[Senco-forum] FW: TES- effectiveness (or not) of TAs

[William Dewberry]

How right is that!
Bill

From: gdmorewood [mailto:gdmorewood at supanet.com]
Sent: 02 March 2012 21:08
To: senco-forum at lists.education.gov.uk
Subject: [Senco-forum] FW: TES- effectiveness (or not) of TAs


Forwarded from Lynne ...

-----Original Message-----

From: Lynn Hoyland [mailto:lynnhoyland at aol.com<mailto:lynnhoyland at aol.com?>]

Sent: 01 March 2012 20:27

To: gdmorewood

Subject: Re: [Senco-forum] TES- effectiveness (or not) of TAs



Hi

I am about to deliver some whole school training around effective use of

TA's I'm the classroom and am using the research mentioned as my starting

point - it's not because I want to get rid of my TA. 's but because I want

the staff to start to think outside the box and stop relying on having an

extra adult in the classroom to do thier job for them! In my humble opinion

teacher need to take responsibility for the students on thier class room and

stop using excuses!!



Sent from my iPhone



On 1 Mar 2012, at 20:08, "gdmorewood" <gdmorewood at supanet.com<mailto:gdmorewood at supanet.com>> wrote:



> Hi Richard, this is correct - insofar as there was a TES article and (I

> assume) your Deputy is referring to the research (now a book - Reassessing

> the Impact of Teaching Assistants: How Research Challenges Practice and

> Policy by Peter Blatchford, Anthony Russell and Rob Webster, 23 Nov 2011)

by

> Peter Blatchford.

>

> Data from Sutton Trust reports do indicate that TA support is costly and

has

> relatively low-impact, in improving attainment.

>

> The Blatchford research (in my layman's terms!!) actually goes a stage

> further to say TAs can hinder/reduce progress!!!

>

> Ultimately this is a 'bandwagon' topic - everyone jumping on 'headlines'

and

> not really understanding the detail.

>

> TAs doing everything for students are most definitely a thing-of-the-past

> ....

>

> New methodology (especially in relation to Pupil Premium monies, for

> example, suggests that in considering low-cost - high-impact provision,

(see

> the following) there are the most-effective measures for lower cost (see -

> Higgins, S. et al (2011) Toolkit of Strategies to Improve Learning:

Summary

> for Schools Spending the Pupil Premium. The Sutton Trust, London):

>

>

> .         Metacognition and self-regulation strategies

>

> .         Peer tutoring and peer-assisted learning

>

> .         Effective feedback

>

>

> However this should not mean the loss of the TA forever.  Just a

re-defining

> of how additional funding is used.

>

> This is an area I am very interested in - we have approx 50 Statements of

> SEND, and 10 Teaching Assistants.  Our whole-school approach to supporting

> individuals through quality first teaching, all staff developing key

skills

> and education of the peer group (essential in my view) and work with

> individual with SEND to develop their own independence ... means TA-heavy

> models are not required - therefore money can be spent more directly.

>

> I think there is need for SENCos to ensure Heads/Deputies don't just see

> headlines and 'run with ideas' from papers/TES articles etc; but make them

> take time to realise that there may be more effective ways of supporting

> individuals through more holistic approaches .....

>

> Look forward to others thoughts .... best wishes, Gareth, Secondary SENCo

&

> Member of the Advisory Group

>

>

>

> -----Original Message-----

> From: Richard Cook [mailto:richard_cook at blueyonder.co.uk<mailto:richard_cook at blueyonder.co.uk?>]

> Sent: 01 March 2012 19:53

> To: senco-forum new list

> Subject: [Senco-forum] TES- effectiveness (or not) of TAs

>

> My Deputy has informed me of a study, reported in the TES last week, or a

> couple of weeks ago, that has confirmed that TAs are ineffective (in terms

> of cost effectiveness over impact). There was an earlier study (last

year?)

> that reported the same.

>

> Anyone read it?

>

> Views?

>

> Richard

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