: Transforming Writing Outcomes through Strategic TA Deployment At Hampshire Research School, we often discuss the ​“Pygmalion Effect” – higher expectations leading to an increase in progress

At Hampshire Research School, we frequently discuss the ​“Pygmalion Effect” — the phenomenon where higher expectations lead to an increase in progress. In writing lessons, this principle is most visible in how we deploy our Teaching Assistants (TAs). To move from ​“task completion” to ​“genuine composition,” we must align our classroom practice with the EEF Guidance Report recommendations.

The Myth of the ​‘Velcro’ TA. Recommendation 1 is clear: TAs should supplement, not replace, the teacher. In writing, the most struggling pupils often have the most complex barriers to expression. If these pupils spend the lesson exclusively with a TA, they miss out on the teacher’s expert pedagogical knowledge. We recommend a ​“roaming” model where the teacher or teaching assistant provides high-quality intensive support to the weakest writers, while the other adult supports the independence of the rest of the class. At Front Lawn, teachers and TA’s are both responsible for supporting the needs of all writers. Rather than a specific group of children being attached to each adult, we firmly believe in a flexible grouping approach, ensuring all children receive the support as and when required.

Scaffolding, Not Scribing

​‘Deploy TAs to scaffold learning and develop independence’ is the main message of recommendation 2. It is tempting for a TA to scribe for a child or create sentences for a group on whiteboards, but this inhibits long-term growth. Instead, TAs should:

• Provide Wait Time: We’ve all seen the tempted TA hovering with a pen; the magic happens in that silence before the pupil starts to write. Allow pupils to attempt a sentence independently before intervening and help them use the provided scaffolds to do so effectively.
• Use Visual Prompts: Direct pupils to word mats, washing lines or other scaffolds rather than giving the answer
• Fade Support: Consciously reduce the level of help as the pupil gains confidence in their writing

At Front Lawn, TA’s help the children to scaffold their writing through the colourful semantics approach. TA’s support children in using these scaffolds ensuring that children are still developing independence, and elements of this scaffold can be reduced over time. Alongside this, recommendation 3 emphasises the need for ​“bridging” back to the classroom. A TA should help a pupil apply a specific grammar skill learned in a 1:1 session directly into their main class writing. Without this explicit link, the intervention remains an isolated exercise. At Front Lawn, writing support predominantly takes place during the lesson, with TA’s providing live, purposeful and direct feedback to move the learning on – the guidance reiterating that ​‘the time out of the classroom must outweigh the impact they would have by staying in’.

Preparation is Key. Finally, Recommendations 4 and 5 highlight that effective deployment is a leadership priority. Teachers and TAs need dedicated time to communicate so that the TA knows exactly which ​“writing muscles” they are trying to build in a child that day. Relationships at Front Lawn are at the forefront of a smooth running classroom. Teachers and TA’s liaise consistently during the school day with TA training also taking place regularly to ensure teachers and teaching assistants are both equipped with the skills and knowledge needed to help our writers progress.

By moving away from ​“help” and towards ​“scaffolding,” we ensure that every pupil — regardless of their starting point — becomes a confident, independent writer.