Teaching assistants
Many schools have recruited teaching assistants
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Developing a teaching assistant role
With no conventional classroom assistants to help teachers with their administrative burdens, Salmestone Primary had to think of new ways to help reduce time spent by them in this area.
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Easing workload by using teaching assistants
Having been recruited to the pathfinder programme, Langley Junior School has made significant changes to ease teachers' workloads. Read on to find out about what differences these changes have made.
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Laptops encourage teachers to share best practice
At Etone Community School, a school recruited to the pathfinder programme, the continued use of individual laptops has encouraged staff to work together more closely and share ideas.
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Staff mini teams help teachers use time more effectively
Ashlawn School has set up mini teams of support staff who take responsibility for work previously done by teachers. Raised standards, integrated teaching and better use of teachers' time are the results.
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Developing support roles
This school recognised a need to focus more on supporting challenging children and so worked to develop support roles within the school. Results have been marked; with good quality supply staff, high staff morale and increased application to learning by pupils.
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Passing on vocational expertise through support staff
This case study describes how employing specialist support staff can provide support for the teachers and reduce teacher workload.
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The benefits of support staff
Glyn Technology School has expanded the roles of many of its support staff and TAs to take over several functions previously undertaken by teachers. They are involved in attendance monitoring, mentoring difficult students and parental contacts.
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Dealing with the challenges of disadvantage and underperformance
Firth Park Community College has recently undergone a radical overhaul of its approaches to the provision of teaching, in order to deal with its challenges by recognising the greater contribution that TAs could make.
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'Living French' across the curriculum
West Minster School has a native French speaker on its staff and has taken this opportunity to build in the use of French across the curriculum. This has meant introducing the language into a range of lessons in a way that keeps it, in the words of the head teacher Alan Bayford, ‘incidental and therefore fun’. In the current academic year the ´Living French´ teaching assistant provided eight hours a week, but this will increase substantially in September 2004, enabling her to build an embedded programme of study from Reception through to Year 4.
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Expanding the role of teaching assistants
Fowey Primary School in Cornwall shows just how far Government reforms have allowed teaching assistants (TAs) to re-shape their roles and responsibilities in the classroom, while helping schools fulfil the obligations under the new remodelling and PPA obligations.
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