Mounting evidence for TA-led interventions

1 May, 2020 —

Mounting evidence for TA-led interventions

A new rigorous, large-scale study adds to the mounting evidence about effective use of teaching assistants

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by Shotton Hall Research School
on the 1st May 2020

Back in 2011, the final Harry Potter film was released, Prince William and Kate got married and Apple released the iPhone 4s.

Garnering less attention, the first version of the Teaching and Learning Toolkit was published. The evidence about teaching assistants (TAs) was provocative. On average, they have ‘very low / no impact for very high costs’.

Since 2011, the evidence base about TAs has moved on dramatically due numerous rigorous evaluations of different programmes. A clear distinction is emerging: training and supporting TAs to lead high-quality interventions is much more effective than more informal deployment in the classroom.

The latest addition to the pile of studies highlighting the vital role that TAs can play was published today. The evaluation of Nuffield Early Language Intervention (NELI) found that the programme boosted children’s language by an additional three months’ progress.

Teaching assistants were given two and half days of training and detailed lesson plans so they could lead short, structured sessions, often around everyday topics, such as ‘time’ and ‘what we wear’, with small groups of reception-age pupils. Rewarding the children was an integral feature of each session, from targeted verbal praise to more formal incentives like a ‘Best Listener Award’, given to a child who had listened well in the group.

training and supporting TAs to lead high-quality interventions is much more effective than more informal deployment in the classroom.

Right now, schools are rightly focusing on mitigating the impact of school closures. However, we know that when schools do return we will have to prioritise catch up support for students. Making the most of the extraordinary TA workforce already in our schools – by harnessing evidence-based programmes like NELI – will be crucial.

A common reaction is to think ‘we already do this’, but the mounting evidence highlights the importance of getting the detail right. There are a wealth of resources available to help us get into the detail and prepare for the challenge ahead, including:

The EEF’s recently updated Guidance Report about TAs, which includes supporting resources and a free online course
The EEF’s list of promising projects – which includes many TA-led interventions