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Teaching Assistants on the Frontline of Learning

4 hours
All levels
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Teaching Assistants on the Frontline of Learning

Programme Overview
Inclusive practice
Delivery Model

Online Face to Face session

A six-hour blended, programme, comprising of 4 hours of virtual F2F training and 2 hours of inter-sessional tasks and post-course application/reflection

What is Included
  • Certificate of attendance.
  • Course material (if applicable).
  • AED 600 per delegate plus 5% VAT
  • Discounts available for 3 or more delegates from the same school.
  • If you are interested in bespoke in-school training for larger groups, please contact Rebecca Annand ( who will be happy to assist.
Deadline booking date

Wednesday 31st August 2022

Face to Face Online sessions Programme breakdown

Session 1:  Tuesday 13th September 2022
Session 2: Tuesday 20th September 2022

4:00pm to 6:00pm UAE time

  • Two 2-hour sessions
  • Gap task between sessions
Platform Zoom
Target audience

PRIMARY and SECONDARY Teaching Assistants

Aims of the course
  • To explore our understanding of children’s learning.
  • To develop our knowledge and use of questioning skills.
  • To know how to support and develop pupils’ independent learning skills
Intended outcomes
  • To explore our understanding of children’s learning
  • To develop our knowledge and use of questioning skills
  • To know how to support and develop pupils’ independent learning skills​​

Jayne Worrall

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Jayne has considerable experience in managing and supporting children with social, emotional and mental health difficulties and has provided support and advice to schools within Warrington Local Authority as an SEMH Lead Teacher. She has also been part of a team of reviewers for Peer-to-Peer Reviews of whole school SEND; chaired her local SENCo cluster; served on EHCP Provision & Placement panels and supported ‘new to role’ SENCos within the LA. Additionally, Jayne has spent over 10 years as a SENCo, leading inclusion at her last school to Inclusion Quality Mark (IQM), Flagship status, in 2020. The 3-year project for IQM enabled Jayne to work with Zena Martin and Wendy Lee (Lingo Speech) to develop Speech, Language and Oracy throughout the school. This led to Jayne being invited to speak about the journey and impact of the project at the University of Bath’s inaugural Developmental Language Delay (DLD) Parents Conference in October 2019. Jayne has been a primary school teacher, in Cheshire and Warrington, for over 25 years – the latter 12 years fulfilling her passion for teaching and supporting children with additional needs. She has worked in both a specialist school for children with autism and a Designated Provision class within a mainstream school. Prior to attaining her PGCE in 1993, Jayne was an Induction and basic skills tutor for adults. In her spare time, Jayne is a Governor of a specialist school for young people with social, emotional and mental health needs and a trustee and volunteer for the Children’s Adventure Farm Trust (CAFT) charity. With a strong creative drive, Jayne can often be found with a paintbrush or crochet hook in hand or alternatively engrossed in her latest good book!

Programme breakdown

There are now around 250,000 teaching assistants in English schools. This represents around treble the number that existed in 2000 (EEF, 2016). These changes in the school workforce can be seen replicated in schools globally. In primary schools, there are more teaching assistants than teachers. Unlike teachers, however, the roles, responsibilities and preparatory training for this are extremely wide and varied. Unlike teachers, there is no common qualification or body of study that all teaching assistants must have before they can embark on their role. Yet despite training for teaching assistants being very patchy and varied, schools across England expect them to be firmly on the frontline of learning and teaching. Yet research from the Education Endowment Foundation (2016) has highlighted that without strong and effective training and deployment, teaching assistants can have very little positive impact on pupil progress – a bitter pill to swallow for any hard-working teaching assistant. However, the researchers do not point any blame at teaching assistants for this situation, but identify conditions of employment, preparedness and deployment as the ingredients that either help or hinder them from achieving good practice.

his course does not claim to provide all the training a teaching assistant will ever need – certainly not in one session! But it is a very helpful introduction to the fundamentals of learning for new teaching assistants, whilst also being a very thought-provoking reflection for those more experienced. It is not subject-specific but addresses the more rooted questions around how children learn and how they fail. It addresses how we can use skilful questioning to lift the lid on children’s learning, and how we can use practical strategies to encourage independent learners. This is about exploring the role of teaching assistants at the point of interaction with children. I hope it forms an interesting part in a much wider professional development journey.


Times are UAE 4:00pm to 6:00pm

Session 1: To explore our understanding of children’s learning

  • Examining adult actions and interactions that ‘open up’ children’s learning, and identifying that which closes it down?

Gap Task: To develop our knowledge and use of questioning skills

  • Engaging with research on the use of questioning techniques
  • Exploring a range of practical tools and techniques that aid effective questioning to elicit learning?

Session 2: To know how to support and develop pupils’ independent learning skills

  • Engaging with research on the impact of teaching assistants on pupil progress and independence
  • Identifying how adult actions and interactions can perpetuate learner dependency
  • Examining actions and prompts that promote learner independence
Jayne Worrall
4 Hours