High-Quality Interactions & Scaffolding Learning
Week 1 – What is Scaffolding and Why it Works
Scaffolding provides pupils with temporary, carefully chosen support that helps them access learning they may not yet be able to complete independently. Effective scaffolds maintain high expectations while giving pupils the tools, prompts and guidance they need to succeed. In this session, we’ll explore what effective scaffolding looks like, why it supports learning and how teaching assistants can gradually remove support as pupils become more confident and independent.
Week 2 – Using Prompts Instead of Telling
Effective support is not about giving pupils the answer, but helping them find a way forward for themselves. Carefully chosen prompts can encourage pupils to recall prior learning, think through problems and make decisions independently. In this session, we’ll explore how teaching assistants can use purposeful questioning and prompts to move learning forward while reducing reliance on adult support.
Week 3 – Effective Questioning Techniques for TAs
Effective questioning can help teaching assistants uncover what pupils understand, identify misconceptions and encourage deeper thinking. Rather than leading pupils towards an answer, carefully chosen questions can prompt them to explain, reason and make connections for themselves. In this session, we’ll explore practical questioning techniques that help TAs move learning forward while building pupils’ confidence and independence.
Week 4 – Encouraging Independence and Resilience
Effective support should help pupils become less reliant on adults over time. By giving pupils space to think, make mistakes, persevere and try strategies for themselves, teaching assistants can build confidence and resilience alongside learning. In this session, we’ll explore practical ways to step back at the right moments, encourage productive struggle and help pupils develop the independence they need to succeed.
Week 5 – Giving Feedback Without Giving Answers
Effective feedback should move learning forward without removing the thinking from the pupil. Rather than correcting mistakes or providing answers, teaching assistants can use carefully chosen prompts and questions to help pupils recognise what needs improving and work out their next steps. In this session, we’ll explore practical ways to give feedback that develops understanding, encourages reflection and builds greater independence.
Week 6 – Recognising When to Step Back
Effective support is not always about stepping in—sometimes the most powerful thing a teaching assistant can do is give pupils the space to think, struggle and succeed independently. Knowing when to step back helps prevent over-reliance on adult support and builds confidence, resilience and ownership of learning. In this session, we’ll explore how TAs can recognise when support is needed and when gradually withdrawing it will help pupils achieve more for themselves.