1:1 TA acting as class TA - is this something I should escalate?

[BrownCloak]

Hi all

I work at a school as a 1:1 TA in a couple of different roles. In the afternoon, I’m 1:1 in a class that also has a 1:1 for another child. This other child has severe learning disabilities and vision problems so needs a lot of attention and the funding is obviously for her directly.
Her 1:1 is split between 2 TA’s on different days. One TA is brilliant with her; sits with her, helps her, always there and working with her.
The other TA is completely different and acts like a general class TA, fussing around all the other children, never even sits with this child. The teacher doesn’t seem to mind this, and has started over the last week or so giving the TA groups of children to work with or readers to listen to. Today I saw her; trim and cut out what the teacher needed, sort out reading books for the class, take a group off to work (it did include the girl she should be looking after, but also 6 or 7 other children). The only thing she did for her 1:1 child was help her with her coat. Should I keep out of it?! This TA is so unfriendly and moans constantly about others, her job etc so this is probably clouding my judgement, but I feel so bad for the little girl and her parents who think she is getting this support she needs and isn’t.

I've worked with TAs who were quite vocal about how being a helicopter TA isn't always in the child's best interests. In all situations where the TA has said that to me I have agreed. They've been strong TAs, very knowledgeable, and I've worked with them to identify other children close by for support when it's appropriate for their identified child to have the independent space, or the opportunity to participate with peers without an adult hanging over them. Their primary focus responsibility remained to their child, even if they spent some time helping others so their identified child can build appropriate independence.

I don't think it's automatically a problem if a 1-1 TA isn't glued to the child's side, unless the child's EHCP says otherwise. The issue is if the child isn't getting the appropriate support they require because the TA is allocating their focus elsewhere. If this TA is never working with their identified child then the responsibility lies with the teacher who should be directing the work of TAs in the classroom.

I'd be concerned that a TA was doing so much admin during class instead of supporting learning though, especially as the teacher doesn't seem to have an issue.

It can be more unhealthy for a child to have a TA permanently glued to them…ehcp funding doesn’t have to mean 1:1 TA. It does mean the child should get support for the needs identified in the ehcp, but that can be achieved in a variety of ways.

If, however, the child is visibly struggling with being left by the TA then that is an issue…but it may well be that there is a plan in place between ta & teacher to build up the child’s independence where she can achieve this.

Thanks @LolaSmiles and I understand what you are saying. However, I feel there is helicopter style TA and then this one which so far at the other end of the spectrum! The child can barely read or write (yr 3), gets no support at home either so school is everything really. I should just stay out of it. Neither the TA nor the teacher will make my life very pleasant if I raise it, and it will obviously be me it came from. I feel so bad for the little girl.

If she's getting no support at all and her progress is poor then a quiet word with the SENCo might be way forward. Any decent leader wouldn't say where the concern came from and would do their own fact finding.

Tell the SENCO in confidence. Surely a decent SENCO would do spot checks anyway? You could make a difference here.

I agree. Talk to the SENCO. I've had TAs who were there as 1:1 who have been happy to be an extra pair of eyes in a large class, but they have stayed with the chid they are supporting because that's their job. But when a child asks to go to the toilet or needs a little bit of extra support, the TA has helped them, but it wasn't to the detriment of the child they were supporting.