Working With HLTAs in Class

Some Ways HLTAs are Supporting Teachers

Using ICT to advance pupils learning for example modifying
Carrying out focused assessments on pupils, analysing results and feeding back outcomes to the teacher to inform planning
Taking a proactive role in liaising with parents/carers
Contributing to the development of programmes of work linked to their area of specialism
Contributing to the planning and preparation of lessons
Contributing to the planning of opportunities for out-of-school learning, for example carrying out risk assessments, pre-visit checks, liaising with volunteers
Planning and leading learning in a range of contexts including the whole class in the teacher’s absence
Delegating and clarifying roles of additional adults working in the class where relevant
Carry out focused observations on pupils for example those with challenging behaviour in preparation for meetings with external agencies, eg Educational Psychologist
Monitoring the progress of pupils with IEPs to be fed into the IEP Review cycle

Plans are shared and where possible the HLTA contributes to the drawing up of these based on any monitoring of pupils progress
The HLTA is informed about the relevant learning objectives and their place in the related teaching programme
The HLTA is aware of the resources available and that these meet the diversity of pupils needs and interests, and where appropriate how these can be modified
Opportunities are provided for the HLTA to plan their own role in lessons and prepare, for example non-contact time could be provided
The HLTA is involved with risk assessment and other health and safety procedures relevant to their role

That there are procedures in place for recording information systematically, for example using proformas to record pupils’ attainment, report incidents such as bullying or Child Protection issues, and provide feedback to all staff
That HLTAs have opportunities to share their views within the school community, e.g. joining all or some staff meetings, support staff notice board
That the HLTA have access to all relevant documents such as Child Protection Policy, SEN Policy, Behaviour Management Policy as well as National Curriculum Frameworks

The HLTA has opportunities to adapt and change activities based upon monitoring work that they have carried out
The HLTA is clear about how and when to present information to the teacher following any monitoring they have undertaken in order for this to inform future planning
The HLTA is given training in techniques they can use to monitor and assess pupils’ progress so that information for the teacher is appropriate and informative

That the HLTA is informed of the teacher’s policy on rewards and sanctions
They are informed of procedures for specific problems, eg medical or behavioural difficulties
They are trained in behaviour management strategies and aware of when to seek further help
There is agreed understanding about day-to-day management of pupils in class

The HLTA has access to courses which will develop their role further
Following attendance on training courses that they are given opportunities to disseminate information to other staff
HLTAs should, in line with all staff, have Performance Management and feedback on their work