ASD & one-to-one TA - Can anyone explain the levels of TA?

[Grey24]

I've been trying to find out about the different levels of TAs, as DD (age 4) is getting a statement (just been granted today - phew!).
I want to make sure that she gets an experienced TA who has worked with ASD children before and might understand her. Would that be level 2, 3 or 4? What's the difference? What does your DS/DD have?

Grateful for an explanation and any info on what to ask for in the Statement and if the school advertise - I've tried the Council and Dept of Ed websites but not found a description or what the different levels mean, or how that would relate to working one-to-one with ASD child.
Thank you anyone who can tell me.

I agree with Polter. You want someone who is bright, flexible and open minded and creative - all for very low pay.

The problem is typically you either get a 'mum' type who thinks it's just about being nice and then realises it is quite challenging and has no strategies to deal with the child so blames the kid for having the SEN which are actually detailed in his statement and which she is paid to support.

Or you get someone who thinks they know everything about ASD and is full of 'these children' type remarks and then finds out that your child doesn;'t fit into that and has no strategies to deal with the child so blames the kid for having the SEN which are actually detailed in his statement and which she is paid to support.

I think you can get fantastic TAs. I have seen them in action. It is pot luck though and my DS has sadly been driven out of school by the age of 10 because his support over the last few years has been crap.

I think willingness to learn about the child, to learn and train in ASD, to respond to change and to work with you are key. If you get that - your made!

Ds had 2 TAs when he was in mainstream as he was hard work and so it worked better if he got a fresh person after lunch,
1 had loads of previous experience working with kids with autism and 1 had none.
They were both on the same level,both paid the same and both fantastic with DS.
The personality of the person,their ability to get the best out of the child and their ability to see the child as an individual is much more important than how much they earn In my opinion.

My lad is 8 and currently going through the same process as IE's above - we are limping to the end of term, and I'm not sure he'll be able to complete the year at present. He's effectively received just ONE year of decent quality Primary education and he's in year 4!

The willingness to learn about what works for YOUR child is what counts, not bits of paper. Also important is that the TA is actually used to help YOUR child and not as a freebie general assistant to the rest of the class, while yours is left languishing in the corner .

TA's are so poorly paid, and parents get no say in the recruitment process at all, so it's down to pot luck at the end of the day. Focus on getting the support she needs to administer correct in the wording of statement (eg OT exercises as directed 20 mins per day, able to run a small social group under the direction of the SALT once a week) including any training she'll need.

Thank you all very much for your views and experience - they are all really helpful.

I definitely would want someone who 'gets' how my DD works, understands her, rather than someone formally trained who isn't intuitive about individuals. It is remarkable that parents don't have any involvement in choosing a TA for their child - not 'working in partnership with parents' at all.

I hope you manage to find a good one to suit your DD needs. We have the same problem ATM.

As standard in our county they give all LSA level 1, there is also level 2 and 3. We had to fight to have level 2 for our LSA...when we tried to discuss this with the LA as we wanted level 3 they told us to basically back down as all children with ASD have level 1 support within the LA and ours would be taken back! Slight blackmail tbh.

Each LA seems to grade TAs differently. In my LA there are 3 different levels in MS, unqualified level D, qualified, level F, which is NVQ level 2 and above, and HLTA level G, who can take the whole class for PPA etc under the supervision (read teacher's lesson plan) of a teacher. The HLTA qualification seems to have been dropped, recently though, so no new ones coming through.

A 1:1 TA's level in my LA is specified in the statement, either qualified or not, so rarely an HLTA, who would be considered over qualified for 1:1 work, but who could still do the job but would only be paid at a lower, qualified rate.

As others have said, the qualification is much less important than the fit if the TA with your DC. Someone who has some strategies up their sleeve is great, so long as they take time to work out how your very individual DC works. I say this as a parent of a DC with a statement, and as a 1:1 TA myself.

www.schoolsurf.suffolkcc.gov.uk/docs/unrestricted/Human_Resources/Pay_and_Grading/index.aspx

Each LA can be different but this is mine.

Thank you all very much -
Pouncer - thank you, I anticipate a negotiation with the LA, so it's helpful to know about yours.
EllenJane, thank you, I agree that what I want is the right fit with a TA, but thank you for explaining the 'types' as well.
KeepingOn - thank you, really useful to see some of the definitions of each level of TA - this is what I've not found available in my LA.

Any more experiences about what level of TA is specified on your Statement would still be appreciated.
Or about how to go about finding someone who is the right fit with your DC.

What inappropriately said. Usually schools have TAs who have worked there for some time. I am afraid to say that over the next 12 years you will come across a full range from the brilliant, the brilliant but who can't spell, the 'i know everything but clearly don't, the I can form a better attachment to your child than you can and I will preach to you about how I can handle your child, the fluffy mummy who thinks its a nice job that fits in the school hols, the just plain incompetent, the controlling, the depressive oh and not forgetting the one that falls asleep in the classroon.

As a senco, i can say that it's really difficult to tell who is going to be good and someone who can work wonders with one child may not gell or bond with another. Flyingboy has had a range over the years. The worst caused a lot of trouble and the best revolutionised his school life. Fortunately for us the best were the ones with staying power. You will just have to wait and see. Tas get sent on training courses and I think if you start trying to call the shots with who you get then you are going to make yourself very unpopular with the school and actually, it's a partnership. I think it deffo worth asking to meet the TA and class teacher before your daughter starts but mny schools do this as a norm.

In our LA most statements specify level 2TA and very complex cases specify level 3. The levels pertain to the level of training they have had. In all schools I know of TAs are employed by the school and reassigned each year to children. I'm in secondary and always ensure children with ASD have at least 2 LSAs as the turnover of TAs can be quite high (not at the moment though) and if one TA is absent the child always has the other one in school. TAs get liaison time to ensure continuity of support and also work very closely with parents. Hope you get what your child needs.

The problem we have within our school is all the 'good' ones work in the foundation phase because they all get paid level 3! So as standard with us all children with SEN have level 1 and foundation phase get level 3. It's very unfair as they don't need any qualification to work with SEN but need nvq level 3 or equivalent to work as part of a team in a class. I personally think it should be vice versa because you do need someone who is specialised and very understanding to work with SEN. Although on the whole TAs get paid very poor money which is very unfair.

I am a TA in a school for pupil with SEN. We have TA's at grade B,C and D. (D equivilent to HLTA role). I'm a D but can honestly tell you that some of the grade B's are amazing with pupils who have ASD, they are a pleasure to have in my class/ groups and really work with the pupils on what I've planned.

If they are employing someone I would personally ask the school to be involved in that - get them to work with your DD for a period of time - jut like teacher are asked to teach a short lesson - and ask to help with inout on specific questions to ask at interview. Thing where the answers directly relate to the support and understanding your DD needs.
If it will be a TA already employed by the school assigned to work with your DD - again ask to be involved in this.

My DS has additional needs, currently SA, IEP but been referred to Camhs as suspected ASD. I've specifically requested that the DHT does not deal with my DS when there's a problem as in the past she has been totally unprofessional, insensitive and made things worse.