Making best use of teaching assistants for low attaining pupils

last updated:June 2009

We chose this case study because it looked into the most effective ways which teaching assistants (TAs) were being used across one local authority. These included assisting in the teaching and learning of low attaining pupils. In particular the study looked at the importance of the relationship between individual teachers and TAs in their classroom.

The researchers wanted to find out:

• how schools were deploying teaching assistants
• what responsibilities teachers were giving to teaching assistants and what expectations they had of them, and
• what contributions teaching assistants were making to enable teachers to carry out their tasks more effectively.

Two Advanced Skills Teachers (ASTs) investigated the deployment of support staff across twenty primary schools and seven secondary and special schools in Plymouth local authority. Headteachers, class teachers and TAs were interviewed in each school. The audits looked particularly at good practice in:

• the role and deployment of TAs
• the existence of good working practice between teachers and TAs, and
• the contribution that TAs made to supporting and developing standards of teaching and learning.

Deployment of teaching assistants
Teaching assistants were deployed in a variety of ways, including:

• assigned to small groups – low ability, targeted groups
• assigned to individual children with specific special needs
• class based and/or curriculum specific, and
• developing curriculum resources and/or working in school libraries.

Partnership between teachers and teaching assistants
Partnership between teachers and teaching assistants encouraged mutual support and confidence, especially when teaching assistants were class-based and in a long term situation. There were also many examples of positive working relationships, consisting of good teamwork, respect and gratitude for the TAs’ work and support. Essential elements to building a good relationship appeared to be:

• clear expectations from the teacher, and
• the teacher’s desire to be proactive in building the working relationship.

One teacher’s proactive attitude was expressed in the following terms:
'My relationship with my teaching assistant has developed into one of mutual confidence and respect…… I recognise the value of support that my TA provides to students and encourage her to take part in the lessons.'

Teaching assistants’ involvement in planning and delivering lessons
All schools involved teaching assistants in the planning of activities and classroom strategies. TAs were provided with information about materials needed to adapt work for students with special needs, such as visually impaired students, students with ADHD or students who required physical support. Time was also set aside (for example during assembly) to allow teachers to share planning with TAs. Schools stressed the importance of building in this joint non-contact planning time.

The involvement of TAs in feedback, assessment and record keeping
TAs provided teachers with valuable insights into students and their learning activities, as well as giving students direct feedback. In one instance a TA gave feedback directly, using a simple grading system relating to the degree of support a student had needed from her. The TA and student also completed a simple statement on the student’s learning progress, involvement, interest and motivation in the activity, using this opportunity to provide positive encouragement and to praise achievement.

Using TAs to support behavioural strategies
Teachers often worked closely with TAs to develop behavioural strategies. This would often involve devising approaches that encouraged positive behaviour and agreeing sanctions as required by the school’s behavioural policy. The TA would also support students with specific behavioural needs who spent time out of the classroom, but consulted closely with the teacher on how this time should be managed. The teacher researchers also found that TAs often provided insight from experience in other lessons that teachers could act upon, and so help to establish and maintain continuity.

In the light of the findings of the audits there were several implications for the effective deployment of TAs to support low attaining pupils:

• Time should be set aside for teaching assistants and teachers to meet together and collaborate.
• Support and guidance should be given to teaching assistants on appropriate strategies to be used with specific students.
• Teachers should be trained on how to deploy and manage teaching assistants to support teaching and learning.
• Strong performance management, training opportunities and career progression are important for teaching assistants to develop.

Reference
Thornton, M & Hedges, C. (2006) The active engagement of teaching assistants in teaching and learning. National Teacher Research Panel conference paper. Available at

National Teacher Research Panel publications