Appendix 1: Case study solutions
Chapter 1
brilliant case study
Emma has just spent break talking to Lorraine, who is another teaching assistant working in Key Stage 2. She has found some challenges in her work with a particular pupil in the class that Lorraine supported the previous year. Lorraine is able to talk through some of the strategies which worked and which she may find useful.
- •In what ways will this chat be useful?
- •How else might Lorraine be able to help Emma in the long term?
Solution
This chat will be useful as another teaching assistant will be fully aware of the kinds of challenges which Emma is facing. As well as having more time than the teacher, Lorraine will be able to understand how to deal with the pupil from the same point of view and it will be more helpful for Emma to hear her talking about what she found worked best. She may also be able to help by discussing how she worked with the teacher when supporting the child.
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Sina works in a small village primary school as a teaching assistant in Year 2. Her child is in another class and her best friend is also a parent at the school. Sina’s friend regularly tries to find out what happens in the class on a daily basis and often questions her on the way home about specific children. She is also very keen that her child is put up to the next level in reading and asks Sina to ‘sort it out’ for her.
- •What should Sina do in this situation?
- •Why is it important that she does not talk to her friend about what happens in class?
Solution
It is very important that Sina explains to her friend that she has a responsibility for confidentiality as part of her role within the school and that it is not appropriate to discuss other children with her. She is taking advantage of her relationship of Sina but also putting her in a very difficult position and jeopardising her job. Playgrounds are often the place where rumours and gossip start and Sina should not be made a part of this. In addition, if Sina’s friend is not happy with her child’s progress it should be pointed out to her that she should make an appointment with the class teacher. If her friend persists Sina should seek advice and further support from her line manager.
Chapter 2
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Lulu is working in a small one form entry primary school and usually floats between Years 1 and 2. The teaching assistant who has worked in the reception class for the last few years has gone on maternity leave and, as cover is needed, Lulu has been asked to step in for a few months. She does not have experience of the EYFS and soon starts to feel that she needs more support.
- •Where should Lulu go for support in the first instance?
- •Is there anywhere else Lulu could seek help?
Solution
Lulu should go either to her line manager or to the Foundation Stage manager and talk through her concerns as soon as possible, particularly if she is anxious about fulfilling her role correctly. She should not wait until her appraisal or until the subject comes up as part of her professional development as this may not happen for some time. If she is not successful in approaching either of these individuals, Lulu may wish to speak to the deputy head or seek advice from colleagues who may have worked with this age group. Early Years advisors within the local authority may be able to give information about training dates on the EYFS for assistants.
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Tina has just got a job supporting a reception teacher working in a small school. In her first job as a teaching assistant, she was at a larger primary where the reception and nursery classes worked together as a unit for the Foundation Stage and did not have much contact with the rest of the school, particularly as they were housed in a separate building. In her new job, the school does not have a nursery, and the reception class are expected to join in far more with whole school activities such as assemblies. Tina is surprised by the difference and is quite unsettled as a result as she is not sure that it is appropriate for this age group.
Solution
This could be a problem if Tina starts to voice her concerns to others in the school rather than speaking to the Foundation Stage manager or another member of the senior management team (SMT). She should speak to her line manager for her own peace of mind and for reassurance in the first instance rather than saying anything negative to colleagues. She should remember that every school will be slightly different and that the headteacher should be aware of the Foundation Stage requirements and will have reasons for managing whole school activities in the way in which he or she has.
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Alistair is an experienced teaching assistant who is working with a newly qualified teacher in Year 5. They have been working well throughout the autumn term and the teacher sends Alistair her plans each week in advance. However, on looking through the Maths plans for the following week, Alistair has noticed that she is aiming to deliver an ambitious lesson to the group which he knows that some of the pupils he supports are going to struggle with.
- •Should Alistair say something and, if so, what?
- •How can this situation be managed sensitively if these kinds of issues continue?
Solution
Alistair should definitely say something but will need to approach this situation sensitively so as not to undermine the teacher. He could try something like, ‘I worked on this with these children in Year 4 and they had a lot of difficulty understanding the concept – would it be worth taking them back over what we did last year first?’
Alistair’s teacher will be working closely with a mentor as she is newly qualified, so if these kinds of issues continue it is likely that they will become apparent as the year goes on and be managed appropriately.
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Sinem has been asked to work within the Biology department at her school as there are not enough support staff for this area. Although she has studied the subject at school herself, that was a long time ago and she does not feel confident enough to support pupils in Biology. She usually works in the Geography and PE departments.
- •What might be a good starting point for Sinem?
- •How could she use support available within the school and beyond to support her knowledge and skills?
Solution
Sinem should start by thinking about her current level of knowledge and skills in the subject and then speak to other support staff who work within the Biology department. This will help her to get an idea of what is expected rather than imagining ideas which may not be correct! She should also ask whether she can sit in on a couple of lessons as an extra support assistant so that she can gain further insight into how the subject is supported. The department as a whole may be able to offer further support as may local authority support staff training courses.
Chapter 3
Delainey, Billy and Marisa are in the same Year 2 group for Maths. You have been asked to work with them on an activity to check their knowledge and understanding of place value. Delainey learns by looking and following instructions; Billy enjoys trying things out and having a go; Marisa listens carefully and likes to discuss what she is doing as she works.
- •How do you think you might better help them by thinking about different learning styles?
- •Can you think of an example of how you might take them through the activity?
Solution
In this situation you will need to be aware that as you are working with a small group you will need to clarify the concept in different ways. Place value is a concept which can take some time for pupils to understand clearly so plenty of hands-on counting and discussion using materials such as multilink or straws to make groups of 10 will make it more accessible to these pupils. You may also work with resources which are specific to place value such as place value cards, ICT programmes and so on but for all of these and with the needs of these pupils a range of different approaches will be best with plenty of opportunity for talk. As always when you are carrying out these kinds of activities you will need to discuss your approach with the teacher first.
Ellie is supporting in Year 1 and has recently started working in a new school. She is an experienced assistant and has always kept stickers in her pocket to hand out to pupils. During a Maths lesson she notices that one girl is trying particularly hard and gives her a sticker. Later on the class teacher tells Ellie that stickers are never used in that particular school and that verbal praise is seen as far more powerful. Ellie is very surprised.
- •What do you think about Ellie’s reaction?
- •Is anyone in the wrong here?
- •What else could Ellie do the next time she sees the girl trying hard?
Solution
Ellie’s reaction is understandable but it is important in this situation that someone in the school should take her through both the behaviour policy and also the rewards which the school uses for promoting effort. This should have been explained to her when she started in her role so it is not Ellie’s fault – schools need to have clear guidelines for staff concerning the kinds of rewards which are available. The next time Ellie sees the girl trying hard she should reward her with praise, tell the teacher and follow school policy.
Chapter 4
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Year 2 have been in the class for almost half a term and the class teacher and teaching assistant have devised an agreed set of rules with the children which are displayed on the wall. Ralf has recently started to be spiteful to another child in the class and has said that he does not want to play with him or be his friend. The class teacher says to him, ‘Ralf, we agreed as a class that we will always be kind to others.’
- •Do you think that Ralf will be more likely to listen to the teacher since he helped devise the rules?
- •What else could staff do to try to ensure that this kind of behaviour occurs less frequently?
Solution
Ralf should be more likely to listen to the teacher as he helped to agree the set of rules which are on display. It may be necessary to remind him of this whilst talking about how his behaviour will have made his friend feel.
Staff in the classroom should reinforce the class rules by drawing the attention of the children to them regularly and by praising the behaviour of those who are observing them, for example ‘Well done, Amal, for lining up quietly’. It will also be helpful to have a whole school policy for behaviour management so that all staff know the kinds of rewards to use alongside verbal praise.
Chapter 5
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Andre is working in Year 1 as a general teaching assistant. A child in the class, Phoebe, has shown some causes for concern due to her speech and language, which is also impacting significantly on her ability to learn. After some discussion with the SENCO and Pheobe’s parents, they have decided to give her an IEP with specific language targets. Andre has been working with Phoebe three times a week for two terms on her targets but Phoebe has made little progress. After speaking to Phoebe’s parents, the SENCO and class teacher decide that they will refer Phoebe to a speech and language therapist for further assessment.
- •Would Phoebe now be on School Action or School Action Plus?
Solution
Once Phoebe has been referred to the speech and language therapist or to any other professional from outside the school she will automatically go on to School Action Plus, particularly as she has made little progress after two terms on her IEP.
brilliant case study
You are working as an individual support assistant for Bhumika, who is in Year 5. She is autistic and consequently also has problems with speech and language. The autism advisory teacher comes into school once a term to observe Bhumika and to speak to you, and then separately to Bhumika’s parents and the SENCO. He writes a report which gives suggested targets for Bhumika’s IEP which he goes through with you and always tells you that you will have a copy. However, in the eighteen months you have been at the school you have never received a copy. You have asked the SENCO several times and although she always says that she will pass it on to you this has not happened. You can only assume that this is because she is always so busy.
- •Why is it important that you should get to see the report?
- •What would you do in this situation?
Solution
It is very important that you should see the report and other information concerning Bhumika’s progress as you are working as her individual support assistant. You should have access to this to enable you to support her effectively. If the SENCO does not pass on the information, ask whether you can make an appointment with her to discuss Bhumika’s progress formally and make a point of outlining your concerns, if necessary with another member of staff present.
Chapter 6
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Sobiga is a new pupil in your class who does not speak any English. Although she has made friends and is involved in class activities, you have noticed that at breaktimes and lunchtimes she is often on her own.
- •What kind of support does Sobiga need and why?
- •List some strategies that you could use to help her to develop her self-esteem and language skills.
Solution
Sobiga needs to have some support in developing her friendships and confidence in using social language outside the classroom. It may help her on the playground or at breaks if you can encourage her to join in with playground games using equipment and facilities which are available. She could also be given a ‘buddy’ to look after her at these times of day. Depending on her age this may not be appropriate so if Sobiga is an older pupil you could also talk to her about going to any extra-curricular activities which are on offer at the school. The school may also offer additional support and you may be able to speak to your SENCO or English as a second language advisory teacher about the kinds of strategies which are appropriate for her.
Chapter 7
Richard is working in a secondary school as an assistant in the Music department. Although the current Year 7 have not been in school for long, he has noticed that one pupil in particular, Ahsan, seems to be showing a strong talent in both piano and cello. Ahsan does not have lessons at the school but has joined the lower school orchestra and is very keen on using the piano in the music room to practice for one of his grades the following week.
- •What would you do if you were Richard?
- •How could you ensure that Ahsan’s talent is encouraged in school?
Solution
If the Music teachers have not noticed already, Richard should draw Ahsan to their attention as a pupil who is potentially talented and encourage the development of his ability as much as possible. Although he does not have piano lessons in the school he should be encouraged to play in his free time if he can and use his talent to support the school in other ways such as in assemblies and musical concerts.
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Nadia is in Year 2 and is a very quiet pupil. Although you have known her for some time, you have noticed that she is becoming more confident and has started to be very quick at responding to the teacher in a range of situations. You start to observe her more carefully and within one week you are able to give several examples of situations in which she has shown a higher level of understanding than her peers.
Solution
You should not automatically assume that Nadia is a Gifted and Talented pupil although she has shown that she is working at a higher level than some of the others. It would be best to seek advice from the school’s Gifted and Talented co-ordinator who will be able to carry out more assessments on Nadia and work from there.
Chapter 8
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Jean-Paul works in a small village primary school where the pupils usually transfer to a number of much larger secondary schools in the area. He spends his time as a teaching assistant in a mixed Year 5/6 class and is presently working with the teacher to manage the leavers’ production and to ensure that the transition process goes smoothly.
- •Why is it particularly important in Jean-Paul’s school to manage transition actively and to reassure pupils about any concerns which they may have?
- •How might Jean-Paul be involved in the process?
Solution
It is important for all schools to manage the transition from primary to secondary school actively but for a smaller primary, especially when feeding a much larger secondary school, it will help pupils to be able to discuss what their new surroundings will be like and how teaching and learning will be different. They should also have opportunities to visit the school and discuss issues such as travelling to school, managing homework, and organisation skills. Jean-Paul may be involved in the process in a number of ways, from taking out individuals or small groups to discuss worries that they may not want to talk about in front of the class, to working with Year 7 teachers to discuss common issues.
brilliant case study
Sally works as a teaching assistant in Year 5, whose topic at present is ‘What is my carbon footprint?’ She has been working with the class to try to think of ways to save energy and encourage others to do the same. As part of this project they have decided to write to the local council and ask them to review recycling in the borough’s schools to include more materials as at the moment they just recycle paper.
- •How will this idea support community cohesion as well as enhancing what the pupils are doing as part of the curriculum?
Solution
This project will support community cohesion as it will form links with the local area and show pupils how their learning is linked to real life situations. They are also likely to be motivated by the fact that they are able to work together to make a difference. This can also be extended in other ways such as writing to local newspapers and asking other schools to support their idea.
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Amal has been working in a secondary school for four months and is based in Years 7 and 8. He has been trained in restorative justice techniques at his previous school and also speaks Hindu. There have been some cases of racist bullying amongst the girls in the two year groups during breaktimes and Amal suggests to the head of Year 7 that he should run some sessions.
- •What should Amal do first?
- •What kind of form could the sessions take?
Solution
Amal should make sure that he speaks to all sides concerned and be clear on exactly what has happened so that he can tackle the situation carefully. He should invite the two sides to come and discuss what has happened, and act as an interpreter in his language if needed. Depending on the number of pupils involved he may need to run several sessions with different pupils.
Chapter 9
brilliant case study
Gina has just started a job in a new primary school. She is regularly on playground duty and notices that staff often carry cups of tea and coffee outside, particularly in colder weather. They are also able to take hot drinks to their classrooms. Gina is very alert to this as in her previous school there was an accident in which a pupil suffered serious burns after running into an adult who was carrying a hot drink. As she is new she does not wish to appear to be a killjoy; however, she is anxious that the same thing does not happen again.
- •Should Gina say anything?
- •Can you think of a way in which this could be resolved without upsetting other staff?
Solution
Gina should say something in confidence, either to the headteacher or the school’s health and safety officer. It may be that the school had not considered the dangers of allowing staff to do this. If the school then forbids carrying hot drinks she will not be seen as responsible. One suggestion is sharing breaktimes so that two teachers cover – for example, in a 20-minute break there are two ten-minute shifts to allow each person to have a drink and comfort break. Alternatively, schools might decide to allow staff to carry hot drinks if they are in high-sided boxes so that any spills do not present a hazard to others.
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Janine is working as a cover supervisor in Key Stage 3. She does not work with all the pupils as she tends to cover Maths and Music lessons, but this involves working with the same pupils each week. She has been approached by a pupil in Year 9 who has said that she is worried about her friend in her class whose father is an alcoholic – she says that her friend has confided in her that he is sometimes violent with both her and her mother.
- •What should Janine do first?
- •What should she say to the pupil?
Solution
It is important that Janine should ask the pupil to talk to her about what has happened whilst not pressing her or asking her leading questions. She should also emphasise that she will need to tell someone else in order to keep the pupil safe. She should write down everything that the pupil tells her, as soon after as possible, so that she is able to remember any details. She should then speak to the school’s child protection or safeguarding officer as soon as possible.
Chapter 10
brilliant case study
Saskia is an experienced support assistant and in addition has just started to run a small craft club for Key Stage 2 after school. She has the use of a classroom and has a group of 12 children for the activities. Saskia has taken a register of pupils at the beginning so knows who is present but, following the club, one of the Year 6 children tells her that she is allowed to walk home on her own. Ten minutes later her mother comes to collect her and although she is late tells Saskia that she did not give her permission to walk home and will be speaking to the headteacher straight away.
- •How should Saskia have responded to the girl’s request?
- •What should she do now to support the parent?
Solution
If the girl did not have written permission with her, Saskia should have asked the pupil to wait until she was able to check with the child’s teacher or the school office and explain why. It is important that she supports the parent by taking her to the headteacher and then trying to trace the girl in whatever way is decided by the group.
brilliant case study
James runs the local scout group and the venue he has been using has just told him that they will be unable to carry on using it due to building work over the next few months. As he also works at the local secondary school as a member of support staff, he has had the idea of booking the school hall and also offering Duke of Edinburgh award training to pupils from the surrounding area as an extra activity.
- •Would James be able to do this?
- •Where might he go for support in order to see his idea through?
Solution
James may be able to do this if it is agreed by the school. He should then approach surrounding schools to gauge the level of interest – it may be that he has too many pupils to offer to a wider number. He could also talk to others in local schools who run clubs and extended school activities for additional support and can contact them through his local authority.
Chapter 11
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Jackie is working as an individual support assistant for a blind pupil in a secondary school. She has been there for two years and, although she is very experienced and well trained for her work with the pupil, she does not have any qualifications. She has been investigating some of her options – she would like to be better qualified as there is a possibility that her pupil may be moving schools. However, she does not have much contact with her line manager as she is not full time, and there are no points of contact during the week.
- •What should Jackie do first?
- •Is there anything else she could do if the school could not support her request?
Solution
Jackie should first of all speak to her line manager to find out whether the school will support her and if there is any training available. If for some reason they are unable to (for example, if there is nothing available which will fit with her timetable or they are unable to let her out of school in lesson times) she may need to find out about evening classes through her local college or through the local authority.