Classroom assistants in primary schools: Employment and deployment

The study investigates the ways in which classroom assistants in primary schools are deployed in classrooms, and the terms and conditions under which they are employed. The number of classroom assistants in primary schools has grown considerably in recent years, but very little is known about their work. Despite this, government policy is paying increasing attention to their potential to contribute to raising standards of achievement. The study aimed to understand the range of practices which govern the employment of classroom assistants, and the range of ways in which they are deployed in classrooms. The study sought to understand the factors that determine employment practices and patterns of deployment, and the way in which these are interrelated. The study contributes to the growing debate on professional and para-professional roles in primary schools. The study uses a combination of large sample survey and small scale case study methodology. In the first phase, policy and practice in three LEAs were explored through semi-structured interviews with key informants among LEA staff and representatives of trade unions and professional associations. In the second phase, questionnaires were sent to a large sample of schools in these three LEAs for completion by the head teacher, a classroom assistant and a teacher. The returns from LEA 3 were very low and therefore not included in this phase. Finally, three schools in LEA 1 and two schools in LEA 2 were chosen for in-depth case studies, drawing data from non-participant observation and semi-structured interviews with school staff

'They call me wonder woman': the job jurisdictions and workplace learning of higher level teaching assistants

This paper reports on an in-depth interview study of the roles, job jurisdictions and associated learning of higher level teaching assistants (HLTAs). This role has the core purpose of covering classes to enable teacher release for planning, preparation and assessment. HLTAs' individual job jurisdictions are described and discussed as are implications for their knowledge and practice. The HLTAs are found to have wide-ranging job domains and, sometimes, unexpected involvements which mean they have to improvise practice. The study acknowledges that these HLTAs are being creatively managed and deployed by head teachers for the sake of teachers and schools. However, they are, at times, required to take on planning and cover duties which are beyond their knowledge and training with a likely impact on children's learning. Given their training and experience it is asked if covering classes to release teachers is the most effective use of their abilities and time

Languages learning at Key Stage 2: a longitudinal study

This is the final report of a 3 year longitudinal study of the teaching of French, German and Spanish at Key Stage 2, funded from 2006-2009 by the Department for Children Schools and Families. The report covers the attitudes of teachers and children towards languages; the organisation and administration of languages within primary schools; current practice in the teaching of languages; the development of children's intercultural understanding; children's attainment in target language oracy and literacy; and concludes with a discussion of the future sustainability of languages in the primary curriculum and steps needed to secure this

'I'm going to bring my sense of identity to this': the role and contribution of bilingual teaching assistants

In recent years there has been a considerable growth in the number of teaching assistants (teacher aides in the USA) in UK schools and in the diversity and range of their roles and responsibilities. Although these roles vary in different parts of the UK, an increasing number of assistants now work alongside teachers to support children’s learning. Some teaching assistants and instructors are bilingual in the languages spoken by children in their schools and draw on their knowledge of other languages in providing support for children’s cognitive and language development. Many bilingual teaching assistants carry out similar roles to their monolingual colleagues but, in addition, are involved in facilitating communication and mediating interaction between home, school and local communities. However, their roles and contribution to children’s learning are often not clearly defined and are certainly under-researched

Looking to the future

About the book: Professionalism in the Early Years reflects the new government agenda demanding higher levels of professionalism in the Early Years sector, as set out in the Children's Workforce Strategy. The Department for Children, Schools and Families (DCSF) and Children’s Workforce Development Council (CWDC) aim to transform and professionalise the early years workforce through the creation of new roles, such as the Early Years Professional (EYP), for those leading and working in Children's Centres and in the private and voluntary sector. This text is written by national and international authorities in the field, all of whom are involved in teaching, training and research or at policy level. The editors have been closely involved with development of the government agenda on professionalising the Early Years workforce. Professionalism in the Early Years covers a wide range of issues including: · routes to professionalism; · policy developments; · multi-professional collaboration and multi-agency working; · international perspectives; · rethinking professionalism; · key themes and issues within the Early Years workforce

Primary teaching assistants; curriculum in context

Teaching assistants are uniquely placed to support children's involvement with learning through the curriculum. This book explores those issues that are central to that process. Specifically it examines: strategies for supporting learning and assessment in English, maths and science; inclusive and imaginative practices in all areas of learning; home and community contexts for learning; and working practices which support professional development. This book is written primarily for learning support staff, their teaching colleagues and those responsible for professional development and training

The early years teacher

About the book: Professionalism in the Early Years reflects the new government agenda demanding higher levels of professionalism in the Early Years sector, as set out in the Children's Workforce Strategy. The Department for Children, Schools and Families (DCSF) and Children’s Workforce Development Council (CWDC) aim to transform and professionalise the early years workforce through the creation of new roles, such as the Early Years Professional (EYP), for those leading and working in Children's Centres and in the private and voluntary sector. This text is written by national and international authorities in the field, all of whom are involved in teaching, training and research or at policy level. The editors have been closely involved with development of the government agenda on professionalising the Early Years workforce. Professionalism in the Early Years covers a wide range of issues including: · routes to professionalism; · policy developments; · multi-professional collaboration and multi-agency working; · international perspectives; · rethinking professionalism; · key themes and issues within the Early Years workforce

Developing reflective early years practitioners within a regulatory framework

The government in England has committed to the reform of the children’s workforce through ‘a transformational reform agenda designed to improve life chances for all and reduce inequalities in our society’ (DfES, 2006a, p. 2.). This agenda acknowledges that increasing the skills and competence of the workforce is critical to its success. This route to a more professional workforce includes the development of a new qualification the Early Years Sector–Endorsed Foundation Degrees leading to Senior Practitioner status and a new role of Early Years Professional. As a major open and distance-learning provider The Open University is in a unique position to respond to the above agenda in providing flexible and accessible progression routes leading to higher-level qualifications for early years practitioners. However this reform is to be achieved through an increasingly centralised process underpinned by a ‘standards agenda’ (Moss, 2003a). This paper provides a critical review of policy developments leading to the creation of two new workforce roles. It considers the implications of these roles for the professional development of early years practitioners and explores the relationship between the two roles. The second part of the paper describes the tensions and challenges involved in developing distance-learning courses which support students in becoming reflective practitioners whilst meeting externally prescribed standards and a requirement to demonstrate professional competence. The approach taken to enable students to reflect on their practice in the first work-based learning course in the Open University Foundation Degree in Early Years is discussed. Initial findings from the analysis of the final written assignments from students on this course suggest it offers possibilities for critical reflection and developing professionalism