Working with support staff

Working with other adults his links with Teacher Standard 8.  

Other adults that may be in the classroom:

  • Teaching assistant 
  • Home school Liaison officer 
  • leaning mentor 
  • behaviour support worker 
  • EAL support worker 
  • bilingual support worker 
  • specialist support worker 

These people are a valuable attribute to the learning of children and the class teachers teaching. 

team-workTo the left are the characteristics that I believe make good team work: 


MY DEFINITION OF TEAM WORK: A group of people with similar skills, as well as their own, who work collaboratively to achieve an objective or task. 



Successful teamwork – a common clear purpose or goal, agreed procedures, working together, and shared values – accepting others ideas (Cheminais 2013:24) 

Trust, Communication, teamwork and respect

key aspects of effective teamwork and positive relationships – takes time, learn others skills and be reliable and dependable – share the workload. Other characteristics for effective teamwork: 

  • Mutual respect – professional regard for one another, role models to children 
  • Mindfulness – aware of self, others and their needs. Aware of what is being said
  • Welcome Diversity 
  • Open communication – clear, honesty 

TA supporting SEN in mainstream schools – impact on children’s learning because may not have the appropriate skills/roles for this job – this can be from miscommunication, therefore, teachers need to speak with support staff to identify particular support for children. 

Teaching Assistant, Classroom Support Assistant, Learning support Assistant, download (1).jpgBehaviour Support Assistant – all different types of adults and their names. Teachers should know their other adults role as this will indicate their role – for example if a teacher has a behaviour support assistant this identifies this adult will work closely with children and their behaviour. 



Supporting the – pupil, teacher, curriculum, school:

  • ways in which other adults support the everyday aspects of a school
  • (Fox, 2016 – Handbook for Learning support Assistants). 

My experiences –

  • team teaching with fellow university trainees and supporting one another in individual teaching
  • planning for teaching assistants and working alongside them on practice
  • when volunteering working alongside a TA 


Teachers should get to know all of their class and allow the TA to as well. Also it would be beneficial to the teacher/children/TA to offer lesson plans prior to their session to their TA preferably at the beginning of the week to the verbally discuss this and ensure the TA has clarity. When working with specific groups TA’s would be benefit from an individual plan for them that distinguishes what the teacher would like from the specif children they are working with.

  • RESEARCH findings regarding issues and assets of TA
  • Positive training
  • Communication
  • Extra Hours – unpaid
  • Clarification of TA roles
  • Time for teacher and TA joint feedback and planning
  • groups of children – vary
  • expectations from lessons

IDEA – Have a book in the classroom where the teacher records the planning and routines for the day so the TA can then read this of a morning and know what is expected of them on this day. A page will be left for comments to support assessment in case verbal time is not available.

Some TA’s offer too much support for the children. This will impact the children’s learning as they are not completing their work individually. Ways this can be reduced are: TA made aware that children should be encouraged to do the work themselves, not continually sitting beside the child, differentiated LO, brief TA with what the children are to learn, peer pupil work instead of working with adults – vary less able to work with G&T/more able,


When on PP1A, I feel that I supported the TA and other working adults appropriately. I done his through verbally discussing what the lesson entails and what they should be doing with their specif group. Additionally, I always offered the TA a plan of the lesson. However, I done this before the session, hence on PP1B I have set myself 2 targets that I would like to work towards to develop my confidence and knowledge in this standard (can be seen in hard copy file).


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