In school CPD for TAs covering PPA time

 

Langney Primary School, Eastbourne, East Sussex

 

Training TAs to cover classes for PPA

Langney primary school has a team of 13 teaching assistants (TAs). Using a competency based selection criteria six of the team were appointed as TA3s. The head and deputy headteachers developed a light-touch development and support programme to enable the TA3s to cover classes during teachers’ PPA time.

PPA Contract

At the beginning a contract was drawn up by the teachers and TAs to ensure clear expectations for PPA time. The contract set out the agreed expectations for teachers, TAs and pupils within the following areas:

  • before the lesson;
  • classroom organisation;
  • behaviour;
  • learning;
  • after the lesson.

TA3/PPA Training

The training began with a session run by the Deputy Head on whole class behaviour management strategies, and time was given for TAs to reflect and prepare their own systems for class rewards.

In class training was delivered in four sessions over four weeks, followed by a review plus half-termly formal monitoring, on-going informal monitoring and monthly group meetings. The sessions entailed the TA3s working in the cover supervisor role for a whole lesson, supported by the head and deputy headteachers.

Through the four sessions, the head and deputy head phased out their level of involvement as the TA3s took an increasingly leading role in the process.

The TA3s were given a PPA training record pack in which they could record strengths, targets and training opportunities identified during each session.

The four sessions were structured as follows:

The first three sessions began with a meeting to talk through the session and the contract. There was no meeting prior to the 4th session;

Session one:

  • TA leads the session, and the head or deputy head contribute and model where necessary;
  • the TA, head or deputy head evaluate together, using the contract;
  • targets identified for development and future training needs.

Session two:

  • TA leads the session, and the head or deputy head observe;
  • they evaluate separately using the contract, then discuss together;
  • targets identified for development and future training needs.

Session three:

  • TA leads the session, and the head or deputy head pop in and out of the classroom;
  • they evaluate together using the contract. The TA leads the evaluation;
  • targets identified for development and future training needs.

Session four:

  • TA leads the session, without any involvement from the head and deputy head;
  • future training needs identified.

This phased approach developed the TAs’ skills and confidence and ensured the leadership team were satisfied with the quality of PPA cover. On-going support and development is provided to meet needs identified in the reviews.

The TA3s are supported by an additional TA who is paid as a TA3 for the time they are supporting the TA3. The TA3s are also given some paid overtime for preparation work.