Research School Network: Effective teacher – teaching assistant communication Prioritising teamwork and ongoing communication between the teacher and TA

As a SENCO in a mainstream secondary school, I have witnessed the importance of how effective teacher – teaching assistant partnerships can transform the lives of young people and increase not only their attainment, but well-being and social understanding.

The recently updated EEF Guidance Report on the Deployment of Teaching Assistants reminds us of the importance of this teacher ‑TA relationship, pointing to the importance of a ​‘strategic approach to classroom organisation that prioritises teamwork and ongoing communication between the teacher and TA.’

Like all successful working relationships, it is built on a foundation of effective communication and building a successful rapport and teachers must understand how best to utilise an additional adult in the room.

The SEND Code of Practice states: ​‘Teachers are responsible and accountable for the progress and development of the pupils in their class, including where pupils access support from teaching assistants’.

TAs may well forge important classroom ties with young people with SEN, but vital to the teacher-TA relationship will be understanding the right moments for that support to come from the TA, when it might come from the teacher, and when TAs might be used in other roles in the classroom, such as circulating the room and scaffolding tasks where appropriate (recommendation 1).

There are important planning and preparation opportunities to maximise the teacher-TA relationship:

- Timetabling: Teachers must know when a teaching assistant will be present in their class, otherwise, they cannot plan the learning efficiently.

- Regular communication: It is useful to establish a system in which teachers and TAs share information about the pupils’ progress and key strategies.

– Understanding needs: Teaching assistants are often a wealth of knowledge when it comes to pupils’ SEN needs. Both the class teacher and TA need to take the time to discuss the pupils’ needs and how they can make reasonable adjustments to the lesson to meet these.

- Collaborative planning: Teachers can provide TAs with medium term plans at the start of the term to see where the learning journey will be heading. Involve the TA in these plans and allow for adaptations based on the needs of the pupil.

– Professional development: Provide professional development opportunities for both teachers and teaching assistants together. Training sessions centred around the EEF’s guidance report of teaching SEN pupils in mainstream schools can enhance the high-quality teaching and support available.

– Mutual respect: By fostering a successful working relationship, rooted in mutual respect, this can strengthen the teacher-TA relationship. Show appreciation to one another.

- Clearly defined roles: Ensure there is a clear understanding of when a teaching assistant will circulate the room and/​or offer direct support to pupils with SEN.

– Support high quality teaching: Equip TAs with a range of tools, such as: a mini whiteboard, key notes book, subject specific vocabulary bank and or/​print out of the lesson plan before the lesson to support with scaffolding activities.

– Reflection: Monitor pupils’ progress and encourage TAs to remove scaffolding over time to increase resilience and independence in pupils.

Ultimately, a teaching assistant ensures equity to the access to education. This ensures all pupils, including those with SEND, access additional support and have the opportunity to learn. Therefore, by maximising a teaching assistants’ impact in the classroom, this will in turn create a more inclusive learning environment for all.