Teaching Assistant	

A video record of a pupil's progression in reading

A rare opportunity to see one pupil's progress in reading over a 12-week period, captured on camera by the teachers of Heather Primary School in rural Leicestershire. The video starts with five-year-old Adam talking to his teacher, Becca Suluga, about the books he likes to read and share. We then follow him as his reading skills improve through a variety of strategies. Developing his "self talk" or awareness about these strategies is a key aspect to the learning, which Becca encourages. The accompanying video diary footage by headteacher Lou Harrison includes both reflection on Adam's progress and discussion on the project itself. What does the video evidence show? How can video help in assessment? What is the effect on Adam? Everyone is involved in recording and sharing the video footage via the web. Adam's mum reflects on his progress with Becca, Lou uses the footage to moderate teacher assessments, and Adam even starts taking over the shooting to tell his own story!

Adam's Reading Journey

Techniques for teaching assistants to manage pupils' anger

Valerie Vassell and Jackie Roberts are teaching assistants (TAs) who want to learn techniques to help them manage their pupils' anger. They work one-to-one with learning mentor Sarah Harris. Together they examine strategies that can be adapted for TAs to use in large-group situations. Three areas of anger management are discussed - recognising physical symptoms, establishing boundaries and developing coping strategies. Sarah works with an individual pupil, focussing on the physical aspects of anger. Valerie and Jackie next work with a small group of pupils to recognise their anger and draw out their feelings. The TAs next watch Sarah working with a boy on establishing rules to govern anger. Valerie and Jackie then discuss the rules they would like him to follow. Finally, Sarah coaches a boy on strategies for being angry without breaking the rules. Valerie and Jackie's group use roleplay to investigate potentially troublesome situations and discuss appropriate responses. This programme explores: <ul> <li>Using learning mentors to manage pupil anger</li> <li>Implementing a collaborative process between pupils and teaching staff to draw behaviour boundaries</li> </ul>

Anger Management

Strategy-makers, victims and former bullies discuss anti-bullying

The best anti-bullying strategies for primary and secondary remain hotly debated. Leading advocates are interviewed, including children's charity Kidscape, in this video which links with Every Child Matters. Go beneath the rhetoric and explore the key strategies on offer. Kidscape recommends a multi-layered approach including assertiveness training for victims. Also interviewed in this video are those behind the controversial "no blame" method; reformed bullies and former victims; and schools minister Jacqui Smith. And Pam Orchard, the headteacher who ordered a mass suspension of 40 girls after a single bullying incident in 2004. Each contributor reflects on the lessons learned from their experiences of bullying and gives their views on how best to beat the whole-school issue of bullying. Bullying affected one in four of the 140,000 callers to Childline in 2004.

Beating Bullying

A look at the relationship between a teacher and a TA

What should teachers and TAs do if their working relationship breaks down over the management of classroom behaviour? Use this CPD video to discuss what each should do, in this dramatisation of a real life situation. The dramatisation tells the real story of how a TA is verbally abused by a Year 6 pupil after challenging his disruptive behaviour. The class teacher refuses to accept the TA's account of the event and prevents her reporting the incident. Should the teacher be more supportive of his TA? Should the TA take up the matter with the head of year? Is it the teacher's role, not the TA's, to enforce good behaviour in the classroom? The video is designed to be used as a springboard for discussion between staff on how this issue should best be dealt with.

Behaviour Breakdown - Teachers Versus TA

Six pupils aim to improve road safety in their local community

With the help of their teaching assistant, six pupils at Broadford Primary School in Havering demonstrate how they can have a positive effect on the local community. The pupils have been actively raising awareness of local road safety issues to key members of the community and around the school. Their project is part of a wider social enterprise scheme called What Can We Do, run by the Twist Partnership. The aim of this scheme is to empower young people by making them feel they really can make a difference, whilst building confidence and leadership skills.

Can Do Kids

TAs who work with pupils with learning difficulties and autism

TAs at a primary school for children with severe learning difficulties and autism show how they support their pupils. Columbia Grange School opened in 2003 and is a purpose built provision with additional facilities for pupils with autism. Here, the HLTAs and TAs who work there show the many strategies they use to meet the complex and diverse needs of their pupils, and the skills they have gained through effective staff development and training. This is part of a series created by TAs and HLTAs, who have filmed their own short videos to give an insight into their day-to-day roles.

Columbia Grange School

Support staff show how they communicate with students

In this video, staff at Homewood School in Kent, show the novel ways they communicate with students around the school. They also show their approach to welfare around the school, and see how it's not all about responding to bullying and personal problems. Their approach includes using the Common Core of Skills and Knowledge, an initiative written by the Children's Workforce Development Council.

Communication and Welfare

A school shares how it offers and implements CPD for all staff

Cranmer Primary School in south London shows how it has created an environment where everyone's potential is recognised and all staff are encouraged to take advantage of CPD. Along with creating training opportunities and encouraging staff to extend their skills, everyone who works at the school is expected to share responsibilities. Joint headteachers Clive Rockwell and Irene Leeves believe strongly in distributed leadership, for themselves, teachers and support staff. Several members of the school's wider workforce who are taking part in the training share their stories. These include site manager Dave Turner, HLTA Mandy Simpkins, and Heather Callick who is on the Graduate Training Programme.

CPD for the Wider Workforce - Cranmer Primary School

Peer-to-Peer training is exemplified at Hayes Park Primary School

Find out how coaching and mentoring has helped to create an in-house, collegiate culture of CPD at Hayes Park Primary School in Middlesex. CPD and coaching co-ordinators collaborate over plans for training day while a coach helps the Year 2 team to forge a way forward for the low-to-middle writers in their classes. Headteacher Neil Suggett brought his executive-coaching experience with him on return to teaching, and Vivienne Porritt of the London Centre for Leadership in Learning explains the value of an across-the-board CPD strategy involving everyone. This strategy is then demonstrated as specialist teaching assistants teach their colleagues some SEN interventions.

CPD Leaders in Primary Schools - Coaching and Mentoring

What provisions are made for teachers with disabilities

Peter Curran explores the Disability Equality Duty, providing an insight into the provisions made for teachers with disabilities. He starts with a focus on dyslexic primary headteacher Andy Richbell - what can he gain from a visit from Essex Disability Partnership Co-ordinators? There is also a focus on Henry Holmes, a partially sighted teaching assistant. Follow Henry as he takes his students on an exciting outward-bound course and find out how he overcame obstacles to become an HLTA. Curran talks to the director of Disability Equality in Education, Richard Rieser, and Catherine Casserley, senior legislation adviser for the Disability Rights Commission, to find out more about new legislation. How can schools meet the requirements of the Disability Equality Duty?

Professional Development for Quality Teaching

Roles

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