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interventions are often quite separate from classroom activities lack of time for teachers and ta stool EAamp;#39;s allows relatively little connection between what pupils experience in and away from the classroom so what can we do to rectify this situation we know from the evidence that when ta are trained to deliver good interventions that we see children making progress what the dis project lends us to think is that perhaps that is not transferring into end-of-year schools learning so I think itamp;#39;s really important that we find ways in which teachers and TAS can identify whatamp;#39;s been going on in the sessions outside of the classroom and finding ways to make sure that thatamp;#39;s drawn out itamp;#39;s reinforced itamp;#39;s reiterated back in the lesson so the children who are on the end of those interventions begin to make more sense of what it is theyamp;#39;re learning and contextualize it and practice it and in a sense making make it make sense to them about
