Teaching assistants: EEF publishes updated guidance to support schools achieve greater impact

380,000 teaching assistants (TAs) are employed across the country, at an annual public cost of some £5 billion, but previous research had shown that in many schools they were not being deployed in ways that improve student outcomes. Indeed, for students from poorer backgrounds the impact of TAs was too often negative.

However, EEF trials have demonstrated that, when they are well-trained and used in structured settings with high-quality support and training, TAs can make a noticeable positive impact on pupil learning.

To support schools in achieving this, in 2015 the EEF published its first guidance report, Making Best Use of Teaching Assistants. Written by the EEF's Prof. Jonathan Sharples, together with Rob Webster and Prof. Peter Blatchford, both at the UCL Institute of Education, it made seven clear and actionable recommendations.

Since then, the EEF has added a number of resources to support the implementation of this guidance report. This new material has now been incorporated online to bring the guidance up-to-date. It can be freely read and downloaded here.

Teaching assistants: ​EEF publishes updated guidance to support schools achieve greater impact

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Wide Range Achievement Test – Fifth Edition

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Wechsler Intelligence Scale for Children – Fourth UK Edition

Wechsler Individual Achievement Test – Third Edition

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Test of Silent Word Reading Fluency – Second Edition

Test of Silent Reading Efficiency and Comprehension

Test of Silent Contextual Reading Fluency – Second Edition

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Teaching assistants: EEF publishes updated guidance to support schools achieve greater impact

EEF Blog: Integrating evidence into mathematics teaching – Focus on feedback

EEF Blog: Integrating evidence into mathematics teaching – Guiding problem solving

EEF Blog: Integrating evidence into mathematics teaching – Making use of manipulatives