DNEAT – Supporting TA Expertise – 22/23

This programme for DNEAT will ensure that TAs are equipped with the knowledge, skills and strategies which are required to support quality first teaching and enable pupils to get the best out of the classroom.

VNET and DNEAT are working in partnership to bring this TA course to all DNEAT schools. 

The course is made up of 8 online sessions, these will also be recorded so that you can watch them when it suits you. There are resources, tasks and quizzes online. We hope you will join in with the forum to share questions, queries, good practice and to share your expertise with the group. 


Training objectives

  • To enable you to effectively support learning in both English and
  • To improve your confidence in phonics knowledge 
  • To improve your confidence in maths subject knowledge
  • To equip you to support behaviour management in the classroom
  • To enable you to effectively facilitate the learning of SEND pupils 


  • With the support of Teaching Assistants, pupils will become more
    proficient in English and Mathematics
  • Through effective support by Teaching Assistants, pupils will be able to self-regulate better and increase their readiness for and focus on learning
  • Teaching Assistants will feel better able to support behaviour in the classroom and learning for SEND pupils


  • The course consists of 8 sessions
  • The sessions will be delivered live via Zoom 
  • Recordings of the session will be available to use at your convenience
  • Access to a bank of useful supporting resources will be available for each unit to allow personal learning to turn instantly into professional practice
  • Practical and experiential gap tasks will be set and reviewed with the programme tutor and peers, creating a learning network.

Session 1


  • To know and be able to use the best strategies for supporting behaviour management in class, including knowledge of the school’s behaviour policy
  • Tips and strategies on supporting children to regulate their own behaviour
  • To understand the teaching assistant’s role alongside other professionals when faced with challenging behaviour.

Session 2

Supporting Phonics

  • To familiarise delegates with the expectations of teaching word reading and spelling using the DfE Reading Framework (July 21)
  • To support TAs in developing strong subject knowledge of both decoding and encoding principles.
  • To understand how to deliver phonics sessions which meet the need of their groups.

Session 3


  • To build confidence in grammar subject knowledge
  • To know and understand KS1, KS2 grammar terminology
  • To know and understand how grammatical skills build year on year.

Session 4


  • To develop understanding of the progression of sentence construction
  • To familiarise delegates with the key aspects of sentences to improve writing
  • To be equipped with a range of practical strategies to use in the classroom to support and improve sentences.

Session 5

Supporting Vocabulary Instruction

  • To be provided with a robust approach to the teaching of vocabulary.
  • To know how to use specific retrieval strategies to enable children to learn and retain new vocabulary.
  • To know how to teach vocabulary effectively in under 15 minutes.

Session 6

Supporting SEND pupils in the classroom

  • To understand the different roles the TA plays in supporting SEND pupils effectively, looking at EEF and DISS research
  • To be provided with useful strategies and resources to support SEND pupils in the classroom

Session 7

CPA in Maths

  • TAs will know and understand the term CPA and know how to use each element to improve the understanding of abstract topics.
  • TAs will create their own toolkit of manipulatives to support the teaching of Number.
  • To know and understand the best strategies to support the CPA approach in their classrooms.

Session 8

Supporting calculation

  • TAs will know and understand how pictorial and concrete understanding can help pupils to develop their calculations.
  • TAs will understand the progression of mental and written calculations across the primary age range.
  • TAs will understand the expectations for the children they are supporting.

How do I take part?


CPD to transform practice


Prior knowledge of delegates will be captured in advance of each session to ensure that each session meets the needs of all participating schools.


In every session, opportunities will be provided for guided practice under the support of a skilled practitioner. Gap tasks will be set at the end of each session, which require participants to practise the modelled techniques in their own settings.

Explain & Elaborate

In every session, opportunities will be provided for participants to draw upon their observations and reflections following the gap task.


Opportunities will be built into every session for participants to evaluate the success of the
modelled strategies on learners.

Ruth McGlone

Ruth has 15 years of working in Norfolk Schools and just under 10 years as a Headteacher, leading a school through some challenging circumstances. As a Headteacher who has led a school through Covid-19 she is very well placed to appreciate the pressures on TAs today. Ruth has worked as a System Leader as part of the Sheringham Teaching School Alliance and has been active in supporting the development of Mastery Mathematics in West Norfolk alongside the Cambridge Maths Hub.
Photo of Emma Adcock – VNET EDUCATION CIC

Emma Adcock

Emma has just under twenty years of experience in the education sector, ten years of which she has spent working as an English Consultant for Norfolk Schools. She is a former head teacher, system leader and advanced skills teacher. She regularly provides additional leadership capacity for schools. This additional leadership has previously included: acting head positions, part-time assistant head roles and she has worked across schools as a teaching and learning coach to support Quality First Teaching. Emma is also an experienced trainer who regularly provides training for VNET schools on the following: curriculum design, subject leadership, Reading, Writing, Spelling and the explicit teaching of vocabulary.
Photo of Becky Clinton - VNET Education CIC

Becky Clinton

Becky has worked in primary education for over 20 years, teaching from EYFS to year 6 and has led a number of middle leadership and management roles. She has previously worked for Norfolk County Council (NCC) as a maths advisor and has also worked as a leading maths teacher and SLE. Becky is NCETM professional lead accredited and has worked for the Angles Maths Hub. She is currently a KS1 Lead moderator for NCC and works as an education advisor part-time for a local MAT. Becky has worked for VNET as a maths associate for a number of years and has created a successful maths professional community as well as providing bespoke maths support in schools.


This approach provides clear models for learning, based upon a secure evidence base. In 24/25 join the Norfolk WalkThrus cohort to provide a network to integrate this pedagogical approach to improving teaching and learning across our schools. CPD, networks and instructional coaching all included in membership!