Paula Bosanquet is a Senior Teaching Fellow in Special Educational Needs at UCL Institute of Education, London. A former primary teacher, she has worked extensively as a trainer with teaching assistants, schools and local authorities.Julie Radford is an Associate Professor at UCL Institute of Education, London. She researches classroom interactions involving children with special educational needs and disabilities. Julie has authored 30 academic publications and has supervised several doctoral students on this topic.Rob Webster is an Associate Professor at UCL Institute of Education, London. He researches and writes about special educational needs and inclusion, and he developed the Maximising the Impact of Teaching Assistants programme.

"An impressive and important book … I urge colleagues to read and treasure this as a means of building a rich resource of pedagogical support within the classroom. If you have support staff on your team, this book is an essential read." - Professor Dame Alison Peacock, Chief Executive, Chartered College of Teaching"An essential read for all educators but especially Teaching Assistants. Packed with theory, practical strategies and reflective activities. This research informed guide should frame and guide professional development for supporting and educating all children, everywhere." - Aimee Durning, The University of Cambridge Primary School"A really practical guide to help teaching assistants improve their practice … a must read for headteachers, teachers and teaching assistants." - Sue Cowley, author and teacher trainer"An awe inspiring must read if you play any role in a child’s educational journey." - Tracy Alcon, Teaching Assistant, Baynards Primary School, Essex"This accessible, interesting and well-informed book offers teaching assistants the opportunity to understand, review and plan their interactions with students, so they can offer them the best help with their learning." - Neil Mercer, Professor of Education, University of Cambridge"This evidence-based book is a constant point of reference for TAs and teachers. The scaffolding framework is a game-changer; how TA-pupil interactions, often so intuitive, impact on independence and learning. Embedded in Lincolnshire schools, this practice is now simply ‘what we do’." - Vanessa Hopkinson, Mobilise TA Project Lead, KYRA Teaching School, Lincolnshire"This easy-to-read book combines practical everyday examples with clear explanations of current research. It has implications for how TAs can support children to become more independent." - Heather Lacey, Headteacher and Local Leader of Education, Shirley Manor Primary Academy, Bradford

• 1. The teaching assistant as scaffolder 2. The value of planning the right task and pupils taking an active role in interactions 3. The principles of scaffolding 4. Scaffolding strategies 5. Assessment for learning: Providing feedback for teachers and pupils 6. Promoting effective group working 7. Delivering intervention programmes

Paula Bosanquet is a Senior Teaching Fellow in Special Educational Needs at UCL Institute of Education, London. A former primary teacher, she has worked extensively as a trainer with teaching assistants, schools and local authorities.Julie Radford is an Associate Professor at UCL Institute of Education, London. She researches classroom interactions involving children with special educational needs and disabilities. Julie has authored 30 academic publications and has supervised several doctoral students on this topic.Rob Webster is an Associate Professor at UCL Institute of Education, London. He researches and writes about special educational needs and inclusion, and he developed the Maximising the Impact of Teaching Assistants programme.

"An impressive and important book … I urge colleagues to read and treasure this as a means of building a rich resource of pedagogical support within the classroom. If you have support staff on your team, this book is an essential read." - Professor Dame Alison Peacock, Chief Executive, Chartered College of Teaching"An essential read for all educators but especially Teaching Assistants. Packed with theory, practical strategies and reflective activities. This research informed guide should frame and guide professional development for supporting and educating all children, everywhere." - Aimee Durning, The University of Cambridge Primary School"A really practical guide to help teaching assistants improve their practice … a must read for headteachers, teachers and teaching assistants." - Sue Cowley, author and teacher trainer"An awe inspiring must read if you play any role in a child’s educational journey." - Tracy Alcon, Teaching Assistant, Baynards Primary School, Essex"This accessible, interesting and well-informed book offers teaching assistants the opportunity to understand, review and plan their interactions with students, so they can offer them the best help with their learning." - Neil Mercer, Professor of Education, University of Cambridge"This evidence-based book is a constant point of reference for TAs and teachers. The scaffolding framework is a game-changer; how TA-pupil interactions, often so intuitive, impact on independence and learning. Embedded in Lincolnshire schools, this practice is now simply ‘what we do’." - Vanessa Hopkinson, Mobilise TA Project Lead, KYRA Teaching School, Lincolnshire"This easy-to-read book combines practical everyday examples with clear explanations of current research. It has implications for how TAs can support children to become more independent." - Heather Lacey, Headteacher and Local Leader of Education, Shirley Manor Primary Academy, Bradford

• 1. The teaching assistant as scaffolder 2. The value of planning the right task and pupils taking an active role in interactions 3. The principles of scaffolding 4. Scaffolding strategies 5. Assessment for learning: Providing feedback for teachers and pupils 6. Promoting effective group working 7. Delivering intervention programmes

Paula Bosanquet is a Senior Teaching Fellow in Special Educational Needs at UCL Institute of Education, London. A former primary teacher, she has worked extensively as a trainer with teaching assistants, schools and local authorities.Julie Radford is an Associate Professor at UCL Institute of Education, London. She researches classroom interactions involving children with special educational needs and disabilities. Julie has authored 30 academic publications and has supervised several doctoral students on this topic.Rob Webster is an Associate Professor at UCL Institute of Education, London. He researches and writes about special educational needs and inclusion, and he developed the Maximising the Impact of Teaching Assistants programme.

"An impressive and important book … I urge colleagues to read and treasure this as a means of building a rich resource of pedagogical support within the classroom. If you have support staff on your team, this book is an essential read." - Professor Dame Alison Peacock, Chief Executive, Chartered College of Teaching"An essential read for all educators but especially Teaching Assistants. Packed with theory, practical strategies and reflective activities. This research informed guide should frame and guide professional development for supporting and educating all children, everywhere." - Aimee Durning, The University of Cambridge Primary School"A really practical guide to help teaching assistants improve their practice … a must read for headteachers, teachers and teaching assistants." - Sue Cowley, author and teacher trainer"An awe inspiring must read if you play any role in a child’s educational journey." - Tracy Alcon, Teaching Assistant, Baynards Primary School, Essex"This accessible, interesting and well-informed book offers teaching assistants the opportunity to understand, review and plan their interactions with students, so they can offer them the best help with their learning." - Neil Mercer, Professor of Education, University of Cambridge"This evidence-based book is a constant point of reference for TAs and teachers. The scaffolding framework is a game-changer; how TA-pupil interactions, often so intuitive, impact on independence and learning. Embedded in Lincolnshire schools, this practice is now simply ‘what we do’." - Vanessa Hopkinson, Mobilise TA Project Lead, KYRA Teaching School, Lincolnshire"This easy-to-read book combines practical everyday examples with clear explanations of current research. It has implications for how TAs can support children to become more independent." - Heather Lacey, Headteacher and Local Leader of Education, Shirley Manor Primary Academy, Bradford

• 1. The teaching assistant as scaffolder 2. The value of planning the right task and pupils taking an active role in interactions 3. The principles of scaffolding 4. Scaffolding strategies 5. Assessment for learning: Providing feedback for teachers and pupils 6. Promoting effective group working 7. Delivering intervention programmes