Support for Y1 - with TA in a group

[Taffeta]

DD ( Aug born, 5 yo ) is getting some extra help for her handwriting and Numeracy, in small groups with the TA.

I have concerns about this as the TA has a very poor reputation in the school, she is known as a shouter and none of the children like her. My DD has had her for handwriting practice now for a term and in this time according to DD has just shouted at her when its not right and not once praised her or " been pleased" with her.

I am therefore concerned that she now has Numeracy support with her. DD has a new teacher that started last week. Its parents evening in a month. I'm unsure what to do.

Do I speak to the teacher about my concerns? The only evidence I have about the TA's performance is what DD and other children have told me ( incl DS (8) who also had her in Y1 ). I feel strongly that children that need help should be helped by the experts ie the teachers. Should I speak to the Head about this? Is it a school policy how interventions are managed?

Should I wait until parents evening? Or pipe up now and risk being labelled as a troublemaker? The whole thing makes me incredibly depressed but I want to do the right thing by DD.

Advice appreciated.

I'm against withdrawing children from normal lessons and sending them off with a TA.
Personally I think handwriting should be taught to all children daily in class.

Thanks for your reply mrz. I will find out if the support time comes out of core teaching time.

Interventions in small groups are nearly always held by a TA IME. Otherwise the TA would have to take the rest (majority) of the class. If you have an issue with this particular TA's manner perhaps you should mention it to the class teacher? Do other parents have a similar problem? If so, unless someone complains nothing will change.

mrz, does your school do no social skills groups, catch-up reading interventions, toe by toe etc?

I'm not sure anyone has said anything. I am tempted as DD will now have more exposure to her. DH thinks if I say something I will be branded in the staff room as a PITA.

Is your dd making any progress?

I'm a TA but have serious doubts about pulling children out, or at least think there should be a lot more thought about what children are being pulled out of in order to be with someone who is not a qualified teacher.

TBH if you said that you hadn't yet seen progress from the small group work and would like your dd to stay in the main class for a term/have extra support at home to see how she gets on, a lot of teachers would IMO be happy to go with that. Worth a try anyway.

Interventions are outside normal teaching time EllenJaneisnotmyname so children who need support get extra teaching not less.

In my school we do all our interventions during a half hour guided reading session each morning. The class teacher takes a different group of 6 children each day, so seeing all 30 each week. The class TA takes various other children out for specific interventions during this half hour. So no child misses core lessons or their guided reading with the qualified teacher.

I teach groups and 1-1 before school begins, at lunch time and after school as do other teachers.

Crossed, mrz! Sounds like we were talking at cross purposes.

I'm the SENCO EllenJaneisnotmyname my policy is that children stay in the classroom

Hi
You have my greatest sympathy on this, but unfortunately as in any job some people perform well, and others don't.

I was a TA (male) for twelve years mostly in an Infant school, and one year I had a day each week in a different class, Nursery; R; Yr1; Yr2. Each age group has its own charms, and difficulties! But the first rule for any staff member, I would have thought, is DON'T SHOUT!

If you get an opportunity, mention it to the teacher in a non-confrontational way (not easy!). Or maybe even try and spend time in the class (as Voluntary helper?) and observe the TA in action!

Only go to the Head as a last resort, if other approaches haven't worked. Do any other parents have similar feelings?

Sometimes even when teachers are in the wrong they can 'close ranks' and a parent doesn't get satisfaction.

I hope you get this resolved. If you meet opposition, send me Personal Message if you wish and I'll see if I have any other ideas.

I can see the disadvantages of missing lessons. During the guided reading sessions, though, the 4 groups not with the teacher are generally quietly reading so it's an ideal time for interventions within school time. The whole school do guided reading at the same time so TAs take children for various interventions only during that time. I'm a 1:1 TA myself, and this is when I take my charge for some of his statemented sessions. The rest of the time I support him within the classroom.

Many thanks for your replies. DD is making progress in some areas - reading she's been put up 3 levels recently ( I had to flag this as the teacher hadn't read with her all year as far as I can make out )and we can see progress in her numeracy at home.

Her handwriting, OTOH, which the TA has been doing with her for a term, I can't see any difference, which is why I am loath to let the TA loose on her for numeracy as well. She has said she hates writing and is "bad" at it as the TA has told her she's not doing well enough at it. Its so hard though, as I am taking her word for what has been said, and she has quite an active imagination.....

She's been put in an extension group for Literacy, so I guess this is her strength. The extension group, however, is with the teacher.

I have made an appointment to see the new teacher after school today. I will keep my opinion of the TA out of the discussion for the time being.

Ferguson - many thanks for your offer, I will see how the meeting goes today. Helping out in class is sadly not an option as I work school hours.

taff at our school they don't let the parent volunteer in the class with their own DCs.

Have you met the TA yourself? Any chance you could speak to her (while pretending you don't hate her ) and explain how disheartened DD is feeling, to see if she could be a bit more mindful?

There is an article in last week's TES about how TAs could best be used. It focuses on the issue of those who most need help being sent out with the less-qualified TA rather than the teacher. I've tried to find it online but have failed, but it was quite interesting. Maybe someone more clever than me could link to it.

This TA sounds very discouraging, and that is not great in any school staff.