Practical ways for Teaching Assistants to boost phonics, reading and maths without reinventing the teacher’s plan. Use these simple routines, mini‑interventions and impact measures to keep pupils moving—especially in EYFS/KS1 phonics and KS1/KS2 number work.

Phonics: support that sticks

• Follow the scheme: mirror school routines (e.g., RWI, Letters & Sounds) and exact sound order.
• Pure sounds only: crisp /m/ not “muh”; avoid adding a schwa. Model → pupils echo.
• Blend & segment: quick “Fred talk”/finger stretching → whole word; swap roles so pupils lead.
• GPC review: 1‑minute flash routine: new sound + 2 known + review of yesterday.
• Tricky/common exception words: say the tricky part; underline; rehearse in a short sentence.
• Pace & praise: brisk 8–12 min groups; specific praise (“clean /s/”).
• Record: simple grid: sounds secure (✔), emerging (~), not yet (•). Note 1 target per pupil.

Reading: decoding → fluency → understanding

• Right text: decodable for early readers; banded/age‑appropriate once secure.
• Fluency routines: echo read → choral read → pair read; aim for phrasing and expression.
• Quick checks: note WPM and accuracy % on a 1‑minute read; retell 3 facts.
• Questions ladder: who/what/where → why/how → vocabulary in context.
• Mistake fix: pause, point back, re‑blend; confirm with the whole sentence.
• Reading record: date, title/pages, focus (e.g., digraph /ai/), result (WPM/acc or short note).

Maths: CPA scaffolds that build independence

• CPA first: Concrete → Pictorial → Abstract. Use manipulatives (Numicon, Dienes/base‑ten, counters).
• Number sense warm‑ups: subitise, number bonds, times‑tables chants with quick “show me” checks.
• Models: part‑part‑whole, number line, arrays; bar model for problems.
• Sentence stems: “I know ___ because ___”, “The whole is ___; the parts are ___ and ___”.
• Short practice bursts: 8–12 questions max; one worked example first; then independent try.
• Feedback: check 2 questions early; fix one error pattern; move on.

Mini‑interventions you can run tomorrow

• Phonics 10: 2 min flashcards → 6 min blend/segment → 2 min write/read 3 words.
• Fluency 12: 3× one‑minute reads (timed) + graph the WPM; final expressive read.
• Number 10: manipulatives for 3 examples → 5 quick practice → 2 exit questions.

Evidence & impact (keep it light)

• Phonics: GPC grid, blend list time (secs), 5/5 word read/write.
• Reading: WPM + accuracy %, one comprehension note.
• Maths: 2‑Q exit ticket or 10‑Q mini‑quiz; note the error to revisit.
• Share: two‑line handover to teacher (date, focus, result, next step).

SEND & EAL adjustments

• Pre‑teach vocab; visuals/now‑next; chunk instructions; allow processing time.
• Use larger print, reading rulers, or overlays if recommended; reduce visual clutter.
• For EAL: build background knowledge with pictures/gestures; rehearse key phrases.
• Link to EHCP/IEP targets; log what worked so the team can repeat it.

Frequently Asked Questions

Which phonics approach should I use?

Follow your school’s chosen scheme and pacing (e.g., RWI). Use pure sounds and the scheme’s routines—consistency beats variety.

How do I correct reading errors without knocking confidence?

Pause, point back to the word, prompt to re‑blend, then reread the whole sentence. Praise the fix (“Good re‑blend on train”).

How many pupils in a small group?

Phonics/fluency: 4–6 works well. For number interventions, 3–6 depending on the task and resources.

What should I track as impact?

Pick one small measure per focus: sound recall grid, blend time, WPM + accuracy, exit‑ticket score, or a single error fixed.

Decodable or levelled books?

Use decodables until decoding is secure; add banded/levelled books for fluency and comprehension practice as pupils progress.