Is it normal for Y1 to only have a TA in the morning?

[BieneMaja]

I have recently found out that my DD in yr 1 only has a TA in the morning.

It is a large school, 4 or 5 classes per year, apparently in reception they have a full time TA but all other years just have the morning.

Is that normal? I asked a friend with a child at another local school and she said they have TAs all day there.

In Maths and Literacy, my TA sits with a different group each day, to deliver a specific 'guided' task e.g. to do a challenge task with the most able, or to address a particular issue with e.g. punctuation for a group of children. Definitely not 'always with the SEN children'. Yes, she works with SEN children in her intervention time - and there is a 1 to 1 in my class also who is always with her [statemented, multiply-disabled] charge - but we specifically work to avoiud dependence.

We work very differently ... teachers and support staff don't sit with any group and we don't withdraw children for interventions. I have 1-1 support for a child who is developmentally 18 months stage and needs constant care.

Mrz, I know. They are different models - not better, not worse, just different.

(My child with 1 to 1 is at approximately the same level as yours, btw)

agreed our method works for us and I'm sure your method works well for your pupils

A recent Sutton trust report stated how the kids who spent the most time with TAs were the further behind (ie being taught by TAs instead of teachers meant they made less progress)

So OFSTED are now looking to see TAs are deployed appropriately.....

Ime there is such variation in TA roles that even in the same school children receive less or more effective input depending on the TA they work with.
Some of the LSAs at my school are very skilled and their development and delivery of intervention programmes have a big impact on outcomes. Others are less skilled and their lack of enthusiasm reflects in the poor motivation of learners.

Our school have class TAs - all almost full time, they deliver RWInc and take little groups out.

As a TA I am interested in finding out more about the ways TA's provide effective input.

Are the more effective input TAs better trained? Do you have any idea what training they have received? Is there a book they have read? Are they "managed" in a different way (one thing I would love is to know what's being covered in class in advance, but this seems hard to get to).

Any ideas about where I could find more information would be greatly appreciated.

I have googled and got the sutton report mentioned and from there found this www.education.gov.uk/publications/eOrderingDownload/RR605.pdf

I'd be very interested to hear opinions/pointers from teachers though.