{"id":9402,"date":"2022-07-13T09:20:52","date_gmt":"2022-07-13T08:20:52","guid":{"rendered":"https:\/\/beta.devon.gov.uk\/supportforschools\/?page_id=9402"},"modified":"2025-04-22T14:01:27","modified_gmt":"2025-04-22T13:01:27","slug":"guidance-for-support-staff","status":"publish","type":"page","link":"https:\/\/www.devon.gov.uk\/support-schools-settings\/send\/areas-of-need\/sensory-and-or-physical\/visual-impairment\/the-role-of-advisory-teacher-of-learners-with-vision-impairment-atvi\/guidance-for-support-staff\/","title":{"rendered":"Guidance for support staff"},"content":{"rendered":"\n<h2 class=\"wp-block-heading\">The role of support staff (teaching assistants) working with child or young person with a visual impairment<\/h2>\n\n\n\n<h3 class=\"wp-block-heading\">Clarity of roles<\/h3>\n\n\n\n<p>The Teaching Assistant (TA) is part of a wider team supporting the pupil\u2019s learning and well- being and it is important to be clear how this role differs to that of the class teacher.<\/p>\n\n\n\n<p>The TA\u2019s support is focused on improving the skills and access of the pupil so that they become increasingly independent as a learner. The TA may be involved in some direct teaching under the guidance of the QTVI, class or subject teacher.<\/p>\n\n\n\n<p>The&nbsp;class or subject teacher&nbsp;is responsible for the overall teaching and learning of the pupil. This includes planning the TA\u2019s role in lessons; ensuring lesson plans are suitably differentiated and are clear about outcomes. The teachers, in liaison with the SENCO, TA and QTVI will:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>agree when and if the pupil might be withdrawn from a lesson for one to one or small group support including the objectives for such withdrawal<\/li>\n\n\n\n<li>agree whether pre-lesson or post-lesson reinforcement is required<\/li>\n\n\n\n<li>be involved in the evaluation of teaching and learning and the effectiveness of the support provided to the pupil, monitoring progress towards targets and outcomes<\/li>\n<\/ul>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\" \/>\n\n\n\n<h3 class=\"wp-block-heading\">The role of the TA facilitates two main strategies<\/h3>\n\n\n\n<h4 class=\"wp-block-heading\">Access to learning<\/h4>\n\n\n\n<p>The emphasis here is on the TA providing the pupil with experiences and resources to provide the most direct route to learning.<\/p>\n\n\n\n<h4 class=\"wp-block-heading\">Learning to access<\/h4>\n\n\n\n<p>The emphasis here is on encouraging the pupil to develop the skills to access the curriculum independently. The TA&#8217;s role is to provide opportunities so that the pupil develops the ability and confidence to become an independent learner.<\/p>\n\n\n\n<p>The balance between these two strategies should be planned to shift over time from &#8216;access to learning&#8217; to &#8216;learning to access&#8217; so that pupils become increasingly less reliant on adult support as they grow older.<\/p>\n\n\n\n<p>TA support is intended to enable pupils to experience achievement, independence and self-determination. It is not intended to develop an expectation of full-time support and an attitude of &#8216;learned helplessness&#8217;.&nbsp;<\/p>\n\n\n\n<p>This means that TAs should not simply support the content of lessons but may also:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>work outside lessons modifying curriculum materials to enable the pupil to access information in an appropriate format<\/li>\n\n\n\n<li>spend time reinforcing learning and skills with a pupil so that their understanding, visual and communicative development are enhanced<\/li>\n<\/ul>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\" \/>\n\n\n\n<h3 class=\"wp-block-heading\">Main responsibilities and duties of the teaching assistant<\/h3>\n\n\n\n<h4 class=\"wp-block-heading\">Supporting the teacher in the planning, delivery and evaluation of lessons<\/h4>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Work in partnership with the teacher in the planning of lessons including the adaptations, materials and direct support that visually impaired pupils will need to be included and make progress<\/li>\n\n\n\n<li>Adapting resources and teaching materials as necessary so that the pupil is able to access the lesson and achieve the objectives set for him\/her as independently as possible<\/li>\n\n\n\n<li>Developing skills in the use of specialist formats (e.g. Braille) as appropriate<\/li>\n\n\n\n<li>Supporting the pupil in participating in class teaching activities, providing support for group work to encourage independence and social interaction<\/li>\n\n\n\n<li>Using praise, assistance and encouragement to motivate the CYP and help them stay on task<\/li>\n\n\n\n<li>Support understanding of any follow up tasks set by the teacher<\/li>\n\n\n\n<li>Oversee practical activities where safety is a consideration e.g. food technology, PE etc.<\/li>\n\n\n\n<li>Provide feedback to relevant colleagues about CYP progress towards targets, effectiveness of the programme and CYP engagement<\/li>\n<\/ul>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\" \/>\n\n\n\n<h3 class=\"wp-block-heading\">Using technology to support CYP&#8217;s learning<\/h3>\n\n\n\n<p>Support the use of technology and optical aids to promote CYP learning by:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>checking any equipment is functioning properly and ensuring problems are reported promptly<\/li>\n\n\n\n<li>developing skill in the use of specialist equipment including software applications<\/li>\n\n\n\n<li>supporting CYP to use specialist equipment independently<\/li>\n<\/ul>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\" \/>\n\n\n\n<h3 class=\"wp-block-heading\">Supporting CYP\u2019s emotional and social development<\/h3>\n\n\n\n<p>Support CYP\u2019s social and emotional development by:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>supporting positive behaviour, giving praise and encouragement to build confidence and self esteem<\/li>\n\n\n\n<li>providing support to enable the CYP to have opportunities to participate in all school activities, to make choices and take decisions for themselves<\/li>\n\n\n\n<li>encouraging CYP to evaluate their own progress and where appropriate take an active part in reviews of progress<\/li>\n\n\n\n<li>being observant of how CYP express their feelings and emotions and be able to relate feedback to teacher or SENCO recording any findings accurately<\/li>\n\n\n\n<li>encouraging other pupils to develop an understanding of the skills and needs of a VI CYP<\/li>\n<\/ul>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\" \/>\n\n\n\n<h3 class=\"wp-block-heading\">Additional roles and responsibilities<\/h3>\n\n\n\n<h4 class=\"wp-block-heading\">Learning environment<\/h4>\n\n\n\n<p>Ensuring that the classroom is a good learning environment paying particular attention to lighting and layout.<\/p>\n\n\n\n<h4 class=\"wp-block-heading\">Liaising with parents<\/h4>\n\n\n\n<p>Being a point of contact for parents and able to maintain home or school liaison records.<\/p>\n\n\n\n<h4 class=\"wp-block-heading\">Continuing professional development<\/h4>\n\n\n\n<p>Participate in training and other learning activities to develop the competencies to effectively support VI CYP and to ensure knowledge and skills are kept up to date.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">Signposting:<\/h2>\n\n\n\n<p>Education Endowment Foundation (EEF) guidance about the effective use of teaching assistants.<\/p>\n\n\n\n<p><a href=\"https:\/\/eur02.safelinks.protection.outlook.com\/?url=https%3A%2F%2Feducationendowmentfoundation.org.uk%2Feducation-evidence%2Fguidance-reports%2Fteaching-assistants&amp;data=05%7C02%7CClaire.L.Hayter%40devon.gov.uk%7C37c44fe33a9c4058f45008dd7b44ef64%7C8da13783cb68443fbb4b997f77fd5bfb%7C0%7C0%7C638802258182689751%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&amp;sdata=g0pZIR30uvnhTipicpH0eTYQ1vzWEj3D%2FtOIanlCcks%3D&amp;reserved=0\" rel=\"noopener\">Deployment of Teaching Assistants | EEF<\/a><\/p>\n\n\n\n<p>The framework in the link below demonstrates how TAs can scaffold as part of strong OAIP.<\/p>\n\n\n\n<p><a href=\"https:\/\/eur02.safelinks.protection.outlook.com\/?url=https%3A%2F%2Fd2tic4wvo1iusb.cloudfront.net%2Fproduction%2Feef-guidance-reports%2Fteaching-assistants%2Fscaffolding_framework_for_teaching_assistant_%25E2%2580%2593_pupil_interactions.pdf&amp;data=05%7C02%7CClaire.L.Hayter%40devon.gov.uk%7C37c44fe33a9c4058f45008dd7b44ef64%7C8da13783cb68443fbb4b997f77fd5bfb%7C0%7C0%7C638802258182709251%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&amp;sdata=MZzzkcIoBozIj3gK%2BqAQj4XLWUBBiGISufQ6X53IdUM%3D&amp;reserved=0\" rel=\"noopener\">Scaffolding framework for teaching assistant \u2013 pupil interactions | Education Endowment Foundation<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>The role of support staff (teaching assistants) working with child or young person with a visual impairment Clarity of roles The Teaching Assistant (TA) is [&hellip;]<\/p>\n","protected":false},"author":2471,"featured_media":0,"parent":8159,"menu_order":1,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"footnotes":"","_links_to":"","_links_to_target":""},"class_list":["post-9402","page","type-page","status-publish","hentry"],"acf":[],"publishpress_future_action":{"enabled":false,"date":"2026-05-11 23:08:29","action":"change-status","newStatus":"draft","terms":[],"taxonomy":"","extraData":[]},"publishpress_future_workflow_manual_trigger":{"enabledWorkflows":[]},"_links":{"self":[{"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/pages\/9402","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/users\/2471"}],"replies":[{"embeddable":true,"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/comments?post=9402"}],"version-history":[{"count":5,"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/pages\/9402\/revisions"}],"predecessor-version":[{"id":32054,"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/pages\/9402\/revisions\/32054"}],"up":[{"embeddable":true,"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/pages\/8159"}],"wp:attachment":[{"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/media?parent=9402"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}