Are they most effective when supporting the most needy children, or does this set-up prevent these pupils from getting enough attention from the class teacher? Participation in planning, so that TAs have the opportunity to fully grasp the aims of a lesson, is now standard practice at the school.Īnother key issue is how TAs should use their time in the classroom. Allowing TAs the opportunity to understand the teacher’s thinking and goals in advance of lessons is critical, says Maria Constantinou, the school’s inclusion lead. Finding the balanceĪt St Mary’s Primary in East Barnet, the school identified the the challenges faced by TAs and has now systematically addressed them with guidelines on “roles and expectations”. “You need to find time for it, and it happens in the working day and also, sometimes, in the evening.” TAs are not typically paid for work outside the time spent in class so this often “relies on goodwill”, says Byrne. “It has to be about communication,” she explains. The key to success, it seems, is for TAs and teachers to developing a good working partnership.įollowing new research in February, the Education Endowment Foundation said: “When they are well trained and used in structured settings with high-quality support and training, teaching assistants can make a noticeable positive impact on pupil learning.”īehind-the-scenes efforts are critical to success, says TA Liz Byrne, who works at a primary school in Oxfordshire. However, recent studies have been far more positive. The effect that TAs have in the classroom has often been contested, with some reports questioning their impact on pupil progress and results.
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