ABSTRACT
This chapter invites TAs to consider their role in regards to the ‘Graduated Approach’, in planning and monitoring effective support for identified pupils while working in-class and when delivering interventions independently. It explains the relevance and benefit of linking baseline and diagnostic information to planning for support, especially in relation to pupils with Education, Health and Care Plans (EHCPs).
The chapter contains tools to assist the TAs in targeting their support to meet specific needs effectively and by making links between core deficits, classroom performance and support strategies. Templates for action are provided to support planning, delivery and review of pupil performance.
