Abstract
Interpretative Phenomenological Analysis was used to explore how support staff make sense of their experiences of assisting children with additional support needs in mainstream classes. Focussed and productive communication with the class teacher was perceived as being crucial to effective practice. A conclusion of this study is that absence of communication relating to pedagogy and pupil need between class teachers and support staff prevents effective planning on the part of the teacher and effective support practices on the part of the additional supporting adult.
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