: Why early years teaching assistants should have a voice in professional conversations. Maximising impact in Early Years with effectively prepared teaching assistants.

The Education Endowment Foundation’s (EEF) guidance report on the deployment of teaching assistants highlights a vital truth: when teaching assistants (TAs) are effectively prepared and purposefully included in the wider professional dialogue of a school, their impact on pupil progress is significantly enhanced.

I once observed a school leader referring to an Early Years teaching assistant (TA) as an ​‘extra pair of hands’. Most Early Years practitioners will agree that there are certainly moments when we need an ​‘extra pair of hands’, but TAs are so much more than that – they are key players in nurturing the development of our youngest children in school. In Early Years settings, where staff must often spot learning opportunities during child-initiated play and respond in the moment, an effective TA can add real value to children’s development and learning.

Along with professional development – see Guide to Effective Professional Development in the Early Years for more information – and role clarity for teaching assistants, the EEF’s Deployment of Teaching Assistants Guidance Report, outlines the need for teaching assistants to be prepared so they can be effective in their roles. In Early Years, where professional conversations are fundamental to children’s learning and development, it is a vital that TAs are included in these discussions to ensure they are well prepared to have maximum impact in their setting.

Why?
High-quality interactions in the Early Years rely on adults knowing the children well, understanding their strengths, learning behaviours, interests and current stage of development. As Birth to 5 Matters states, discussions with colleagues can enable us to ​‘moderate decisions about progress and build a stronger understanding of children’. It is therefore essential that all staff share information about children’s learning and development, as each piece of knowledge they hold is like a jigsaw piece that, when connected with others, builds a fuller picture of where each child is developmentally and what support they need to move forward, so that all children can thrive.

It is also important that TAs are involved in provision planning, to ensure that there is meaningful and personalised provision that supports children’s development, and all staff are aware of and invested in the rationale for provision. A TA who understands the ​‘why’ behind an activity or intervention is far more able to adapt, scaffold, and extend learning in the moment.

Summary
Crucially, when Early Years TAs are included as valued members of the team, their confidence grows – and so does the quality of their contribution. They feel empowered to share observations, suggest ideas, and take initiative, making the entire setting more responsive and reflective.

As the EEF report makes clear, purposeful preparation and inclusion of TAs is not optional – it’s essential. In the uniquely rich and fluid world of Early Years education, where every moment is a learning opportunity, having well-informed and confident TAs can make all the difference to children’s earliest steps on their educational journey.

To explore how professional conversations can support effective transition between EYFS and Key Stage One, read ​‘Professional Conversions’, part of a blog series on the effective transition from Early Years to Year 1.