Teaching Approaches to Promote Consistent ... - Learning Wales

7.3.4 Use of teaching assistants (TAs)Pupils were selected for special programmes and for differentiated support within theclassroom on the basis of formal and informal assessment. Evidence was observed ofTAs providing support in a variety of ways. While identifying low achievers onassessment criteria is relatively straightforward, identifying the learning or theconsolidation that is needed in order to make progress in the future is much morecomplex. It may be the case that progress towards level 4 in English or inmathematics depends, at least for some pupils, on accurate assessment of gaps inknowledge, skills and understanding. Unless attention is paid to these, programs suchas ALS, ELS or FLS may be building on an insecure foundation. Pupils can behelped to reach level 4 by effective, well focussed, well differentiated teaching that isreinforced in numerous “authentic” contexts at school and at home. Examples wereseen of TAs supporting such teaching in English and in mathematics. Thus clear andspecific use of TAs seemed to be important. In the interests of equity it seemed fromthe evidence that TA time was allocated as equally as possible across classes. Maybeequity here needs to be interpreted in terms of meeting individual pupil needs notproviding global coverage. This is a feasible scenario because of the relatively smallnumber of pupils, at school level, who fall into the particular categories of concern.Suggestion 6Schools need to have systems in place for the clear identification of the conceptualdifficulties which certain individual pupils experience. This needs to be followed byclear “best moment intervention” plans for the use of an integrated programme toaddress the need, and possibly delivered by a well trained TA.7.3.5 Assessment and target settingAt school level, data from summative assessment is inherent in effective planning andmanagement. At class level, data from continual formative assessment is equallyimportant. Yet the need for assessment is independent of the need for abilitygrouping. A mechanism is required that will enable summative assessments to beused formatively, particularly at the start of each Key Stage, in order that appropriateintervention can be put in place.91