Session 1 - Effective Practice for Teaching Assistants  

Explore and evaluate outcomes of research into effective practice for teaching assistants (using EEF project outcomes from ‘Making the Best Use of Teaching Assistants, Spring 2015). Establish outcomes for the project, including ‘Effective Classroom Support in Mathematics Policy’ schools may wish to adopt/develop, and make clear the links to mastery.

• Research inquiry
• Effective practice for teaching assistant
• Establishing roles and responsibilities for effective support.

Tuesday 14th November 2017

9.00-11.30am

Gap task: Establish link with maths subject leader prior to next session to identify target pupils.

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Session 2 - Creating a climate for maths learning    

‘Preparedness’ and resources for mathematics support. Focus on preparing the environment as a  climate for effective learning.

• Developing pupil independence.
• Developing clear teacher-to-teaching assistant communication .
• Quality of preparation.

Tuesday 28th November 2017

9.00-11.30am

 Gap task: Prepare and resource a space in school which can be used to deliver support.  

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Session 3 - Developing talk and mathematical language development    

Developing Pupil Independence, through talk, questioning techniques and mathematical language development.

• The importance of talk and
• Types of questioning. 
• Mathematical language – a ‘talk for learning’. environment.
• Support strategies.

Friday 8th December 2017

9.00-11.30am

Gap task: Meet with class teacher(s) to plan questions and prepare vocabulary development cards.

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Session 4 – Effective interventions    

A focus on delivering high quality, one-to-one and small group support using structured

Interventions, as well as approaches such as ‘Five Minute Boxes’ for immediate impact and exploring the potential of positive impact of pre-teaching. 

• Exploring interventions available to support mathematics (such as First Class at Number, Success at Arithmetic, Numeracy Catchup and MyMaths).
• Characteristics that make an intervention effective; developing diagnostic and baseline assessment, use of manipulatives and planned questioning for progression.

Thursday 11th January 2018

9.00-11.30am

 Gap task: Build confidence using a manipulative to develop a key concept.

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Session 5 – Effective, professional communications

Interventions are often quite separate from classroom activities and lack of time for teachers and TAs to liaise. As a result, this can result in little connection between what pupils experience in, and away, from, the classroom. This module explores strategies to extend communication so that pupils understand the links between them.

• Exploring communication methods.
• Effective practice – tried and tested!
• Teacher:TA, TA:Pupil and School:Home communication.

Tuesday 30th January 2018

9.00-11.30am

Gap task: Develop communication strategy in own school, share with other support staff.   

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Session 6 – Maths mastery learning support     

Developing an ‘Effective Classroom Support in Mathematics Policy’ to implement in own schools.. Some participants may develop this professional development, and become a champion within their own school of ‘mathematics specialist learning support’ in optional module to follow.

• Defining ‘maths mastery’.  
• Agreeing non-negotiables for classroom support, drawing on analysis of needs of pupils, support staff, teacher and leaders.

Thursday 8th February 2018

9.00-11.30am

 Final task (optional): Effective Classroom Support in Mathematics Policy

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