Working as an HLTA

St John's JMI, Lemsford

School No: 561

Judith Pewsey

Judith became a teaching assistant at St John’s School in Lemsford five years ago and her hours increased slowly. The school then “discovered my Science background”. Judith now works with all classes either teaching or supporting Science, and is the Science Co-ordinator.

Background

After some time working as a Science Technician in further education and secondary schools, Judith left to start a family. She worked as a volunteer and a “dinner lady” at St John’s before a teaching assistant vacancy arose. The school wanted to make the most of their teaching assistants’ skills and when it was discovered that Judith had a Science background this became the focus of her specialist work.

Judith completed the seven day Core Module which she found “helpful – like no other course I had done. It gave me the confidence to stand in front of a class of pupils and teach them. HLTA status has given me a lot of confidence and a tremendous insight into the role of the teacher. I don’t want to be a teacher myself – I am happy to be a teaching assistant specialising in Science. I’ve proved to myself that I can do it.”

Judith works for some of her time in a mixed Year 5/6 class. After much discussion in school the head decided that it was sensible to maximise the impact of having two adults in the classroom to split the year groups for three mornings a week. Judith takes Year 5 for Maths and English and the teacher is able to concentrate on Year 6. Prior to this happening the head wrote to the parents explaining the reasons behind the move, the benefits to the pupils and what Judith had had to do to attain HLTA status. There has been very positive feedback from the parents.

As part of her work as Science Co-ordinator Judith manages the Science budget and has a rolling programme of replacing equipment. She makes links with local businesses, for example a vet who has been in to talk to pupils and H`eather Watson from Glaxo. Judith monitors what each year group is doing, to ensure there are no conflicting demands on equipment. Teachers will come to her for advice about Science, and lesson observation is in tandem with the head, who assesses pedagogy while Judith concentrates on the subject aspect.

Christine Hall, the head is clear about the impact of her two HLTAs; the other one is PSHE Co-ordinator. “In a word, it’s about continuity, for both pupils and teachers, especially when the latter are off sick – teachers do not have to ‘pick up the pieces’ when they come back. The TAs have very good knowledge of the pupils, and that’s important for good learning. It’s also very cost effective.” Asked about having the TAs as subject co-ordinators, Christine was equally clear about the advantages. “When I first came here, some teachers had to co-ordinate four different subjects, which is impossible. Now they have a maximum of two. Both Judith and Jackie have done a very good job.”

“You need to define the role clearly, especially the difference between an HLTA and a teacher. The school must also recognise that it has a part to play in supporting the TAs through HLTA, but also in helping them to develop. But it’s worth it – if you invest in people you reap the benefit.”

Features

Judith:

• teaches Literacy and Numeracy to Year 5 pupils from a combined Year 5/6 class for three mornings a week. This enables the class teacher to work intensively with Year 6 pupils in the run up to Key Stage 2 tests
• works with every class in Science for at least one lesson a week. Depending on individual circumstances, Judith might support the class teacher, team teach with her, or take the class with the teacher supporting her
• provides some of the PPA time for the Year 5/6 teacher by taking the class for Science
• is the school’s Science Co-ordinator
• runs a Young Investigators Club after school, which has resulted in 25 pupils receiving awards from Glaxo

How it works in Practice

Judith was careful to start her lesson by reminding pupils of relevant Health and Safety considerations. She settled them very effectively, using a 3 – 2 – 1 countdown strategy that the pupils responded to very well. She started by celebrating the achievement of a boy in the class who had taken a photo of a lunar eclipse, and took the opportunity to ensure that everyone knew what caused this.

Judith’s approach to this lesson was lively and animated, which ensured that the pupils became enthusiastic in turn. The lesson was well organised, with all the resources to hand, and was part of a practical experiment to compare the growth rates of plants grown in the dark and the light. She used lots of praise to motivate pupils, and when this did not work with one pupil was not afraid to move him to a position with fewer distractions. The only downside for Judith is that she has no teaching assistant to support her at this time as they are all committed elsewhere, though normally she does.

The sessions when Judith works with other classes and their teachers are successful because of the flexibility built into the system. Either the teacher or Judith will lead the lesson, depending on what topic is being covered, or they will team teach.

The Last Word

“I have been very lucky – I was in the right place at the right time. The head has been very supportive – it has been a brilliant experience.”