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In addition to our quantitative outcome measures, we surveyed and consulted Teaching Assistants and parents during the study to understand their views of the intervention.

Survey after 10 weeks of intervention

We asked the Teaching Assistants in the initial intervention group (1) to complete a questionnaire after 10 weeks of intervention delivery (half way into phase A).

We received feedback from 30 Teaching Assistants. They reported that they enjoyed delivering the intervention (average rating of 5.8 on a scale of 1 (not at all) to 7 (very much)) and that they were satisfied with the content of the intervention (5.7).

The Teaching Assistants reported that they were more confident after 10 weeks of delivering intervention (average rating of 5.8) than they were at the beginning of the project (average rating of 3.7). They also felt more competent after 10 weeks (5.9) compared to at the beginning (4.0).

The Teaching Assistants reported that participating in the intervention led to increased confidence (5.6), improved skills and expertise (5.7), increased self-esteem (5.1) and greater job satisfaction (5.7).

When asked to rate the impact of the intervention on the child's ability on a scale of 1 (declined) to 7 (vast improvement), the Teaching Assistants reported large positive impacts on reading ability (6.1), enjoyment of books and reading (5.8), spoken language skills (5.7) and speech clarity (5.6).

Feedback during 'refresher' training

After 10-weeks of delivering intervention, the Teaching Assistants were asked to attend a refresher training day. As part of this, we asked Teaching Assistants to share some of the positives and challenges they had experienced in delivering the programme. These have been grouped into themes below, focusing first on the positives and then on some of the challenges involved in delivering the programme, and how the research team responded to these. We have illustrated these with specific quotes where possible.

Positives

Routine, structure and direction

Teaching Assistants felt that the teaching programme offered a clear structure and direction to follow, and this was helpful in guiding their teaching and helping them to keep track of the work they had been doing:

Others reported that particular aspects of the teaching programme were well structured and provided a clear focus for the day:

Improved attention and behaviour

Teaching Assistants reported that many children were able to sustain attention for longer periods as a result of the structure and content of the programme. This also seemed to have a positive impact on behaviour. Some Teaching Assistants had noticed this transfer to other teaching and school activities beyond the intervention sessions which had had a positive impact on school inclusion:

Child's progress

Many Teaching Assistants were also very positive about the progress they had seen the child make:

Many Teaching Assistants also reported that other staff in school had noticed the gains children were making, including improvements in reading, language and speech:

Teaching Assistants also reported positive feedback from children's parents about progress:

Enjoyment and enthusiasm

The feedback clearly reflected enjoyment of both the child and the Teaching Assistant in the teaching programme. Children clearly enjoyed particular aspects of the Reading Strand:

and the Language Strand:

Support from school

Some Teaching Assistants reported that communication had been good with school and that they had been supported with time to prepare and deliver sessions. Teaching Assistants also reported that it was useful to involve the class teacher in the teaching programme e.g. by having the sight words/vocabulary targets up in the classroom.

Children's sense of achievement and progress

Many Teaching Assistants reported that the children were really proud of their achievements, and that they enjoyed having a record of what they have done and sharing this work with others in the class.

Individualised programme

Many Teaching Assistants reported that the activities are at an appropriate level for the children, in that they are challenging yet achievable. Teaching Assistants also noted how important it is to be able to tailor the teaching programme to the child's particular needs and abilities:

Challenges

Finding time to deliver the programme

Some Teaching Assistants commented on difficulties fitting the teaching into the school day. In particular, it could be difficult to find a suitable time to take the child out of the class:

Other Teaching Assistants noted that it could be difficult to fit the teaching programme in to the 40-minute (or 2 x 20 minute) sessions: "The 20 minutes can be a bit of a rush and do not allow TA to give child enough thinking time."

Child's ability to participate

Some Teaching Assistants commented on various factors which they felt impacted on the child's ability to participate in the teaching programme. Behaviour and health problems were noted as impacting on the ability to participate, as were particular difficulties with expressive language skills "Difficulties with speech sometimes make it difficult to know whether child is getting the words (both in language work and in reading)"

Letters, Sounds and phonology

Many Teaching Assistants reported that they found this component the most difficult to understand and to deliver:

Keeping motivated

Some Teaching Assistants reported that they found it difficult to keep motivated to continue with the programme.

Generalising learning

Application of knowledge to different learning situations is really important and some Teaching Assistants reported finding it difficult to support and check this.

Individualising the programme

Some Teaching Assistants found it difficult to individualise the programme and make it a suitable challenge for children.

Lack of support

Not all Teaching Assistants felt well-supported by parents and this was noted in some cases to be a challenge. Also, some Teaching Assistants reported a lack of school support, both with allowing preparation time and providing appropriate space and resources, and interest/support with intervention content and delivery:

Individualised programme

Many Teaching Assistants reported that the activities are at an appropriate level for the children, in that they are challenging yet achievable. Teaching Assistants also noted how important it is to be able to tailor the teaching programme to the child's particular needs and abilities:

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Further information

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