Differentiation without a TA

[user1483390742]

I am currently teaching a Y5 class with a huge range of ability. At one end i have a SEN child who has limited phonic and maths skills, then another at the other end who does GCSE practise papers at home, then 24 children inbetween.
I don't have a TA or any other adult in my class and am really struggling to cater for them all.
I had an observation on Fri and was criticised because not every child made progress in the lesson. I've never had this problem before and really don't know how to address it. Finding it impossible and i'm beginning to feel like quitting. If i set the more or less able independent tasks, then i'm not teaching them apparently! Aaaarrrrgghhh! What can i do?

Ask the person who criticised your lesson how they would have taught the class.

I'd be questioning whether the person giving the feedback knew what they were talking about tbh. Independent tasks are a crucial part of learning - how else is a child able to demonstrate progress? Ok, maybe not for the whole lesson but I doubt you'd leave any child without input for any length of time. Let me guess... slt who barely teach anymore?

As in them not you

Wow I feel for you. Do you have a SEN specialist in school to talk to?

I totally agree with @noblegiraffe. Ask the observer to come and do an example lesson in your class to see how they’d do it!

Yes. Say you would really love to observe them teach the class as you are finding it a challenge. Be all eager beaver with it and watch them fail

Strike through fail

Obviously meant SLT fail not the children

I have a similar situation. 4 children working on P levels and then the usual ability range of Year 2 children. My recent observation feedback recommended that I get my TA to write up the steps to success as they are being developed by the class. My observer had completely missed the fact that I don't have a TA!

Most days I feel that I am just firefighting.