HLTA Case Study - Maths Specialism

Sue Rogers, HLTA, E-Communications Faculty,
Thorns Community College (Specialist School, Performing Arts and Training), Dudley, W Midlands

How did you come to be on the pilot HLTA Maths project?

I had been in the school for three years as a learning support practitioner, originally in Key Stage 4. I had a range of responsibilities but was mainly used in one to one contexts with responsibility for behaviour statements, as part of Individual Education Plans (IEP) or Individual Behaviour Plans (IBP). For a significant part of my time I was attached to a looked after child who had an IEP with a statement for behaviour. She had been excluded and was my responsibility in most lessons. I did HLTA maths by accident. I wanted to improve my maths so I talked with a colleague who also wanted to improve her maths. We wanted something to help us to take tips and ideas into maths lessons to help with our support for students. We weren't looking for HLTA, as the school did not have any HLTAs at that time. We found out about the pilot and applied.

What are the key aspects of your deployment as an HLTA?

As well as being deployed as an 'HLTA in training' with a maths specialism, I was still doing my original job, supporting students on the ASDAN programme, where I took a group. My role was to help them to work through a range of challenges in order to gain the award. I was with the group for two years throughout Years 10 and 11, supporting numeracy, literacy, ICT and problem solving.

What do you think are the benefits to the school of employing an HLTA?

I can only quote our headteacher who said the benefits are 'having well qualified staff who are confident in their knowledge, understanding and skills'. I am confident because I have met the standards. I have broadened my range of experience and that in itself gives benefits to young people. I am more qualified and confident in what I am doing, Teachers' support of me meant that students just took it in their stride and treated me as a teacher. I have enjoyed consolidating my subject knowledge and students have benefited from that alone. Previously, I've felt that learning support practitioners are jacks of all trades, masters of none. Gaining the HLTA status has changed opinions.

What do you believe is the impact you have had on school performance?

Good continuity of teaching for students - no need for external support. Students always had a constant guaranteed staff presence. There was no disruption to routines. We made the decision about entry and level - I was the internal moderator for the programme. Students had higher attendance at ASDAN lessons than their other lessons. Behaviour was also better in ASDAN lessons than other lessons I observed. I attended Connexions interviews with students who said ASDAN was their favourite subject. I took them out on trips and built up a very good rapport. All students on the ASDAN programme gained the award.

What are the benefits to the Maths Department of employing an HLTA?

In maths I could offer the teacher more support by taking the whole class. I introduced a series of challenges to a Year 11 maths class which gave the teacher more variety of approaches with the group. Again, one to one support was another important area of support. The looked after child came out with GCSE maths grade E but otherwise he would have got nothing.

How would you sell HLTA to other schools?

Why HLTA? I have a higher level of confidence and can offer much more in terms of my role and responsibilities. I know that I have the respect of other staff. I am more involved in the work of the department. I contribute to assessment for learning, behaviour monitoring and research and work with gifted and talented students.

What have been the benefits to you?

I was in a learning support practitioner role working in maths and staff knew I had HLTA status. The school is restructuring to have an HLTA in every faculty. Eight jobs were advertised, all open for external candidates. I had to apply and express a faculty preference. I love maths and through recent studies have achieved GCE A level. However, I decided that I would apply for the 'E-Communications Faculty as I was looking at a foundation degree in ICT. I just enjoy learning. In September 2007 I started my new role in the E-Communications Faculty (ICT and MFL). My job description is wide and varied. Within the faculty I have responsibility for

• promoting the 'student voice'
• supporting gifted and talented students
• researching 'rewards'

I do five to six sessions of cover a week; am involved in interpreting data; contribute to assessment for learning processes and have a pastoral role mentoring a student experiencing learning difficulty. I run GCSE catch up sessions, translate schemes of work (SOW) into student speak and will be administering a student voice questionnaire at Easter to offer us detailed feedback to on our approaches to learning and teaching. The Director of Faculty introduces me as a member of the teaching faculty. I am involved in all Year 7 modern foreign languages (MFL) lessons in order to familiarise myself with schemes of work. I'm enjoying it and my Spanish is coming on great. I lead learning in French and have a smattering of German. I'm looking forward to mentoring this new school cohort of prospective HLTA.

Well, how has the year gone?

I have been deployed in working with Year 10 and 11 in ICT, where we have achieved 100% A-C grades. In MFL, I have offered in class support throughout Key Stage 3 and with Key Stage 4 option groups. I have led a 'Student Voice Project' in the faculty where I devised a student survey, organised focus groups, analysed student ratings of their faculty experience, compiled the results and wrote the report. (The Headteacher is impressed!) This feedback will form the basis of the Faculty Improvement Plan for next year. I have initiated a gifted and talented MFL club. I have been involved in primary school liaison with the Faculty Director and we have put on Year 5 French and German taster lessons using our gifted and talented Year 8 and 9 students. I had oversight of schemes of work but the students planned and delivered the sessions. It has been very successful according to Year 5 feedback. The benefits to our students have been immense; it has raised their game. I have found Chinese and Japanese master classes for our gifted and talented students. The school is trying to persuade me to have a study leave in France or Germany.

What next?

Well, I have really enjoyed being a mentor for this year's HLTA cohort and contributing to their training programme, so I would like to continue that role. Now I'm off to firm up my faculty job description for next year. Onwards and upwards?