At All Saints’, teachers and teaching assistants (TAs) work collaboratively to deepen pupil understanding through carefully structured modelling across the curriculum. During lessons TAs step into the role of a ​‘curious learner,’ asking questions that a pupil might pose, voicing misconceptions and prompting clarifications. This structured role-playing not only helps pupils feel comfortable asking questions but also demonstrates how learning is an active process of enquiry.

We have a small team of TAs who provide class-based support, deploy evidence-based interventions and bespoke support for pupils with complex needs. A key challenge for us in deploying TAs effectively is ensuring they are fully prepared for their role within each lesson so that the teacher and TA form an effective teaching team

When time and budget constraints limit opportunities for formal face to face collaboration, we have looked at how teachers and TAs can deploy streamlined strategies to ensure alignment and understanding on lesson focus and the roles each will play.

Undertaking a structured consultation with TAs was key in this process, asking what they want to know, what resources they need and where they may need training to strengthen their curriculum knowledge. Their feedback was then shared with teachers so that they could adapt their practice in response to this , in order to improve effective deployment, overall support and pupil outcomes.

Six strategies we’ve used to develop coordination and communication

1. Clarifying lesson expectations and sharing planning in advance ensures that TAs understand their roles and responsibilities in each lesson. An initial verbal check in between the teacher and TA during early morning work or whilst pupils organise their resources ensures that key points can be articulated and checked.
   
   
2. Sharing key information about each learner ensures that TAs can tailor their support according to their individual academic, pastoral and emotional needs.
   
   
3. Training in shared pedagogical approaches ensures consistent use of metacognitive strategies such as modelling and scaffolding in whole class teaching, translating into group work.
   
   
4. Streamlined feedback approaches through feedback forms, annotated plans and brief moments for verbal reflection ensure observations are shared without requiring extensive meetings.
   
   
5. Agreed expectations for each part of whole class teaching and group work through a teacher/​TA agreement ensures that they work effectively as a teaching team and understand their roles.
   
   
6. An annual training needs analysis leads to a structured training plan aligned with whole-school and SEND priorities ensuring targeted professional development

We conduct regular reviews with TAs, incorporating their initial feedback to continuously refine and improve practice. This process ensures effective deployment while fostering a culture of collaboration and professional growth for both teachers and TAs.

Teaching assistants are valued members of the All Saints’ teaching team, with clearly defined roles within our staffing structure. Their responsibilities and specialisms are strategically aligned to support effective learning and inclusion. In line with the new EEF guidance on the deployment of teaching assistants, moving forward we will expand training opportunities to further develop and refine their roles, ensuring responsiveness to emerging pupil needs, shared pedagogical approaches, and evidence-informed practices.