Using teaching assistants to add value – all school handwriting at Rosendale
Research evidence from the Education Endowment Foundation (EEF) has shown that teaching assistants working on specific, structured, well implemented programmes can make a significant improvements in pupil outcomes.
At Rosendale Primary School in Lambeth, one of the EEF’s 22 designated Research Schools, a year-long research project has used teaching assistants to deliver writing lessons across the school, whilst teachers work with small groups of pupils who need additional, targeted support with their learning.
The session will look at the research, the outcomes for pupils and the impact on teaching assistants and teachers involved in delivering the programme. It will also include a short introduction on the value of teaching assistants by the project sponsor UNISON.
Rhonda graduated from Reohampton University with a BA Hons in Early Years Education in 2017. She has been a Teaching Assistant for over 6 years since joining Rosendale Primary in 2011; working with a variety of year groups, including Reception, year 1, year 3 and will be joining the year 6 team this academic year. She worked in several private day nurseries within Lambeth from 2004 – 2011.
Marc has worked with Rosendale School on major school-based research projects including, Lesson Study and Metacognition. He was formerly Director of Policy and Research for the National Education Trust (2007 to 2017). He has written 2 books: ‘An Updated Practical Guide to the Pupil Premium’ (2015) and ‘Learning without Labels’ (2017) both published by John Catt. He is working with the Jersey government to introduce a ‘Jersey Pupil Premium’ and with Learn Sheffield on their Priorities Project. He co-authored the Essex LA Pupil Premium self-evaluation toolkit and has worked with many local authorities, 300 schools and spoken at conferences for over 6,000 Senior Leaders to support better outcomes for disadvantaged pupils.
Jon oversees policy and organisation for UNISON’s Education and Local Government sections, which includes 240,000 members in schools (140,000 Teaching Assistants). He has long campaigned to raise the profile of teaching assistants, initiating UNISON’s TA CPD & Career Framework and published the TA professional standards.
He has represented UNISON on numerous government committees and the TUC’s Education Forum and Alliance for Science. He sits on the EU’s Education Social Dialogue Committee and Public Services International’s Education Support Workers Network.
Previous employers include Camden Council’s HIV Unit and the British Association of Occupational Therapists. He studied Geology at Kings College London