The Role of Educational Psychologists in Fuelling the Narrative of the “Velcro TA”

Abstract

The notion of "Statementing" borne out of the recommendations of the Warnock Report (Warnock, 1978) set in motion unprecedented reforms in the use and allocation of resources, including the use of Teaching Assistants (TAs), in supporting children with Special Educational Needs and Disabilities (SEND). There has been a move however to question the efficacy of TAs, which has led to a number of studies into their effectiveness. Concern remains around the idea of what has colloquially become known as the "Velcro TA," and how support can provide scaffolded and independent learning. Central to the assessment process of Statements of Special Educational Needs, and current Education Health and Care Plans (EHCP), educational psychologists (EPs) have a prominent role to play in providing advice around provision and the effective use of resources. Consideration therefore needs to be made as to how EPs may contribute to the construct of the "Velcro TA." This paper explores the role of EPs in contributing to this through a consideration of how EPs discuss support through written psychological advice for Statements of SEN/EHCPs and by exploring the perspectives of school staff of how support is delivered in practice. The historical Psychological Advice of 10 pupils were analyzed using Thematic Analysis. Of these 10 pupils, interviews with members of current school staff for five of the pupils were transcribed and the data analyzed using Thematic Analysis. These interviews included five SENCOs, five Teachers, and five TAs. The results from the Thematic Analysis of the psychological advice identified that EP advice does not seem to have contributed to a notion of a Velcro TA and the theme of Independence was prominent throughout. However, analysis from both the psychological advice and the school staff interviews identified an overarching theme of Ambiguity which underpinned many of the themes, including themes of Classroom Practice, and Role of Others. The analysis from the psychological advice identified that there was often a sense of "what to do" but not necessarily "how to do it" and it appears that this Ambiguity is reflected into school staff practice.

The Inclusion Illusion. How children with special educational needs experience mainstream schools

“…This book uses the term 'operational confusion' to explain how the organisational arrangements that saw TAs given, or otherwise absorb, a high level of responsibility for pupils with high-level SEND were validated and sustained. In their exploration of factors that fuel the narrative of the 'Velcro TA', Vivash and Morgan (2019) identify ambiguity as a key theme in the thinking, planning and operationalisation of provision for pupils with high-level SEND. Reflecting on their interviews with school staff, they write: When considering both the role of adult support, training and the differentiation between different teacher and TA roles … there appeared a lack of clarity and specificity about how to achieve some of the suggested provision, and very little consideration appeared to be given within [educational psychologists'] advice as to the skill set or training that might be needed for adults to effectively carry out these roles.…”

“…Reflecting on their interviews with school staff, they write: When considering both the role of adult support, training and the differentiation between different teacher and TA roles … there appeared a lack of clarity and specificity about how to achieve some of the suggested provision, and very little consideration appeared to be given within [educational psychologists'] advice as to the skill set or training that might be needed for adults to effectively carry out these roles. (Vivash and Morgan, 2019) This ambiguity, and no doubt the weaker position TAs have in terms of having insufficient agency to challenge the status quo, acts as a firebreak, insulating teachers from having to spend time engaging with or teaching pupils with high-level SEND -a task for which they felt unprepared. This is a result of what Giangreco (2003) calls 'the training trap': the tendency for teachers to relinquish instruction of pupils with SEND to TAs, who have received more or less any kind of training, no matter how scant.…”

Education, health and care plans: What do we know so far?

“…They raise concerns about the over-reliance on additional adult support to meet needs, without clarity on the approaches and techniques which are most successful in support these students. This consideration has also been reflected in school staff interviews regarding the utility of statutory advice provided by educational psychologists (Vivash and Morgan, 2019). Teachers and teaching assistants report that EHC plans provide the 'what to do' but not the 'how to do it', leading to ambiguity in practice.…”

A grounded theory of educational psychologists’ mental health casework in schools: connection, direction and reconstruction through consultation

“…The challenges of developing new approaches to provision for vulnerable learners (Vivash & Morgan, 2019) and of sustaining teacher behaviour change through consultation have been grappled with in the literature (Truscott et al, 2012). Self-determination theories illuminate the account here, of how the EP emphasises choice and autonomy, in a highly "related" framework (Deci & Ryan, 2012) in order to promote consultee motivation and engagement with problem-solving and implementation.…”