The starting point for assessing TA-delivered structured interventions in your school is the free document ‘Making Best Use of Teaching Assistants: A self-assessment guide.’

  1. Updated: 29th September, 2016

    5. A self-assessment guide

    438 KB pdf - TA_RAG_self-assessment.pdf

    Assess current practice and monitor progress against the report's recommendations using the Red Amber Green (RAG) ratings.

The final page of the document provides a Red-Amber-Green grid you can use to make your self-assessment. This covers Recommendation Seven as well as Recommendations Five and Six.

In addition to the self-assessment guide, there is an Interventions Health Check sheet you can use to analyse the current use of TA-led interventions in your school. We also provide a DIY evaluation guide, which is an interactive tool allowing you to conduct small-scale evaluations of classroom interventions.  

  1. Updated: 29th September, 2016

    13. Interventions health check

    584 KB pdf - TA_Health_Check.pdf

    Consider how TA-led interventions are being delivered in your school in line with the research.

As with the self-assessment guide, you may choose to complete the Interventions Health Check on your own, in collaboration with colleagues, or you might decide to give it to all teaching and teaching assistant staff.

By this point in the course you will notice that a joined-up approach to self-assessment is essential. If you decide to put together a TA Development Team and ask them to assess the school in light of Recommendations One to Four, then it makes sense to ask them to do the same with Recommendations Five to Seven as well.

Completing the self-assessment tasks relating to interventions is an important first step. However, action in relation to Recommendations Five and Six should follow decision-making and action on the recommendations relating to classroom practice (Recommendations One to Four). Getting teaching and TA deployment right in the classroom will determine the extent to which pupils require structured interventions, and crucially, which programmes will best supplement the class teaching and fill the gaps in learning.

Effective structured interventions

In the video, Maureen Andrews, the headteacher at Pye Bank CE School, describes how she stopped running interventions for six months in order to work on practice in the classroom. Doing this meant that she and her staff were in a more informed position to work on Recommendations Five to Seven when the time came.

Conducting a full self-assessment produces information which drives better decision-making. We might imagine a school in which all members of staff anonymously complete a Red-Amber-Green self-assessment, with the information then collated and reviewed by the TA Development Team, who use it to decide what should be focused on when and for how long.