Working as an HLTA

Homerswood Primary School

School No: 535

Linda Chilton

A teacher and teaching assistant form a very close team in Reception, working to a planned structure and using the same strategies to ensure pupils make progress in a relaxed, fun but purposeful atmosphere. Linda is now “part of the teaching and learning team.”

Background

Linda started at the school as a classroom assistant, doing general support work and hearing children read. A new teacher in reception wanted to develop the work Linda was doing, and the role evolved gradually as Linda met each new challenge. Both the head and her teacher were very supportive of her achieving HLTA status, as the school is, in the words of the head “pro-active and outward-looking – we encourage all our TAs to develop. When Linda got HLTA status I shared this with parents, and I think it raised the profile of all the TAs.”

“All teaching assistants do supply cover in their own class, and in addition Linda provides PPA time for her teacher, which was trialled a year before it became statutory. We are developing team teaching between the class teacher and the TA, which I think is hugely beneficial for both teacher and TA – but especially the pupils. It’s about consistency of language, praise and sanctions, and the pupils seeing teachers and TAs as part of one team.

There is clear evidence that impact is high during the Foundation Stage. Pupils are at levels lower than average on entry to Foundation Stage, and are at least average when they leave. I have two very able practitioners, which is extremely beneficial to the pupils. Every lesson I have observed is at least good with elements of outstanding.”

How it Works in Practice

As a relative stranger to Foundation Stage classrooms, I was struck by the number of different activities available to the pupils in a short space of time – the atmosphere was relaxed but pacy. Linda started with some intensive language work with one pupil on the letter “T”. Having liaised with the Speech and Language teacher, Linda used lots of praise to ensure that all parts of the programme were completed. At the end she was careful to let the pupil know her hard work was appreciated.

Both teaching assistant and pupil then rejoined the rest of the class for finger aerobics in preparation for the Big Book. While the teacher read the book Linda completed at least four different tasks, some of them concurrently – preparing resources, keeping pupils on task and joining in the replies to the questions in the book. Leading on from the theme in the book Linda took a group of 8 pupils outside for some work on the letter “H”. Hats were on heads, and pupils hopped up the hill, thinking about Hula Hoops. This work was then reinforced inside as pupils practised writing the letter they had been talking about.

Linda’s attention then turned to a pupil who was working above the level of others in the class in numeracy. Linda explored a hundreds board with him, including the patterns in it, eg 10, 20, 30 etc. Linda then set him some challenging work to do, building on what they had done together.

Next on Linda’s agenda was number work with a group of four pupils who were having trouble putting digits in order. Linda was extremely patient, and was careful to remind pupils to keep their learning objective in mind at all times. She kept pupils on task with a variety of activities, and made sure that all learning styles were included, for example by picking the numbers up, pointing to them and writing them in the air.

Linda then made time to engage with a boy who was new to the class and having some difficulty settling, as well as checking on the progress of the more able child she had been working with. She worked very well with the teacher, communicating briefly but cogently by both verbal and non-verbal means, and by adapting what the teacher said to the work her group had been doing.

Teacher and teaching assistant then worked together in a team teaching activity, setting up every member of the class planting a bean. Together the adults and pupils explored the touch, feel and smell of the seeds, before discussion centred round some open-ended questions: “What do you think will happen….?” Enthusiastic groups of pupils then worked with Linda to draw their seed, plant it and start a chart to record its growth.

The Last Word

“The important thing about HLTA is to understand the jargon and what evidence is needed. Getting the status made me feel better about the job that I do, and to see it written down in black and white opens your eyes to how much you do. I was meeting most of the standards already – as soon as I attended the briefing I thought ‘that’s my job description.’ “