Teaching Assistants are integral to the education workforce, providing invaluable support to pupils, and teachers. This important work varies considerably between settings, and encompasses wide-ranging roles including pastoral support, fostering independence, and delivering targeted interventions across the curriculum. However, to maximise support for pupils, it is important to regularly review TA deployment to ensure that this meets the needs of the setting, including through careful alignment to current priorities, structures and systems.
The EEF’s updated ‘Deployment of Teaching Assistants’ guidance report shares five research-informed recommendations to help settings review the ways in which teachers and TAs work in partnership to improve outcomes for pupils. However, making changes to established ways of working can be challenging. Therefore, when seeking to make changes, it is important to plan implementation carefully to smooth transitions and encourage buy-in.
To aid leaders in this process, the EEF have published this editable planning template to help structure thinking and put plans into action. This provides useful reflection prompts to help leaders examine the rationale and intended outcomes of changes, as well as the resources and support required for success. Research tells us that this process is best undertaken in partnership with relevant staff members – including TAs and teachers – ensuring opportunities to engage and unite colleagues in reflections and discussions around TA deployment.
Our planning template is accompanied by a worked example from Shotton Hall Research School, showing how their leaders, TAs and teachers used the ‘Deployment of Teaching Assistants’ guidance to inform their implementation of a TA-led targeted ‘Fast Forward to Fluency’ reading intervention for Year 7 pupils. Focusing particularly on effective preparation and training for staff, this example emphasises the importance of clear communication and ongoing support. This ensures shared understanding of the rationale underpinning interventions, as well as the teaching techniques required for effective delivery.
We hope that together, this template and example are helpful for settings considering their own approach to TA deployment, prompting reflections around the actions which may be appropriate to their own priorities and context.
Find out more:
Further support and guidance is available in the EEF’s ‘Putting Evidence to Work: A School’s Guide to Implementation’, as well as the ‘Deployment of Teaching Assistants’ guidance report.
Further information about Shotton Hall Research School’s ‘Fast Forward to Fluency’ intervention, designed with support from the North-East Combined Authority, can be found on their website.