[email protected]: a course for teaching assistants

Provider: Every Child Counts
Accreditation opportunities: Teaching assistants who want to follow up this course can study Edge Hill University’s Level 4 online module: Supporting Children’s Mathematics through [email protected] They can go on to study for a Foundation Degree or an Honours Degree.

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Description This course trains teaching assistants to deliver the hugely successful [email protected] intervention to small groups of children in Years 2 to 7 who need a helping hand with mathematics. High-quality training enables them to deliver the intervention effectively and to strengthen their support for mathematics across the school. Over 4,000 teaching assistants have already been trained and have supported children to make over 10 months of progress in less than 3 months.
Duration 7 half days across two terms
Website

Every Child Counts's website

https://everychildcounts.edgehill.ac.uk
Categories Teaching and Learning, Mathematics / Numeracy, KS1, KS2, Support Staff, Learning Support, Inclusion, Personalised Learning, SEND, Subject Knowledge, Out of school, Feedback, Meta-cognition and Self-regulation, Small Group Tuition, Teaching Assistants, Use of Pupil Premium, Identifies activities where TAs can support learning, rather than managing tasks, Provides support and training for teachers and TAs on how to work collaboratively , Ensures that teachers do not reduce their support or input to the pupils supported by TAs , Evaluates the impact of different strategies for deploying TAs, Provides approaches to assess pupils’ needs accurately and provide work at a challenging level with effective feedback and support, Provides approaches for specific, accurate and clear feedback , Provides approaches for comparing what a learner is doing right now and wrong before , Provides approaches for a balance between support and challenge, Supports effective professional development for teachers, Provides teaching approaches which encourage learners to plan, monitor and evaluate their learning with careful implementation, Provides approaches to teach pupils explicit strategies to plan, to monitor and to evaluate their learning with and without support, Provides teaching approaches which encourage pupil engagement in planning and best approaches to tasks, Evaluation of process , Help schools find best way to spend Pupil Premium
Learning outcomes for participants/users and, where relevant, pupils or students

This course trains teaching assistants to deliver the hugely successful 1st[email protected] intervention to small groups of children in Years 2 to 7 who need a helping hand with mathematics. High-quality training enables them to deliver the intervention effectively and to strengthen their support for mathematics across the school.

There are two versions of the intervention, each with its own course:

1st[email protected] is for children who are at about NC Level 1C, most often in Y2 or Y3

1st[email protected] 2 is for children who are at about NC Level 2C, most often in Y3 or Y4 but also very effective up to Y7

A teaching assistant or a teacher delivers 24 to 30 half-hour lessons to a group of up to 4 children.  The lessons focus on number and calculation, developing children’s numeracy and communication skills whilst developing their mathematical thinking.  A Post Office theme engages children in real life scenarios that build confidence and provide stimulating, fun activities.

It all comes ‘ready-made’ with detailed plans and extensive resources.  For added flexibility, each unit of 6 lessons starts with a familiarisation activity that helps the teaching assistant to tailor the lessons to the children’s needs.

 “This is the best programme we have ever had for teaching assistants. It was not only effective but children gained an enthusiasm for their maths work.”

Niki di Palma, Deputy Head Teacher, Redlands PS, Tower Hamlets

A 7 half-day training course for teaching assistants includes:

  • developing the TA’s own understanding of mathematics
  • how the intervention works
  • delivering it to children who struggle with mathematics
  • liaison with the children’s class teacher

Two half-days of training for a school link teacher include:

  • managing 1st[email protected] effectively
  • assessing children’s progress
  • evaluating the outcomes of 1st[email protected]
Evidence underpinning this approach

1st[email protected] is based on research into effective mathematics intervention.  It is a part of the Every Child Counts programme, run by Edge Hill University and local providers across the country with support from the DfE.

  • 15,000 children in Years 1 to 7 in 2,300 schools received 1st[email protected] support in 2011-13.
  • They made an average Number Age gain of 10.2 months on a standardised test after only 23 half-hour sessions in 2.8 months.  This was over 3 times the expected rate of progress.
  • At the end of the year, their National Curriculum levels were two sublevels higher (4.3 points) than at the end of the previous year.
  • Although few had originally been predicted to achieve the national expectation of Level 2 at the end of Key Stage 1, 79% of children in Year 2 went on to do so.

“Going to 1st[email protected] was like when I got my glasses.  Now I can see how maths works, just like everyone else.”

Child

“Greg’s confidence has gone through the roof – no challenge is beyond him and he will have a go at anything now.”

Class Teacher

In an independent survey of the Head Teachers of Every Child Counts schools:

  • 90% rated it as ‘highly valuable’
  • 74% said they were ‘extremely likely’ to recommend ECC to another school
  • 89% identified significant impact on standards across the school

Ofsted (Mathematics Made to Measure, 2012) said:

“Where programmes such as Every Child Counts . . . were used effectively, pupils overcame their misconceptions and the school used information about its pupils’ misconceptions to adapt teaching for subsequent cohorts.”

How users/participants can evaluate success

The immediate impact is seen in the progress of children who take part in 1st[email protected] 1st[email protected] link teachers are trained to use a standardised test to assess children’s mathematics achievement on entry to and exit from the intervention. They use an online data system to record information about children’s participation and progress. Each school receives a termly report with detailed analyses of children’s progress and national comparisons against which they can benchmark their school’s outcomes.

“The professional development, ethos and values imparted by Every Child Counts have had such a big impact on the teaching assistant leading 1st[email protected] that we have changed the way we use support staff. Teaching assistants are now organised into subject specialist teams for mathematics and literacy… and they find it rewarding to have such a strong focus to their role.  It has also helped me to ensure that appropriate provision is targeted where it is most needed.  This supports the school in its aim of raising attainment for all our children.’’

Follow-up activities and support

The initial 1st[email protected] training course consists of 6 half days in about one term.  Teaching assistants begin to teach children immediately after the first day and every subsequent training day includes discussion of their experiences and the children’s learning.  A follow-up CPD event in the second half term gives teaching assistants the chance to review their work and resolve any issues that have arisen.

Teaching assistants who want to follow up this course can study Edge Hill University’s Level 4 online module: Supporting Children’s Mathematics through 1st[email protected]  They can go on to study for a Foundation Degree or an Honours Degree.

Details

New teaching assistants and their schools receive a one-year initial support package from a local Every Child Counts Provider through a Teacher Leader trained and accredited by Edge Hill University.  The package includes:

  • 6 half days of local training for a teaching assistant or teacher
  • developing the TA’s own understanding of mathematics
  • how the interventions work
  • delivering them to children who struggle with mathematics
  • making the intervention sessions ‘come alive’ for children
  • liaison with the children’s class teacher
  • 2 half days of training for a school Link Teacher
  • a half day of follow up CPD for the teaching assistant
  • detailed handbook guidance
  • an extensive, ready-made resource pack to help teaching assistants get started
  • access to the ECC online data system, providing detailed analyses of children’s progress to help schools to evaluate and demonstrate the impact of 1st[email protected]
  • online guidance and downloadable resources
  • telephone and e-mail support

“The training has been amazing. I really appreciate the opportunities to explore the resources alongside the trainer and to discuss how other teaching assistants are delivering 1st[email protected] in their schools.”

Teaching Assistant

Continuing teaching assistants who have previously been trained receive ongoing support including 3 half days of local CPD.  They can also train for a second version of the intervention (1st[email protected] or 1st[email protected] 2).

The DfE’s Indpendent Evaluation of ECC (2011) said:

“Many Head Teachers took an interest in the training and reported that it was the best they had ever seen.”

This course does not have any pre-booked dates available. Please contact the provider directly to arrange this training.