Teaching Assistants CPD Pathway

Teaching assistants play a vital role in helping teachers create inclusive and effective learning environments for children and young people, addressing the shared Norfolk priorities:

1. Support high quality teaching and learning to improve attainment
2. Improving SEND and inclusion provision
3. Identification and responding to social, emotional and mental health needs
4. Increase confidence to effectively address behaviours that challenge.
5. Improve attendance

Priority 1 - Supporting high quality teaching and learning

Some teaching assistants may benefit from increasing confidence in their own academic skills. Adult Learning provides a range of courses including English, English for Speakers of Other Languages (ESOL), Maths and Computer and digital skills.

Teaching assistants can access support from the Education Endowment Foundation (educationendowmentfoundation.org.uk) to understand good classroom practice, enabling them to enhance this through their role:

• Early years
• Literacy:
  • Preparing for Literacy
  • Improving Literacy in Key Stage 1
  • Improving Literacy in Key Stage 2
  • Improving Literacy in Secondary Schools
• Mathematics:
  • Improving Mathematics in the Early Years and Key Stage 1
  • Improving Mathematics in Key Stages 2 and 3
• Science:
  • Improving Primary Science
  • Improving Secondary Science

VNET delivers a 13 unit online CPD programme called Developing TA Expertise (online training) for primary teaching assistants, including a bank of useful supporting resources is available for each unit to allow personal learning to turn instantly into professional practice, including covering a class at short notice, grammar, phonics, vocabulary, maths and supporting SEND

NCETM offers a programme called Specialist Knowledge for Teaching Mathematics - Primary Teaching Assistants designed for primary teaching assistants who are supporting maths, to develop subject knowledge and understand the pedagogy that underpins the teaching of it.

Priority 2 - Improving SEND and inclusion

Pupils with Special Educational Needs and Disability (SEND) are entitled to provision that supports achievement at, and enjoyment of, school. This Special Educational Needs in Mainstream Schools guidance report from EEF (educationendowmentfoundation.org.uk) offers five evidence-based recommendations to support pupils with SEND.

Their 5-a-day reflection tool supports teaching assistants to consider how to effectively embed the five a day principles.

Teaching assistants working with children and young people with SEND and their families can access materials to support inclusive practice through the professional's site via the justonenorfolk.nhs.uk log-In page (then click on the SEND Training tab). This CPD includes essential SEND learning, understanding specific needs, participation, transitions, and parents with learning difficulties toolkit.

Whole School Send (WSS) provides a series of twenty, free online SEND and Inclusive Practice CPD units, funded by the DfE, designed to support those who work with children and young people in schools and further education settings to deliver an inclusive experience for every learner.  Each of the units has its own sequenced learning journey which can be completed in under an hour, with themes including Language and Communication,  Social, Emotional and Mental Health, and Safety and Belonging, among many others.  Units provide the information and skills required to build holistic understanding of individual learner's characteristics and context, as well as clear guidance on adaptations to teaching across the age range, with the aim of meeting the needs of all learners.

Priority 3 - Identification and responding to social, emotional and mental health needs

The Anna Freud Centre has developed a short animation for all staff that recognises the importance of supporting children and young people's mental health in schools and colleges, and offers a simple principle for staff to remember - CARE.

The Anna Freud Mentally Healthy Schools offers The Children's Society guide called How to talk about and support young people with their wellbeing, providing comprehensive yet simple guidance on how to best support young people's wellbeing, based upon research and young people's views. The guidance outlines 5 key steps that are built from children and young people's experience to remember when approaching these conversations.

The Anti-Bullying Alliance (anti-bullyingalliance.org.uk) has free CPD-certified anti-bullying online training with specific modules to address SEND and inclusion needs including topics about: Bullying and SEND, Young Carers, Looked After Children, GRT, and Mental Health and Bullying.

Priority 4 - Increase confidence to effectively address behaviours that challenge

Free downloadable behaviour resources from Beacon (beaconschoolsupport.co.uk) includes information lunchtime fixes, sensory checklists, SEND behaviour linking classroom behaviours to possible underlying special needs and information about trauma, ADHD, autism and more.

Norfolk Steps is a training and support service that helps school staff to manage behaviours that challenge and promote positive relationships in schools. Norfolk Steps offers practical strategies based on the principles of therapeutic crisis intervention and positive behaviour support. Norfolk Steps aims to reduce the need for restrictive interventions and create safe and inclusive learning environments. TA's will be able to support in the accurate identification of needs, development of behaviour support plans and safe handling where restrictive physical intervention is needed to prevent harm.

Priority 5 - Increasing attendance

Reduced or non-attendance at school by a child or young person is often rooted in emotional, mental health or wellbeing issues. This school attendance and mental wellbeing guide can help school staff to develop strategies to support children and young people in your setting. School attendance and mental wellbeing  | Anna Freud