Suzanne Despard is Assistant Principal of Broadfield Primary School, a 1.5 entry school which is part of Pinnacle Learning Trust. Broadfield has been working hard to develop its approach to deploying teaching assistants for the last twelve months.
From the start of this academic year, Broadfield has undergone a significant shift in how we utilise and empower our teaching assistants (TAs), guided by the Education Endowment Foundation (EEF) research and the MPTA (Maximising the Potential of Teaching Assistants) programme. Whilst this work is still in progress and we continue to embed best practices, the changes so far have brought about a meaningful cultural transformation — particularly in pupil independence, TA confidence, and overall classroom practice.
The research reinforced a key principle: all children should have access to high-quality teaching from their class teacher. Those who struggle the most should spend at least as much time with the teacher as their peers — if not more. TAs are there to supplement, not replace, teacher-led learning. Crucially, the report also emphasised that TAs must be equipped with a range of scaffolding strategies tailored to age, subject, and individual need. In response, we have created visual scaffolding prompts displayed in every classroom, and have recently produced lanyard-sized versions for more individual use.
“TAs should not be used as an informal teaching resource for low-attaining pupils. When TAs are used in this way, it is more likely that pupils will become separated from the classroom, the curriculum and their teacher.”
At the heart of our new approach is a shift in mindset: recognising that “allowing them to struggle through” is where the most meaningful learning takes place. Our TAs are now using the ‘least help first’ model — providing strategic, well-timed support that builds resilience, fosters independence, and deepens understanding.
Scaffolding framework for teaching assistant - pupil interactions.
In our two-year-old and nursery provisions, even our youngest learners are being encouraged to take on small tasks themselves. Children now put on and take off their own coats, select their own fruit, and make choices independently — simple, but powerful steps that reflect a much bigger philosophy: nurturing independence from the very beginning.
In Key Stage 1, we have noticed a growing sense of ownership among pupils. They are self-scaffolding more frequently — checking displays, discussing with peers, and thinking things through before seeking adult help. When they do approach a TA, they are met with prompts rather than solutions. This approach encourages persistence and helps children see their own efforts as valuable and worthwhile.
Upper Key Stage 2 presented a greater challenge. After several years, some pupils — particularly those with EAL or additional needs — had developed a dependence on adult support. Through consistent implementation of our new approach, we are seeing a shift. Pupils are starting to understand that the learning happens in the struggle. They’re more willing to take risks, make mistakes, and try again — learning to trust their own thinking and develop confidence in their abilities.
One breakthrough has been our growing understanding of the importance of thinking time, especially for children with English as an Additional Language (EAL) or Special Educational Needs and Disabilities (SEND). In our fast-paced classrooms, we realised some children were being rushed to respond before they had processed the question. By building in deliberate pauses and valuing silence as part of learning, we’ve seen an increase in thoughtful, independent responses. Children are making deeper connections within and across subjects because they have the time to truly think.
We have also noticed a boost in the “breeding of success.” When children solve problems on their own, the sense of satisfaction is far greater than when overly guided. They are also becoming more practically independent — gathering their own resources, using displays to support phonics, spelling and structure, and viewing TAs as facilitators rather than fixers.
Another crucial shift has been making space for TAs and teachers to meet daily. This gives TAs the opportunity to feedback on successes, flag any misconceptions, and prepare for adaptations needed for upcoming lessons. By restructuring the day to allow time for this, TAs now feel more informed about lesson outcomes and more empowered in their role. Many have reflected positively on this change, sharing how they now move more fluidly around the classroom, supporting many pupils rather than working through tasks step-by-step with just one child or a small group.
School leaders should ensure staff are on the same page about the role of the teaching assistant and how they can most effectively support pupils. Ensuring teachers and teaching assistants are well prepared to work in these roles increases the likelihood that teaching assistant deployment can have a positive impact on pupils.
Admittedly, this shift in practice has not been without challenge. Many TAs had been ‘task completion’ focussed — supporting children to produce the ‘best’ work as quickly as possible. While this new approach may initially slow the ‘output,’ we are starting to see the long-term benefits. The growing independence and self-belief we are cultivating in our pupils are powerful indicators of progress — and they bode well for the future.
This journey has reminded us that effective support doesn’t mean giving children the answer. It means helping them believe they can find it themselves. And that belief is now growing in every classroom, every day.
