Research School Network: Deployment and Dialogue: Engaging Teaching Assistants to Improve Practice Engaging teaching assistants in the deployment of teaching assistants

The EEF have just published a new edition of its guidance on the deployment of teaching assistants (TAs). The updated report, based on a new and extensive review of the evidence, outlines five recommendations to support schools to effectively deploy their TAs:

1. Deploy TAs in ways that enable all pupils to access high-quality teaching
2. Deploy TAs to scaffold learning and to develop pupils’ independence
3. Deploy TAs to deliver well chosen, evidence based, structured interventions where appropriate
4. Prepare and train staff around effective TA deployment
5. Engage all staff in the process of implementing effective TA deployment

In this blog, we focus on recommendation 5, and we have one key message: engage TAs in the process of implementing effective TA deployment.

The guidance report is aimed ​‘primarily at headteachers and other members of the senior leadership team (SLT) in both primary and secondary schools, as well as trust leaders in multi academy trusts.’ It’s really important that we also emphasise the role that TAs play in this work. We would argue that none of the other recommendations can be enacted effectively if TAs do not have a voice in the process.

Engage to learn the reality of current practice

When we look deeper into recommendation 5, the guidance suggests the following:

1. Embed a wider school culture focused on high quality teaching and inclusion
2. Engage the school community in effective TA deployment
3. Plan for effective deployment and ensure TA role clarity

When the voices of TAs are missing from this, we cannot guarantee a true picture. For example, if we were to ​‘ensure TA role clarity’ without involving TAs, we might design what seems like an effective policy document and deliver an induction session. But what response might we get if we asked our TAs to what extent this policy matches reality? And when TAs roles vary massively across schools and subjects, might we see completely different perspectives on the role of TAs?

The guidance report suggests these questions to reflect on current practice:

• Which pupils do TAs tend to work with most?
  
• What kinds of support are being provided by TAs?
• What support and training exists for TAs, and what are teachers’ levels of confidence around effective deployment?
• How do school leaders, parents, pupils, and other stakeholders feel about TA practices?

We don’t suggest only asking TAs these questions, but triangulating their responses with others will give a clearer picture.

Engage to understand barriers and enablers

The effective deployment of TAs is an implementation challenge. TAs have a unique perspective. Not only are they well placed to identify the barriers to effective deployment, but they understand some of the enabling factors that are already in place and working well in the school. These could include:

The places where we already demonstrate the behaviours of effective TA deployment e.g. a subject team that have clear TA-teacher communication.
The structures that are already in place and work well; these can support implementation.
The right people: those with expertise, knowledge and credibility to enable change.
The values, norms and attitudes in the school that can act as guiding principles and communication tools for implementation. Implementation needs to be grafted onto these to bring it to life.

See more in this blog: Implementation Barriers and Enablers

Engage TAs at all stages of implementation

For the best perspective on the ongoing deployment of TAs, we need to keep seeking feedback from the TAs. There should always be feedback around pupils e.g. TAs updating teachers on progress on an out of class intervention; TAs sharing the misconceptions that the pupils they were working with struggled with.

We can also invite feedback on the implementation of effective practices. A case study from Clare Lamb, Headteacher and SENCo at All Saints’ CEVC Primary School, highlights one approach:

And we’ll leave the last word to the EEF’s implementation guidance report: