Supporting TA Expertise – 22/23

This programme 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 back on track.

Join this course for teaching assistants!

Training objectives

  • To enable TAs to effectively support learning in both English and
  • To enable TAs to effectively facilitate the learning of SEND pupils across the curriculum
  • To equip TAs to support behaviour management in the classroom
  • To understand how to use questioning and formative assessment
    strategies to identify gaps and to check that gaps are closing.


  • 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
  • SEND pupils supported by Teaching Assistants will know more and remember more and achieve more independent working as a result of effectively facilitated learning


  • The course consists of 10 sessions
  • The sessions will be delivered via Zoom 
  • Access to a recording of the session and 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 provide TAs with an understanding of how to deliver phonics sessions which meet the need of their groups.

Session 3

Supporting Writing

  • To familiarise TAs with the subject knowledge that they will need to support the explicit teaching of NC14 Grammar and Punctuation objectives.
  • To provide TAs with a bank of strategies to support independent spelling to meet the guidelines of DfE Reading Framework.
  • To understand the successful ingredients of a Live Modelling writing session.
  • To confidently support the implementation of Scribed/Helicopter Stories in EYFS.

Session 4

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 5

Assessment for Learning Strategies

  • To know and understand how to use formative assessment strategies practically across the curriculum.
  • To be provided with tips and strategies to engineer effective discussions.
  • To know best practice in supporting oral and written feedback.
  • To provide TAs with practical strategies to support lesson plenaries.

Session 6

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 7

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.

Session 8

Questioning in Maths

  • TAs will know how to ask a variety of questions and will understand how a specific type of question affects the responses that are received.
  • To know and understand the type of questions that enable the teaching adult to push for a deeper understanding.
  • To use indirect prompts which encourage learners to internalise their thinking.

Session 9

Supporting SEND pupils in the classroom

  • To look at research on how SEND pupils can be supported to know more and remember more.
  • To understand the different roles the TA plays in supporting SEND pupils effectively, looking at EEF and DISS research
  • To explore effective questioning for SEND pupils when supporting a learning activity
  • To explore a range of interventions for SEND pupils TAs are asked to lead, and how their effectiveness in delivery can be maximised

Session 10

Covering a class at short notice!

  • To be able to work with teachers and other members of the school to provide cover for a class when needed.
  • To understand a teaching assistant’s role when covering a class.
  • Tips and strategies on how to approach covering a class with planning provided.
  • Tips, thoughts and ideas on covering a class where there is minimal planning.

Join the TA Series!

Sign up here!

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 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.

We can run this series for your school or across your MAT or Teaching Hub.

Please contact us to find out how!

Enquire now


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!