: Empowering Teaching Assistants: A Research-Informed Approach to SEND Support and Professional Development Exploring the importance of teaching assistant development in enhancing SEND provision in schools.

Teaching Assistants (TAs) are crucial in schools. As a SENCO, I’ve seen first-hand how essential TAs are for effective SEND support. Their role goes well beyond academic assistance; TAs often provide the personal attention and consistent presence that many students rely on to feel safe and supported at school. They help create individualised learning experiences that make a real difference in students’ ability to engage and succeed.

Despite their importance, TAs often face barriers to role-specific CPD and are typically among the lowest-paid staff in schools. A September 2022 report by the Education Endowment Foundation (EEF) highlighted that over 275,000 TAs work in English schools, comprising 28% of the education workforce (Education Endowment Foundation, 2022). This underscores the urgent need to enhance support for TAs and recognise their significant contribution to education.

Research demonstrates that effective CPD is crucial for improving TA practice and educational outcomes. The EEF’s 2020 meta-analysis revealed that the impact of TAs is significantly influenced by the quality of their training and how well they are integrated into the teaching team (Education Endowment Foundation, 2020). The EEF’s guidance, Making Best Use of Teaching Assistants, emphasises that TAs should complement high-quality teaching through strategic interventions and collaboration with teachers (Education Endowment Foundation, 2021).

In respect of this, we found adaptive teaching CPD from TAs promoted a ​“helicopter approach”, enabling them to offer flexible support across subjects. For instance, Ben, a TA for Year 8, would circulate classrooms, providing quick support to students with SEND, such as those with dyslexia, by using visual aids and simplified materials. This approach allowed Ben to step in when students needed help and step back to encourage independence. Teachers appreciated this strategy as it kept students engaged and on track without disrupting lessons. This method shows how adaptive teaching CPD helps TAs provide responsive, balanced support for students.


Key findings from the EEF’s Making Best Use of Teaching Assistants guidance report include:

• TAs should be used to support specific instructional strategies.
• TAs should work alongside teachers to maximise their impact – effective deployment involves close collaboration.
• Training should focus on specific skills and knowledge.
• Ongoing feedback and reflection are essential.

The EEF’s ​‘Five-a-Day for SEND’ offers practical strategies for TAs to enhance their support for students with SEND;

In my role as Associate Director for Delta Academies Trust, I reviewed all 19 SEND teams within our Trust and collected feedback from TAs. This feedback highlighted the need for updated guidance and support. Collaborating with our Trust SEND Lead and Executive Principal, Anna Heaton, we identified areas requiring additional training, The EEF’s Making Best Use of Teaching Assistants and Five-a-Day for SEND approaches were instrumental in shaping our strategy.

The initial training programme, developed by Bethany Burns, SENCO at Serlby Park Academy, was rolled out across our Trust. By having a clear focus on the EEF’s guidance, we were able to:

• Provide TAs with specific direction and guidance in their work.
• Educate teachers about the role of the TA in the classroom.
• Guide and work with TAs to enable the best possible outcomes for our pupils.

Feedback has been overwhelmingly positive. TAs at Serlby Park learned through the EEF guidance how to provide in-class support more effectively by encouraging pupil independence and using targeted questioning techniques. The impact of this was improved student confidence and participation, especially among pupils with low prior attainment. By shifting from task completion to fostering deeper understanding, the TAs helped pupils engage more actively in lessons, leading to better learning outcomes.

The TAs shared that they feel better equipped to provide emotional support for pupils with SEND. They also reported feeling more confident in fostering learning and encouraging independent thinking. Although the programme is still in its early stages, it has already led to improvements in quality-first teaching and adaptive teaching practices across our academies.

This initiative reinforces the value of investing in TA professional development and implementing research-based strategies like those from the EEF. By doing so, we enhance the educational experience for all students, creating a more inclusive and effective learning environment.

References
Education Endowment Foundation (EEF),2021. Making Best Use of Teaching Assistants: Guidance Report [online].

Education Endowment Foundation (EEF), 2020. Maximising the Impact of Teaching Assistants – trial [online].

Education Endowment Foundation (EEF), 2022. Five-a-Day to Improve SEND outcomes [online].

Education Endowment Foundation (EEF), 2022. Review of evidence on the effective deployment of Teaching Assistants [online].