HLTA Case Study - Maths Specialism

Julie Turner, Adolescent Unit School
Thorns Community College (Specialist School, Performing Arts and Training), Dudley, W Midlands

Key aspects of role in which candidate is currently deployed

Julie is a Higher Level Teaching Assistant (HLTA) at the Adolescent Unit School, which has a maximum number of 18 students at any one time, their ages ranging from 12 to 18 years. The students are offered two full days and three half days of education a week and are split into relevant key stages. The school is a 'tier four' service, and as a psychiatric unit, it is residential and has a medical team who work closely with the education staff. The work-plans for students are set by the 'home school' and all students have Individual Education Plans (IEPs) that identify their educational needs and identify personal targets for each student.

Julie is the Examinations Officer which involves implementing transferred candidates procedures so that the students can sit their examinations (exams) at the centre. There can be as many as 65 separate exams running at the centre in the summer term, both General Certificate of Secondary Education (GCSE) and Advanced (A) Levels, with many different exam boards involved. Helen James, an education manager at the school stressed how important this role is; "This year Julie had eight students from different schools all of whom sat different exams with different boards. The liaison that takes place each year is immense; it is far more than an administrative role."

Another key aspect of Julie's work lies within the mathematics (maths) department, where Julie works alongside her line manager Helen James. Helen delivers the A level syllabus to the students and Julie liaises and plans alongside Helen for the delivery of the KS3 and KS4 programmes. Julie's role is to support Helen and initiate the student learning at KS3 and KS4. The school day is planned to allow Julie and Helen to meet after each learning session and discuss progress and to plan the next steps for the students. Julie's knowledge of the scheme of work at KS3 and KS4 enables her to plan lessons collaboratively and independently. Helen commented on the fact that as Education Manager she is sometimes called out of the school to attend meetings and she knows that when this happens Julie is able to lead the learning in maths. Julie can also be called in to support other areas of the curriculum, when there is a perceived need.

Reintegration is another key part of Julie's work with the students, and when they are ready to go back into mainstream education Julie is there to support them through this process. Her support can present itself in a variety of ways; sitting next to them in class or accompanying them to college 'taster' days. Liaison with the mainstream teaching staff is crucial and Julie ensures that this is done effectively. Helen stressed how important it is for the students to have Julie with them as they make these key moves back into school and college. The relationship that Julie has built up between herself and the students is a trusting one and this leads to successful reintegration. Julie is paid as a HLTA for all areas of her work.

Benefits to school of developing an HLTA

Since gaining HLTA status Julie has taken some responsibility for liaison with mainstream schools and has a strategic role in planning the steps that need to be taken for reintegration to be successful. She finds the relationship that she has built up with the schools positive and rewarding and appreciates that her recommendations are acted upon by the schools.

Within the maths department, Julie has been able to use her numeracy skills and curriculum knowledge to benefit the students and the teaching staff, as she is able to plan appropriate work to meet the students' needs and IEP targets. Helen feels that she has also gained from Julie's professional development because Julie has brought back new ideas and useful maths websites that can she has also been able to use in her teaching.

Key selling point to other schools

Julie has found on gaining HLTA status that her own confidence has been given a boost and she is much more assured of her own level of work and ability. She now recognises that she has a professional career that is well structured and has a clear set of standards to work to. She finds her work rewarding and varied, stating, "I'm never bored with it!" Helen feels that having a specialist mathematician really benefits the students and the department because the students are able to receive the appropriate level of support from someone who has expertise in her field and who knows what and how to teach each GCSE topic. She adds, "I don't know what we'd do without her!"

Training and development undertaken

Julie achieved the National and Vocational Qualification (NVQ) at levels two and three before completing her HLTA status in 2005. In 2007 Julie took the opportunity to access subject enhancement training being offered at a nearby specialist school. Julie began by completing a subject needs analysis, where strengths and gaps were identified from which a tailored training programme was planned. The training focused on the KS 3 and KS4 maths curriculum and by the time the course came to an end Julie felt much more confident to deliver maths across the key stages, including GCSE level A* work. She found the training exciting and enjoyable and the sharing of good practice and resources invaluable. Helen points out that many of the students at the unit are high achievers and follow higher level programmes, so it is important that they have Julie who is able to provide the support that is appropriate for them.