Icklesham CE Primary School, East Sussex

TA3s undertaking Vocational Qualification - Support Work in Schools (SWiS VQ) Pilot

Icklesham CE Primary is a small rural school with four classes (102 pupils). We have a high level of SEN pupils with 6% statements.

Our team of 12 Teaching Assistants (TAs) Individual Needs Assistants (INAs) are highly experienced having benefitted from school based CPD through INSET and support. However, 7 out of the 12 do not have Level 2/3 qualifications. A representative from Thomas Peacocke Community College (TPCC) in Rye came to talk to the TAs about the VQ “Support Work in Schools” (SWiS) programme. 5 of the 7 agreed to participate in the first phase of Level 2 training and the assessor came to conduct a Needs Analysis with each TA.

Outline of Course – The course consists of 4 units; 2 compulsory units and 2 chosen to best fit with their role in school. These units could fit in with many roles including; TA/MDSA/Admin/Caretaking.

The compulsory units were based on the organisation of the workplace and relationships. The timeframe for completion was up to one year. Signed evidence was produced by the TAs which covered their role in school the purpose of their job and the impact on the school. Each unit had to meet specific criteria and evidence was signed off by an attached NVQ assessor from TPCC who visited once per month to discuss the candidates’ progress and provide guidance and support.

Challenges and Solutions – The TAs were new to this way of working and initially the criteria were a little unclear and open to interpretation. With support from the Headteacher, the TAs set up their own support group in school and encouraged each other. They also felt able to ask class teachers for guidance. They were given some time in school to work on assignments and some paid study time was allocated. Cover was arranged to support children when the TAs had their regular meetings with the assessor or were working with other children.

Collecting evidence from across phases and classes was a new area and collecting evidence whilst undertaking the day-to-day job was not always easy. The TAs needed time to liaise with teachers to build in planned assessments and gathering evidence so that it became part of their normal work. This enabled the school to identify that in future we carry out an accurate needs analysis, allocate a CPD team leader to mentor from the outset, build in planned study and meeting times to review progress and build in liaison time with class teachers.

All TAs passed and received their accreditation. The first three to complete the SWiS VQ received their award at a ceremony at TPCC March 2007. They also received the Head Teacher’s award in our sharing assembly, it is important for our pupils to realise that we are all learning!

The CPD has encouraged TAs to see that there is career progression available to them. They have a better understanding of their role and the policies/procedures that feed into it. Their self esteem and sense of achievement has increased with the completion of the SWiS VQ and gaining the award. This is the first academic achievement for some TAs since leaving school!

The TAs have a greater understanding of the teacher’s role in the planning of lessons and assessment opportunities. They have more confidence in their delivery of lessons and when working with pupils, are using more effective questioning techniques. They have also improved analytical and self-evaluative skills.