Inclusion Primary Schools Training for TAs & LSAs

INSET: Scaffolding for Independence in Primary Classrooms

Home » Inclusion » INSET: Scaffolding for Independence in Primary Classrooms

Scaffolding provides structured, temporary support designed to help pupils achieve tasks in their Zone of Proximal Development—tasks they cannot yet complete independently. This CPD helps practitioners shift from “just helping” to intentional scaffolding—using evidence-informed strategies to break down cognitive barriers, build confidence, and nurture independence. Drawing on cognitive load theory, Vygotsky’s ZPD, and the gradual release model, this session adapts scaffolding strategies to meet the development of pupils across key stages, ensuring high expectations and inclusive practice.

Duration:

Half-day (3 hours)

Audience:

Teachers and Teaching Assistants in Primary (Reception–Year 6)

Learning Objectives

Delegates will:

  • Understand scaffolding’s theoretical foundations: ZPD, cognitive load, gradual release.
  • Identify age-appropriate tools (EYFS tactile aids, KS1 visuals, KS2 planning frames).
  • Use scaffolding flexibly—temporary, specific, purposeful.
  • Craft tailored routines for literacy, numeracy, and SEND support.

Benefits for the school:

  • Consistent, explicit scaffolding across year groups—enhancing pupil autonomy and learning pace.
  • Improved scaffold quality across SEND and mainstream settings.
  • A shared toolkit and language that embed inclusive, cognitive-load-aware practice, leading to stronger engagement and accelerated learning outcomes.

INSET Outline

Scaffolding Theory and Purpose

  • Foundations of ZPD, cognitive load and “I do, we do, you do”.
  • Discussion: Compare current TA strategies—where is it already in use?

Scaffolding Across Key Stages

  • Workshop:
    • Reception: multimodal prompts (e.g. sand-tray, picture routines)
    • KS1: visuals, manipulatives, sentence structures
    • KS2: graphic organisers, thinking-aloud techniques, planning frames
  • Task: In groups, map a lesson activity and select two scaffolds per phase.

Practical Modelling

  • Role-play: deliver a scaffolded interaction. Peers give feedback on scaffolding specificity, temporality and independence support.

Scaffolding Toolkit Design

  • Create a scaffold toolkit including visuals, sentence starters, worked examples, organisational aids—linked to classroom phase and subject.

Action Planning & Reflection

  • Plan upcoming scaffolded lessons.
  • Draft metrics (observational prompts, pupil confidence check-ins, gradual fade records) to capture impact.
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📧 Email us at enquiries@jmcinset.com

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