INSET: Powerful Intentional Scaffolding Strategies for TAs & LSAs

This INSET introduces the concept of intentional scaffolding: carefully planned support that helps pupils access challenging learning while building the confidence and independence to succeed without adult help. We explore how scaffolding differs from “helping” in the moment; it is not about doing the task for a pupil, but about structuring thinking, breaking down complexity, and withdrawing support judiciously as competence grows. The session draws on the gradual release of responsibility (often framed as I do, We do, You do) and practical classroom routines that reduce cognitive overload. We focus on what this looks like for different learners—including those with SEND—so TAs can provide equitable access to high-quality teaching. Delegates will practise language choices, prompts, and non-verbal cues that nudge pupils towards self-reliance. The emphasis is on collaborating effectively with teachers: agreeing learning goals, pre‑briefing, and post‑lesson feedback loops so scaffolding is aligned with curriculum intent and lesson sequencing.

‘many teaching strategies or teacher–pupil interactions act as a heavy prompt or even as a straitjacket upon pupil learning’

Scaffolds or straitjackets? Critical moments in classroom discourse – Debra A. Myhill< university Of Exeter

Duration: Half day (3 hours)
Audience: Teaching Assistants (all phases)

Learning objectives

By the end of the course, delegates will be able to:

• Distinguish between support that fosters dependency and scaffolding that builds autonomy.
• Use practical techniques (modelling, chunking, guided practice) for diverse learners.
• Plan and review support with teachers, linking to lesson objectives and success criteria.
• Withdraw support strategically, monitoring understanding and adjusting in real time.

Benefits for the school of Intentional Scaffolding:

More consistent reinforcement of curriculum knowledge and procedures; improved retention and fluency leading to stronger assessment outcomes; better use of TAs to sustain learning between lessons without adding teacher workload. Over time, shared prompting and practice routines contribute to a school‑wide culture of independence, accuracy, and recall, supporting behaviour for learning and closing gaps for disadvantaged pupils.

INSET Outline

Why scaffolding, why now?

• Why intentional support matters for pupil independence.
• Role of TAs in equitable access.
• Where pupils currently “stall” and how scaffolding can help.

Theory into Practice

• The “I do, We do, You do” model.
• Linking scaffolding to cognitive load theory and EEF guidance.

Practical Techniques for Intentional Scaffolding

• Questioning strategies
• Techniques: worked examples, partially completed frames, think‑alouds, sentence starters, graphic organisers.
• TA language for “guided struggle” vs. “over‑helping”.

Collaboration with teachers

• Quick protocols for pre‑briefs and post‑lesson debriefs; using success criteria, misconceptions lists, and exit tickets.
• Building a shared “scaffold map” for a unit.
• Supporting group work without dominating.

Practise, observe, refine

• Scenario rehearsals with scripted prompts; peer feedback using a simple rubric.
• Plan for gradual release: when and how to fade support.

Action planning: personal intentional scaffolding plan

• Delegates draft a personal scaffolding plan and an observation checklist to use next week.

📧 Email us at enquiries@jmcinset.com