Course Aims:
- To develop teaching assistants' understanding of evidence based approaches for supporting students with barriers to learning in secondary English
- To examine effective scaffolding strategies that promote pupil independence while providing appropriate support
- To strengthen approaches for supporting high-quality teaching of reading, writing and oracy across Key Stages 3 and 4
- To explore how teaching assistants can collaborate effectively with English staff through regular dialogue about the delivery of the curriculum

This course is designed to equip secondary English teaching assistants with the knowledge, strategies, and practical tools needed to make a high‑impact contribution to pupils' outcomes in English, particularly those students with SEND or other barriers to learning.

Drawing on evidence from the Education Endowment Foundation (EEF) and wider literacy research, teaching assistants will strengthen their understanding of support routines that will best help students develop their English skills. The course emphasises the promotion of pupil independence, the avoidance of over‑scaffolding, and teaching assistants working in partnership with English teachers to ensure consistent, high‑quality support across the curriculum.