A study of auxiliary support in some primary classrooms: extra hands and extra eyes

Key players in inclusion: are we meeting the professional needs of learning support assistants for pupils with complex needs?

“…With the worldwide impetus for inclusion, this has meant a corresponding, unprecedented increase in other adults in classrooms (DfEE 1999;Gray et al 2007), a situation likely to continue (Butt and Lance 2005). Gray et al (2007) report that the government released £7 million in 1994 for classroom assistants in Northern Ireland primary schools, with the Department of Education guaranteeing 'a qualified teacher and classroom assistant [as] the norm in P1 classrooms…from September 1995 onwards ' (McGarvey et al 1996). In English schools, between January 1997 and January 2006 support staff more than doubled (Blatchford et al 2007a).…”

“…It is felt by many that the LSAs' presence in classrooms is a critical factor (Giangreco et al 1998;Wood 1998) and the importance of their support for both teachers and pupils is now widely recognised (Moran and Abbott 2002;Mistry, Burton and Brundrett 2004), providing 'extra hands and extra eyes ' (McGarvey et al 1996). Blatchford et al (2007b, 19), however, found 'little evidence that the presence of teaching assistants or any characteristic of teaching assistants such as training…had a measurable effect on pupil attainment', but it was recognised that they made teachers' jobs more productive and gave invaluable support to the less able children.…”

Supporting Teachers in Scottish Schools: Has the Money Been Well Spent?

“…They reported that the initiative was 'centrally funded' (confirmed by headteachers in LAs 1, 2, 3, 6,7,8,11,14,15,16,17,23,29,30) and/or that the amounts could not be readily identifiable in either the authority's or the school's accounts. Some headteacher respondents, but no local authorities, indicated that no action had been taken by their…”

“…8 Their introduction, welcomed by some, has not been unproblematic. In 1993, Clayton 9 noted 'a major shift in their role from care and housekeeping to a substantial involvement in the learning process itself' (42), which has traditionally been the 11 pointed out that the nature of teaching and classroom teams had changed considerably, by implication making it easier for non-teachers to integrate into these teams. A few studies mention the appointment of school finance officers/bursars to support the efficient administration of schools, and Paton 12 reports how once appointed they can save and generate money for schools by managing devolved budgets efficiently.…”

Focus on Practice: Using special needs assistants effectively

“…His research shows that these procedures can more than double mean engagement-levels and substantially increase the time available for individual teaching. Hegarty and Pocklington, with Lucas (1988), Clayton (1993) and McGarvey, Marriott, Morgan and Abbott (1996) also identified the advantages of clarifying the roles of special needs assistants. In the present research it became apparent that there were many components of 'wasted resource'.…”