise on a regular basis ?4.2 Do TAs assist in the induction procedures for newly appointed TAs ?5) TAs are supported in relation to their induction, mentoring and development needs

5.1 Are TAs provided with a school induction programme ?5.2 Are TAs encouraged to complete a professional achievement and development portfolio ?5.3 Are TAs appraised as a means of developing their contributions and accountabilities in the school ?6) Workforce reform and the impact on pupils

Significantly A little Not at all6.1 Has the remodelling agenda affected the deployment of TAs ?6.2 Has any change in deployment impacted

25

positively on their effectiveness in supporting teaching and learning ?6.3 Has any change in deployment impacted positively on the progress and achievement of pupils ?6.4 Has any change in deployment had a positive impact on the use of teacher time ?

In the additional comments box please feel free to write both about anything that hasn’t been covered above and to provide examples of good practice in your school.

Additional comments (HT1)

Thank you for taking the time to give us your views. Please return your completed questionnaire in the envelope provided to arrive at County Hall,

Spetchley Road, Worcester, WR5 2NP by December 3rd 2004.

Teaching assistant questionnaire

A) WHAT YOU DO

1) How much of your time is spent on each of the following ? (Tick one box in each row)

Frequently Sometimes Rarely/NeverFostering participation of pupils in the social and academic practices of the school

1.1 Supervising and assisting small groups of pupils in activities set by teachers1.2 Developing pupils’ social skills1.3 Implementing behaviour management policies (e.g. dealing with disruptive behaviour)1.4 Spotting early signs of bullying and disruptive behaviour1.5 Helping the inclusion of all children1.6 Keeping children on taskSeeking to enable pupils to become more independent learners

1.7 Raising the self esteem of children by showing interest in what they do1.8 Assisting individuals in learning activities1.9 Freeing up the teacher to work with groups by overseeing the rest of the class1.10 Working with outside agencies (e.g. speech therapists, educational psychologists)1.11 Assisting pupils with physical and / or sensory needsHelping to raise the standards of achievement of all pupils

1.12 Supporting the teacher in whole class teaching

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situations1.13 Helping to develop lesson plans1.14 Providing support for the Literacy and Numeracy Strategies1.15 Providing feedback to teachers1.16 Preparing teaching materials1.17 Something else ? (please specify in the comments box)

In the additional comments box please feel free to write about anything that hasn’t been covered above.

Additional comments (TA1)

2) Do you feel the balance of time spent on different activities is appropriate ?

2.1 Yes No


3) Does your job description accurately reflect the work that you undertake ?

3.1 Yes No


4) How would you describe how you work with pupils ? (Tick one box in each row)

Frequently Sometimes Rarely/Never4.1 I work independently with groups4.2 I work independently with individual pupils

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4.3 I work round the whole class offering help where needed4.4 I support pupils doing practical activities4.5 I support pupils using ICT4.6 I listen to pupils reading4.7 I support EAL (English as an additional language) pupils4.8 Other (please specify in the comment box)


5) Which of the following would you say was the most important contribution you make in your school ? (Tick one only)

5.1 Freeing teachers of routine tasks (e.g. displays, photocopying)5.2 Being an extra adult in class5.3 Supervising pupils, in and out of class5.4 Giving pupils extra support and practice5.5 Being willing to support staff and pupils as needed5.6 Differentiating work for pupils5.7 Other (please specify in the comment box)


6a) Have there been any substantial changes to your role this year as compared with last ? (e.g. working at a different key stage, given a new area of responsibility)

6.1 Yes No New in post this year

6b) If YES, please give brief details below

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7) Do you envisage any substantial changes to your role over the next 12 months ?

7.1 Yes No Don’t know


B) SUPPORT AND TRAINING

8) Which of the following school-based support and development opportunities have you had ? (Tick one box in each row)

Yes No8.1 Appraisal/review meetings with line manager (e.g. Head / Assistant or Deputy Head / Mentor / SENCO)8.2 Whole school staff meetings8.3 School-based training8.4 Other (please specify in the comment box)


9) Which of the following external training and development opportunities have you had ? (Tick one box in each row):

Yes No9.1 Training related to the award of the Worcestershire Professional Qualification for TAs 9.2 DfES Induction training (4 days)9.3 Other staff training courses run by the authority

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9.4 Training for teaching assistant and teacher together run by the authority (e.g. on team working, Maths)9.5 Other University or College-based training9.6 Other e.g. Health Authority training (please specify in the comment box)


(TA10) What have you found to be the most useful type of support and/or training ?

(TA11) Please list any other support or training you would particularly like.

12) If you have not had any training, which of the following circumstances apply ? (Tick all that apply)

12.1 I am new in post12.2 Training has not been available locally12.3 There is no budget to cover my training12.4 Courses are in school hours and I cannot get release12.5 Courses are out of hours and other commitments prevent me12.6 I have chosen not to go on training courses12.7 Other (please specify in the comment box)

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C) THE FUTURE

13) Do you have aspirations to develop your career further in any of the following ways ? (Tick one box in each row)

In the next year or two

In 3-5 years time

Not in the foreseeable

future13.1 Further training and qualifications relevant to TAs13.2 Higher Level Teaching Assistant training13.3 Nursery nurse training / BTEC13.4 Teacher training (primary/nursery)13.5 Teaching training (secondary)13.6 I intend to develop my career in another field13.7 Other (please specify in the comment box)


14) Please indicate how satisfied you are with each of the following (Tick one box in each row):

Very satisfied

Somewhat satisfied

Not very satisfied

Not at all satisfied

14.1 The job14.2 The hours14.3 The salary14.4 Management of TAs

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In the final comments box (TA15) please feel free to write about anything that hasn’t been covered above.


Thank you for taking the time to give us your views.Please return your completed questionnaire in the envelope provided to arrive at County Hall, Spetchley Road, Worcester, WR5 2NP by December 3rd 2004.

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Teacher / TA manager questionnaire

Frequently Sometimes Rarely1) Managers’ and teachers’ management strategies provide clear guidance as to how TAs should work in their classrooms

1.1 Do teaching approaches and planning take account of the presence of TAs ?1.2 Do the contributions of TAs encourage pupil independence in classrooms ?1.3 During whole-class teaching do teachers ensure that TAs work in ways that encourage pupils to remain engaged with all important aspects of the lesson ?2) The expertise, skills and knowledge of TAs is used flexibly to foster the learning of pupils

2.1 Are TAs’ previous experiences and skills used to support curriculum access and flexible approaches ?2.2 Are TAs encouraged to offer feedback to the teacher on classroom arrangements ?2.3 Is the particular curricular knowledge of TAs recognised and used ?2.4 Do TAs contribute to record keeping and collecting evidence of pupils’ progress for formal assessments ?3) TAs work cooperatively with teachers to support the learning and participation of pupils

3.1 Do TAs understand the purpose of lesson activities ?3.2 Do planning processes ensure that TAs know what to do to achieve curriculum continuity and full participation for pupils ?3.3 Do TAs and teachers have arrangements that encourage them to offer one another constructive feedback ?4) Workforce reform and the impact on pupils

Significantly A little Not at all4.1 Has the remodelling agenda affected the deployment of TAs ?4.2 Has any change in deployment impacted positively on their effectiveness in supporting teaching and learning ?4.3 Has any change in deployment impacted positively on the progress and achievement of pupils ?4.4 Has any change in deployment had a positive impact on the use of teacher time ?

In the additional comments box, overleaf, please feel free to write both about anything that hasn’t been covered above and to provide examples of good practice in your school.

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Additional comments (T1)

Thank you for taking the time to give us your views.

Please return your completed questionnaire in the envelope provided to arrive at County Hall, Spetchley Road, Worcester, WR5 2NP by December 3rd 2004.

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what do teaching assistants really do - university of leeds · web viewthe authority was conscious...

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