An opportunity to improve your deployment of teaching assistants
Maximising the Impact of Teaching Assistants (MITA) is looking for primary schools to participate in its project to improve TA deployment; this is your final opportunity to sign up, as the closing date is 28th May.
The MITA project gives primary schools an unparalleled opportunity to work with a team of national leaders of education and leading researchers to review and improve TA deployment. The intervention comprises a coherent package of consultancy, CPD for school staff and high-quality resources at a heavily subsided rate. This package would normally cost over £7,000 and is available to intervention schools for just £1,300 as part of the project.
They are aware of the challenges schools currently face in relation to budgets, and know this is very likely to have implications for how schools structure their staffing into 2017/18 and beyond. MITA is not about staff rationalisation, but many schools they have worked with have used it as a platform for rethinking and re-energising their TA workforce - leading to more efficient and effective ways of working.
This is an excellent and timely opportunity for schools to transform the way teaching assistants are deployed. If you would like your school to be involved go to http://maximisingtas.co.uk/projects/mita-eef-project.php and submit an EOI form as soon as possible.
Remember, this opportunity closes on 28th May.
Guidance - 23 May 2017 Paid Member Only
This resource has questions for school governors or trustees to ask their SENCO and other senior executive leaders about SEND.
20 Apr 2017 Paid Member Only
The language that adults use is very important, particularly when supporting children and young people with SEND. nasen's tips will help you to know how to adapt your language in order to support these pupils more effectively.
Other - 13 Apr 2017
In an article originally published in 'Special' in May 2016, Professor Des Hewitt from Warwick University highlights the benefits for trainee teachers of learning in a special school community. He considers what can be learned from this model, and why teacher education establishments should consider using special schools in their teacher education programmes.