Research School Network: TA preparedness Leaders should consider the systems and structures that need to be in place in school for TAs to be prepared appropriately

‘Fail to prepare; prepare to fail.‘

A quote oft-attributed to Benjamin Franklin, though some still question whether it was said quite in that way, or whether he said it at all. Whoever said it, there are kernels of truth in there, with the word ​‘prepare’ encouraging all manner or useful activities.

It resonates with recommendation 4 of the recently updated Deployment of TAs guidance report entitled ​‘prepare and train staff around effective TA deployment’. The idea of preparation here is divided into three areas:

- Preparedness around TA role clarity
- Preparedness with regards to professional development
- Day-to-day preparedness

In considering the last of these bullet points, we sought the thoughts of TAs at Huntington Secondary School. We know this forms a small sample size, but feel it still provides useful insights and genuine examples to indicate actions which can help TAs be prepared for day-to-day lessons.

What TAs do to help with preparedness
1. Make use of centralised department resources to look at schemes of learning and lesson plans
2. Use the pupil management system to read the relevant EHCPs, SEN advice and other information provided on pupils
3. Speak to the teachers at the end of one lesson about plans for the next lesson

What teachers do to help preparedness
1. Teachers emailing resources ahead of the lesson
2. Teachers asking for suggestions on future tasks and how they might be adapted

Potential barriers and considerations
1. As TAs and teachers finish one lesson and move immediately to another – or to a break duty – the length and quality of any conversations about future plans can be limited
2. Emailing resources to TAs ahead of time by no means guarantees there will be space on the timetable of supporting in lessons and with interventions to look at those resources
3. If supporting across multiple subjects and key stages, there is a significant subject knowledge challenge for TAs

The final part of recommendation 4 highlights that the burden for preparation should not fall onto diligent TAs and teachers and points out the important role leaders must play in establishing ​‘systems and structures’ that support training and preparation. Suggestions include ​‘adjusting timetables or even TAs’ contracts to make time for this work’ and creating space, perhaps on INSET days or in team meetings, for teachers and TAs to ​‘collaborate, discuss their roles and carry out preparation.’

In terms of training, it is worth considering how TAs are involved in any whole school teaching and learning training, as well as any opportunities for subject knowledge development.

When making decisions around TA deployment and training, Page 8 of the Implementation Guidance Report has a helpful vignette that points out training considerations around any changes, as well as thinking carefully about communicating with parents about how the deployment of TAs might impact upon their child.

Preparation then is not just the one-off actions of an individual, but a collective and sustained effort that gives a greater chance of providing successful support to pupils in the classroom.


Further reading suggestions:

Maximising the Impact of Teaching Assistants: EEF blog: Maximising the Impact of Teaching Assistants in the… | EEF

Recommendation 5: Engage all staff in the process of implementing effective TA deployment