Teaching Assistants (TAs) are a remarkable workforce, often working with incredible flexibility and taking on increasing roles and responsibilities.
These roles may see TAs supporting pupils’ readiness for learning, assisting teachers in resourcing and co-delivering lessons, working with families and pupils with special educational needs and disabilities or those from disadvantaged backgrounds, and leading interventions. It’s a wide-ranging list and one where the busyness of the role may cloud strategic decisions around intentional deployment.
The report celebrates the work of TAs through sharing research evidence that highlights the best of what they offer within their school communities.
The first version of this report was launched in 2015 and continues to be a popular resource. Key messages from 2015 remain as appropriate as ever but with this update comes a sharper focus on TA practices, alongside strategic deployment of this crucial workforce.
Supporting TAs to have maximum impact involves a range of people in the school community. These will no doubt include senior leaders, SENCos, teachers, TAs, parents, and specialist professionals working together to engage in effective practices to support the learning of all pupils.
The five recommendations from the guidance show how effective practices go hand-in-hand with effective implementation carefully guided by senior school leaders.
- In amongst the busyness of the TA roles and responsibilities in your school, can this guidance offer a fresh look at approaches?
- Does this guidance offer an opportunity to pause and bring together a team to consider any adaptations to practice you may wish to make?
Next Steps
Explore the updated guidance with your senior teams.
Share the TA-teacher partnership discussion tool and the scaffolding tool with teachers and SENCos.