ABSTRACT
Teaching Assistants (TAs) were at the time being observed once a year by a Higher Level Teaching Assistant. Responses from TAs about the intervention check sheets were positive. The ability to compare and monitor interventions by the number of quality features observed makes it much easier to identify which interventions are more effective for individual children when reliance upon progress data is harder to monitor due to the low numbers involved in them. As school budgets are tight and resources need to be used where they will have the greatest impact, a collaborative approach would take into account both the wider school improvement plan and school appraisal processes before planning a range of professional development opportunities to support school improvement.
