Introduction
The Special educational needs and disability code of practice in England (DfE, 2015) emphasises that accountability for the progress of all pupils’ rests with the teacher. According to the code, a teaching assistant (TA) should be considered to be part of the support for pupils with SEND and EHCP, but they should never replace the teacher.
According to the Department of Education (DfE, 2018), 28% of the overall state-funded school workforce is teaching assistants. DfE commissioned exploratory quantitative research to understand how schools utilise the TAs both inside and outside the classrooms (DfE 2019). The research found that in British primary and secondary schools, teaching assistants (TAs) are deployed to supplement teachers (not replace), which can have a positive impact on pupils’ engagement, attainments and achievements.
There are various ways TAs can be deployed in and outside classrooms depending on the need of a particular class and pupils. According to DfE research, it was found that there were three main models in which TAs were deployed in classrooms; Whole class TAs, In class-targeted TAs and Withdrawal intervention delivery (DfE 2019).
- Whole Class TAs Model - From the research, it was found that this was the most common way primary schools deployed TAs whereas secondary schools did not use this model at all. Primary schools reported that this model was used to provide an extra adult in the classroom to provide support to meet a range of needs and abilities for a group of young pupils.
- In-Class targeted TAs Model - This model of TA deployment was the most commonly reported specific mode to support SEND, EHCP, EAL and LAC (looked-after children) pupils by secondary schools. This model was used to provide further support such as differentiation, behaviour management and anxiety issues.
- Withdrawal Intervention Delivery Model - Schools reported deploying TAs to withdraw pupils for intervention delivery for identified needs. TAs were allocated to pupils with EHCP, SEND, EAL and LAC plans in addition to class-taught lessons, such as lunchtime or tutor time for numeracy, literacy or social-emotional and mental health (SMHE).
The report stated that most schools used the TA workforce flexibly across different models and roles. TAs were also used for target-setting, resource preparation, SENCO support as well as evidence-gathering for plan deployment. Schools also reported utilizing TAs for after-school clubs, lunchtime homework support and lesson cover.
Challenges and advantages of TAs in and outside Classrooms
The research reported various perceived advantages of TA deployment in and outside classrooms. These included greater pupil progress, attainment, independence and social skills. Whole school benefits of TA deployment also included preparation, covering absences, assessment time, and indoor and outdoor activities and was thought to be a cost-effective staffing resource.
There were also challenges reported that included funding constraints, low level of TA pay and lack of consistent training and career development. Parents also expected that TAs should work specifically with their children rather than being deployed across a group of pupils (DfE 2019).
How to deploy TAs effectively in-class targeted Model
TAs can provide invaluable and cost-effective in-class targeted support to facilitate many functions;
To provide individual pupil support with SEND with barriers to learning.
To provide support to EHCP pupils with ASD and ADHD, such as cognitive and learning, language and communication, emotional and mental health, and visual and hearing impairment.
To provide support for a cohort of EAL or LAC pupils with barriers to learning.
Specific classes where a high level of needs is identified.
Subject-based TA allocation – to support different pupils across a specific subject.
The main outcome for in-class targeted support was not to shadow or be stuck with an individual pupil but foster independence and confidence in pupils so they can work independently. TAs should ‘float’ in the class and check back with the individual pupil or with a group of pupils to avoid dependency.
Additional support can include;
Supporting mobility where pupils required it.
To provide and adapt assisted technology (accelerated reading) and resources.
Managing anxiety and behaviour.
Providing medical and personal care such as administering medication to pupils with diabetes.
Out-of-class targeted interventions
The majority of TAs in secondary schools have targeted intervention roles, this includes providing input for specific pupils such as at lunchtime or withdrawing pupils from a lesson. These interventions can be with EHCP, SEN, LAC, EAL and SEMH pupils. These interventions were designed to lessen the attainment gap.
There were several ways this intervention can take place, this includes and not limited to the;
Support with literacy and numeracy
Accelerated reading, read write Inc, first for maths and precision teaching
Helping pupils with organization and preparation
Study skills
Homework clubs
Exam revision
Extra-curricular clubs
The above interventions are dependent on pupil cohort and resources available or provided. These interventions are targeted for small groups or individual pupils out of lessons in small rooms. Schools usually try to vary the lessons pupils are taken out from to avoid a substantial impact on their specific subject learning. Pupils can also be taken out of specific subject lessons in which they struggle the most to give them extra support for that particular subject, e.g. EAL pupils receive an intensive period of teaching English.
Training for TAs
Many schools have continuous TA training as well as professional TA training to enhance TA skills and pay such as high-level TA (HLTA) which can be provided externally or in-school. These training sessions can include;
TAs in Classrooms (strategies to encourage and avoid)
TAs should not be made solely responsible for a particular pupil as research found that pupils who received the most support from TA made the least progress as compared to similar needs pupils with little or no support. The research suggests that TAs are more concerned about task completion as compared to pupils’ developing understanding. Working with specific pupils regularly could result in a dependency effect (EEF report).
According to Education Endowment Foundation the following strategies should be encouraged and avoided while deploying TAs in a school setting;
Avoid | Encourage |
Prioritising task completion | Pupils to be comfortable taking risks with their learning |
Not allowing pupils enough thinking and response time | Providing the right amount of support at the right time |
Repeating the teacher’s instructions verbatim
| Pupils retaining responsibility for their learning |
Using lots of closed questions
| Use of open-ended questions |
Over-prompting and spoon-feeding | Giving the least amount of help first to support pupil’s ownership of the task |
Instead, EEF has suggested the following model for TAs to scaffold pupils’ learning;
- Self-scaffolding -TAs should observe and give pupils time for processing and thinking.
- Prompting -TAs to provide prompts and encourage pupils to think and work independently
- Clueing -TAs provide small clues with key information for pupils to recall knowledge and apply it for problem-solving.
- Modeling - If a new strategy is being used, pupils may struggle, TAs can model so pupils can watch and listen and then use it to solve the problem, (self-scaffolding).
- Correcting - Correcting should not be used regularly; TA should encourage pupils to apply new skills or knowledge first.
TAs can use simple prompts such as ‘now, next, then board’ to encourage pupils to work independently with tasks handed by the teachers. On completing the task, TAs can help with correcting and addressing misconceptions (Twinkl 2022).
Conclusion
From the research, it can be concluded that TAs should be used as a fully prepared resource in a classroom to help pupils develop independent learning skills, deliver high-quality individual and group support and deploy as part of out-of-class intervention for a specific group of pupils. The TAs should not be deployed to a specific pupil to avoid dependency, focus should be on progressing rather than task completion. TAs should not be used as informal teachers or to replace a teacher but add value to teachers.
This research article outlined the views and outcomes from certain schools. More research is required with interviews with broad numbers of TAs and teachers to determine if the ways schools deploy TAs translate into classroom practice and are effective.
References and further reading:
Department for Education [DfE] (2019), Accessed 21/2/22,
https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/812507/Deployment_of_teaching_assistants_report.pdf
Department for Education [DfE] (2015) Special educational needs and disability code of practice: 0 to 25 years. Accessed 21/2/22
https://www.gov.uk/government/publications/send-code-of-practice-0-to-25
https://www.bera.ac.uk/blog/effectively-deploying-teaching-assistants-to-support-pupils-with-special-educational-needs-and-or-disabilities-send, Jonathan Glazzard (2018), accessed 21/2/22
https://www.twinkl.co.uk/blog/deploying-teaching-assistants-effectively-how-to-achieve-the-best-outcomes-for-pupils-with-send Hannah Lawrence Twinkl, Accessed 21/2/22
https://educationendowmentfoundation.org.uk/public/files/Publications/Teaching_Assistants/TA_Guidance_Report_MakingBestUseOfTeachingAssistants-Printable.pdf
Making Best Use of Teaching Assistants Guidance Report – March 2015
