Working as an HLTA

Knutsford School

School No: 735

Jackie Sansom

Knutsford School is a two form entry with a large ethnic community.  Jackie has worked at the school for seventeen years and is a dedicated, much valued member of staff who enjoys her job.  With the introduction of Workforce Remodelling, the headteacher reorganised the school structure and saw the need for each Key Stage team to have a Higher Level Teaching Assistant (HLTA) responsible for Planning, Preparation and Assessment (PPA).  Jackie was one of three experienced teaching assistants that the head immediately saw as potential HLTAs.

Background

Jackie worked as a policewoman for six years, and then a store detective, a role which she found “boring”.  After having her family she joined Knutsford School as one of three teaching assistants (there are now 27) giving medical care to a boy who had a tracheotomy, and general ‘welfare’, washing paint pots, cutting and sticking etc.  Work was shared between the teaching assistants – one day office admin, two days in the classroom and one day support.  There was a change in role when one teaching assistant was employed full-time in the office, Jackie then spent more and more time in the classroom and, as her hours increased, so did her thirst for knowledge.

Jackie completed her Specialist Teaching Assistant (STA) course, followed by the Special Education Needs (SEN) STA.  The school quickly acknowledged and recognised her skills and she then worked in the SEN department giving support to children one-to-one and in small groups.  Always wanting to do more, Jackie completed her Foundation Degree in Learning Support and then, two years ago, HLTA.

With HLTA status under her belt, the headteacher used Jackie’s experience and skills to cover PPA for his class teachers, although Jackie admits, “it wasn’t easy.  The first September I was timetabled to cover PPA was particularly challenging.  I had a difficult child in the classroom which meant many distractions but I attended the Behaviour Management course, specifically for whole class teaching, and quickly addressed the behaviour management issues.”

Jackie has a busy weekly timetable covering PPA for Year 1 and 2, which includes literacy, numeracy, PSHE, RE, geography and history. 

How it Works in Practice

Jackie had a large class of Year 2 children for PSHE, she quickly sat them for circle time and explained that the lesson would be shorter than normal as there was going to be a “special assembly”.  There was an intake of breath from the children at the word “special”.  Jackie held a duck puppet as she spoke - only those holding the duck may speak – these are the class rules and the children respect them.  Although the class was large and the children were excited they sat quietly.

Jackie asked the children to think about important family members, people who were special to them.  She had planned the lesson herself and had brought photographs of her family and passed them around the circle.  The children enjoyed looking at the photos.  Jackie threw the duck in the air, “flying duck” the children shouted.  The child who caught the duck was asked to talk about a special person in their family, and explain why they were special.  The children took it in turns to hold the duck, and some began to get fidgety.  Jackie checked behaviour, and reminded them of class rules.  She was careful to ensure that every child had equal time to talk, and remembered to return to those children who couldn’t think of someone immediately.

Jackie was supported in class by another teaching assistant, and also had a parent helper.  The TA, Mrs Tomlinson, sat opposite Jackie in the circle and quietly but firmly checked behaviour.  They worked well as a team.

There was a partially sighted child in class, who sat next to Jackie – he asked her if he could go to the toilet, and she gave him clear instructions so he could get through the circle of children safely.

Jackie then turned to the interactive whiteboard where there were clear written instructions, and pictures.  Whilst text books were distributed by the teaching assistant, Jackie explained to the class that they should write their family name and draw a picture of their special person.  She reminded the children that the lesson would be shorter because of the assembly, but they were not to rush their work as they would return to it later.  The children returned to their tables and quickly settled down to work.  Although each group was working at a different pace, Jackie kept them on task, moving from one to another, she also used the other adults in the class well.  So that the children were aware of time, there was a countdown to the end of the lesson. 

Jackie has a very calm approach to her work which is evident in her delivery. The lesson was well structured and enjoyable, quite relaxed but at a level that kept the whole class engaged.

The Last Word

Jackie thoroughly enjoys her job; and is quick to admit that although she doesn’t have a degree like the teachers she supports, she believes that HLTA has given her the skills to take whole classes with confidence.  “I would encourage anyone to do the HLTA programme as the end result is so worthwhile, it has opened up so much more for me.”