Classroom Support Questionnaire

Questions marked with an * are required

* Working in the classroom

During a typical school week, estimate the proportion of time (as a %) that you spend doing the following. Ensure that your % add up to 100%.

Working 1:1 with a pupil

Working with a small group (up to 5 pupils)

Working with a larger group (between 6 & 10 pupils)

Helping others in class

Leading the class

Listening to teacher talk to class

Other (please specify)

Values must add up to 100

* During a typical school week, estimate the proportion of time (as a %)
that you spend doing the following. Ensure that your % add up to 100%.

Supporting higher attaining pupils

Supporting average attaining pupils

Supporting lower attaining pupils

Supporting pupils defined as having SEN

Supporting mixed attainment groups

Values must add up to 100

* Working away from the classroom

During a typical school week, estimate the proportion of time (as a %) that you spend doing the following. Ensure that your % add up to 100%.

Working with a pupil 1:1 (e.g. leading an intervention)

Working with a group of pupils (e.g. leading an intervention)

Working with pupil(s) in a pastoral/welfare context (e.g. mentoring)

Preparing, planning and/or assessing pupil work, including for interventions

Doing admin tasks (e.g. photocopying or filing for teachers)

Other (please specify)

Values must add up to 100

* During a typical school week, estimate the proportion of time (as a %)
that you spend doing the following. Ensure that your % add up to 100%.

Supporting higher attaining pupils

Supporting average attaining pupils

Supporting lower attaining pupils

Supporting pupils defined as having SEN

Supporting mixed attainment groups

Values must add up to 100

* For the following six sections, select the statement that best matches your experience.

Pre-lesson preparation

Opportunity for teacher-TA pre-lesson communication

No opportunity/time to communicate before lessons

Communication before lessons is brief and ad hoc

TA comes in early/stays behind after school to meet with teacher for briefing

Teacher and TA have scheduled time to meet (e.g. time for which TA is paid)

* Quality of preperation for TA (teachers lesson plans)

TA goes into lessons blind. No lesson plan provided

TA given lesson plan. No specific information about TA role given

TA given lesson plan. Limited information about TA role given (e.g. names of pupils to support)

TA given lesson plan. Specific information about TA role given (e.g. specific objectives/outcomes)

* Post-lesson feedback

Opportunity for teacher-TA post-lesson communication

No opportunity/time to communicate after lessons

Communication after lessons is brief and ad hoc

TA comes in early/stays behind after school to meet with teacher for debriefing

Teacher and TA have scheduled time to meet

* TA's subject and instructional knowledge

Subject knowledge

TA gains subject knowledge by tuning into teacher delivery (e.g. as part of class audience)

TA gains subject knowledge from lesson plans and/or schemes of work

TA gains subject knowledge via ad hoc communication with teacher

TA gains subject knowledge via substantive briefing/training from teacher

TA gains significant level of subject knowledge via specific training (e.g. TA has degree in subject)

* Instructional knowledge

TA gains instructional knowledge by tuning in to teacher delivery (e.g. as part of class audience)

TA gains instructional knowledge from lesson plans and/or schemes of work

TA gains instructional knowledge via ad hoc communication with teacher

TA gains instructional knowledge via substantive briefing/training from teacher

TA has significant level of instructional knowledge via specific training (e.g. TA has QTS)

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