9 November 2021
16:00 - 18:30

Becoming A High Impact Teaching Assistant Supporting Learning

“Many TAs are walking into classes blind—they just have to listen to teachers talk to the class to figure out what they are supposed to be doing.” TES Article Schools in England employ 380,000+ Teaching Assistants and the average school spend on Teaching Assistants is about £200,000 per year, so with all these human resources available it’s essential that schools unlock the potential of this often-undervalued group of professionals through high quality CPD. Avoid a negative impact on pupil attainment The evidence from the Education Endowment Foundation (EEF) is clear: poor TA deployment has a negative impact on attainment! Effective Teaching Assistant deployment can improve pupil progress. Research on TAs delivering targeted interventions in one to-one or small group settings shows a consistent impact on attainment of approximately three to four additional months’ progress. Crucially, these positive effects are only observed when TAs work in structured settings with high quality support and training.


Target Audience

This INSET is designed to up-skill Teaching Assistants of Year 3 and above, providing a practical toolkit of strategies for 1:1 small group interventions. It is also relevant to Teachers and Directors of Studies who work with and recruit TAs.

INSET Outcomes

  • Helping pupils develop independent study skills and manage their own learning.
  • Delivering high-quality one-to-one and small group support using structured interventions.
  • Adopting evidence-based interventions in small group and one-to-one instruction.
  • Complementing what is being taught in the classroom.

INSET Outline

Supporting Learning Activities as a Teaching Assistant
  • Complementing learning objectives & outcomes in the classroom.
  • Engaging pupils in metacognitive questioning.
  • Planning high quality one-to-one and small group interventions.
Developing pupils’ independence & self-regulation
  • Stimulating intellectual curiosity and student-led research.
  • Developing an autonomous and enquiring critical disposition.
  • Techniques to support independent and reflective learning.
  • Promoting student self-assessment strategies.
COST (per delegate)

Online Booking Form

Please complete the following online booking form to book a place on this course. We will be in contact to arrange payment.

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    John Medlicott
    John Medlicott is the Director of JMC Education, having held a number of key academic and pastoral leadership roles in schools and colleges. As a teacher trainer and school improvement consultant he is regularly graded as “outstanding” by delegates on their evaluation forms. He has recently spoken on challenge and differentiation at a National Conference for Deputy Headteachers and is a regular Keynote speaker and workshop provider in School Leadership and Teaching and Learning.