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E ducation
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Making Best Use of Teaching Assistants
Guidance Report
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Jonathan Sharples contents
Rob Webster
Peter Blatchford Summary of recommendations
one
two
three
four
five
RECOMMENDATION I
RECOMMENDATION II
RECOMMENDATION III
RECOMMENDATION IV
six
RECOMMENDATION V
RECOMMENDATION VI
seven
RECOMMENDATION VII
eight
nine
Click here for printable PDF
E ducation
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contents
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contents
About the authors: Summary of recommendations 3 Summary of recommendations
Doctor Jonathan Sharples is a senior researcher at the Education Endowment Foundation, on one Introduction 6 one
secondment from the Institute for Effective Education, University of York.
two Background 8 two
Rob Webster is a researcher at the UCL Institute of Education, London, where he also leads the
Maximising the Impact of Teaching Assistants (MITA) programme. three What is the typical impact of TAs in the classroom? 10 three
Professor Peter Blatchford is Professor of Psychology and Education at the UCL Institute of Education. four How are TAs currently being used in schools? 14 four
He has directed large scale research programmes on class size, support staff and collaborative group work.
five Evidence-based guidance on the effective use of TAs under everyday classroom conditions 16 five
RECOMMENDATION I 17 RECOMMENDATION I
RECOMMENDATION II 18 RECOMMENDATION II
RECOMMENDATION III 18 RECOMMENDATION III
RECOMMENDATION IV 20 RECOMMENDATION IV
six Evidence-based guidance on the effective use of TAs in delivering structured interventions out of class 22 six
RECOMMENDATION V 23 RECOMMENDATION V
RECOMMENDATION VI 24 RECOMMENDATION VI
seven Integrating learning from work led by teachers and TAs 26 seven
RECOMMENDATION VII 27 RECOMMENDATION VII
eight Acting on the evidence 28 eight
nine How has this guidance been compiled? 32 nine
Click here for printable PDF
Spring 2015
Education Endowment Foundation 1 TA Guidance ReportE ducation
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summary of recommendations
This Education Endowment Foundation (EEF) Guidance Report contains seven previous next
recommendations to maximise the impact of teaching assistants (TAs) in primary and
secondary schools, based on the best available research evidence. They provide a framework
by which schools can transform the way TAs are deployed and supported, to help them thrive
in their role and improve outcomes for pupils. contents
The recommendations are arranged in three sections:
• Recommendations on the use of TAs in everyday classroom contexts Summary of recommendations
• Recommendations on TAs delivering structured interventions out of class 1 2
• Recommendations on linking learning from work led by teachers and TAs.
one
Overleaf is a full summary of our recommendations. two
three
four
five
RECOMMENDATION I
RECOMMENDATION II
RECOMMENDATION III
RECOMMENDATION IV
six
RECOMMENDATION V
RECOMMENDATION VI
seven
RECOMMENDATION VII
eight
nine
Click here for printable PDF
Education Endowment Foundation 2 3 TA Guidance ReportE ducation
see see
see
section
section
six
section
seven
E ndowment
five
RECOMMENDATIONS ON THE USE
RECOMMENDATIONS F oundatio n
RECOMMENDATIONS ON THE USE OF TEACHING ON LINKING LEARNING
OF TEACHING ASSISTANTS IN DELIVERING
ASSISTANTS IN EVERYDAY CLASSROOM CONTEXTS FROM WORK LED BY
STRUCTURED INTERVENTIONS OUT OF CLASS
TEACHERS AND TAs
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I II III IV V VI VII contents
TAs should Use TAs to add Use TAs to help Ensure TAs are Use TAs to Adopt evidence-based Ensure explicit connections Summary of recommendations
not be used value to what pupils develop fully prepared deliver high- interventions to support are made between learning
as an informal teachers do, not independent for their role in quality one-to- TAs in their small group and from everyday classroom 1 2
teaching replace them learning skills the classroom one and small one-to-one instruction teaching and structured one
resource for low- and manage group support interventions
attaining pupils If TAs have a direct their own Schools should provide using structured Schools should use structured
instructional role learning sufficient time for TA interventions interventions with reliable evidence Interventions are often quite separate two
The evidence on TA it is important training and for of effectiveness. There are presently from classroom activities. Lack of time
deployment suggests they supplement, teachers and TAs to only a handful of programmes in for teachers and TAs to liaise allows
rather than replace, New research has meet out of class to Research on TAs the UK for which there is a secure three
schools have drifted shown that improving delivering targeted relatively little connection between
into a situation in the teacher – the enable the necessary evidence base, so if schools what pupils experience in, and away,
expectation should be the nature and lesson preparation interventions in are using programmes that are
which TAs are often quality of TAs’ talk to one-to-one or small from, the classroom. The key is to four
used as an informal that the needs of all and feedback. ‘unproven’, they should try and ensure that learning in interventions
pupils are addressed, pupils can support group settings shows replicate some common elements
instructional resource the development a consistent impact is consistent with, and extends, work
for pupils in most first and foremost, Creative ways of of effective interventions: inside the classroom and that pupils
through high quality of independent ensuring teachers and on attainment of
need. Although this learning skills, which approximately three understand the links between them. It five
has happened with classroom teaching. TAs have time to meet • Sessions are often brief (20– should not be assumed that pupils can
are associated with include adjusting TAs’ to four additional 50mins), occur regularly (3–5 times RECOMMENDATION I
the best of intentions, improved learning months’ progress consistently identify and make sense
Schools should try and working hours (start per week) and are maintained over of these links on their own. RECOMMENDATION II
this evidence suggests outcomes. TAs (effect size 0.2–0.3). RECOMMENDATION III
that the status quo is organise staff so that early, finish early), a sustained period (8–20 weeks).
the pupils who struggle should, for example, using assembly time Crucially, these Careful timetabling is in place to RECOMMENDATION IV
no longer an option. be trained to avoid positive effects are
School leaders most have as much and having TAs join enable this consistent delivery
time with the teacher prioritising task teachers for (part of) only observed when
should systematically completion and TAs work in structured
review the roles of as others. Breaking Planning, Preparation • TAs receive extensive training six
away from a model of instead concentrate and Assessment settings with high- from experienced trainers and/
both teachers and on helping pupils quality support
TAs and take a wider deployment where (PPA) time. or teachers (5–30 hours per RECOMMENDATION V
develop ownership and training. When
view of how TAs can TAs are assigned to
of tasks. TAs are deployed
intervention) RECOMMENDATION VI
support learning and specific pupils for long During lesson
periods requires more preparation time in more informal, • The intervention has structured
improve attainment unsupported
throughout the school. strategic approaches ensure TAs have supporting resources and lesson
to classroom the essential ‘need instructional roles, plans, with clear objectives seven
organisation. to knows’: they can impact
negatively on pupils’ RECOMMENDATION VII
• TAs closely follow the plan and
Where TAs are working • Concepts, facts, learning outcomes. structure of the intervention
individually with low- information being
attaining pupils the taught • Assessments are used to identify eight
focus should be on appropriate pupils, guide areas
retaining access to • Skills to be learned, for focus and track pupil progress.
high-quality teaching, applied, practised Effective interventions ensure the nine
for example by or extended right support is being provided to
delivering brief, but the right child
intensive, structured • Intended learning
interventions. outcomes • Connections are made between
the out-of-class learning in the
• Expected/required intervention and classroom
feedback. teaching (see Recommendation vii). Click here for printable PDF
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1.1 1.2 1.3
What is this guidance for? Who is this guidance for? Using this guidance
This EEF Guidance Report is designed This guidance is aimed primarily at This guidance highlights the need previous next
to provide practical, evidence-based headteachers and other members of for careful planning when rethinking
guidance to help primary and secondary the Senior Leadership Team (SLT) in the use of TAs, taking into account
schools make the best use of teaching both primary and secondary schools. the local context as well as the wider
assistants1 (TAs). It contains seven Research suggests that rethinking the evidence base. There is no ‘one size fits
one
recommendations, based on the role of TAs is much more likely to be all’ solution; as a school, you will need contents
latest research examining the use of successful if senior leaders coordinate to arrive at solutions that draw on the
TAs in classrooms. action, given their responsibility for research and apply them appropriately
managing change at school level and within your context. At the same Summary of recommendations
The guidance draws predominately making decisions on staff employment time, it is important to consider the
on studies that feed into the Teaching and deployment. As Special recommendations carefully and how
and Learning Toolkit, produced by the Educational Needs Coordinators faithfully and consistently they are one
Education Endowment Foundation (SENCos) often play an important role applied in your school. Introduction
in collaboration with the Sutton Trust in coordinating TAs, it is recommended
and Durham University [1]. Key studies they are included in this process. Inevitably, change takes time, and we
include new findings from EEF-funded School governors should also find the recommend taking at least two terms two
evaluations and the Deployment and guidance helpful in supporting the to plan, develop and pilot strategies on
Impact of Teaching Assistants (DISS) SLT with the deployment of staff and a small scale at first, before rolling out
research programme [2]. As such, it is resources across the school. While the new practices across the school. Gather three
not a new study in itself, but rather is guidance draws primarily on research support for change across the school
intended as an accessible overview of conducted in mainstream settings, it is and set aside regular time throughout the
existing research with clear, actionable anticipated that it will also be relevant year to focus on this project and review four
guidance. Although the evidence base to special schools. progress.
is still developing around TAs, there is
an emerging picture from the research Class teachers should also find this Section 8. Acting on the Evidence, five
about how best to deploy, train and guidance useful, as they have the suggests a range of strategies and tools
support them to improve learning day-to-day responsibility for deciding that you might find helpful in planning, RECOMMENDATION I
Introduction
outcomes for pupils. how to make the most effective use structuring and delivering a whole- RECOMMENDATION II
of the TAs with whom they work. school approach to improving the use of RECOMMENDATION III
The guidance begins by summarising Finally, although this guidance is not teaching assistants. RECOMMENDATION IV
the way in which TAs are typically used specifically intended for TAs it is hoped
in English schools, with ‘key findings’ they will also find it of relevance and
drawn from the latest research. This is interest, given they are often directly
followed by seven recommendations involved in the change process. 1
In line with common usage, we use the term six
to guide schools in maximising the ‘teaching assistant’ (TA) to cover equivalent
classroom- and pupil-based paraprofessional RECOMMENDATION V
impact of TAs. These are arranged in RECOMMENDATION VI
three sections: a) recommendations on roles, such as ‘learning support assistant’ and
‘classroom assistant’. We also include ‘higher
the use of TAs in everyday classroom level teaching assistants’ in this definition.
contexts; b) recommendations on TAs
delivering structured interventions out seven
of class; and c) recommendations in
linking learning in everyday classroom RECOMMENDATION VII
contexts and structured interventions.
Each of the recommendations contains
information on the relevant research and eight
the implications for practice. At the end
of the guidance there are some ideas and
strategies on how schools might act on nine
the evidence.
As well as presenting a snapshot of
the current evidence, the report also
highlights where further research is
needed (see Boxes 1 and 3). Details of the
approach used to develop the guidance Click here for printable PDF
are available in Section 9, ‘How has this
guidance been compiled?’
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While the proportion of teachers in mainstream schools in
England has remained relatively steady over the last decade or
so, the proportion of full-time equivalent TAs has more than
trebled since 2000: from 79,000 to 243,700.
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two
contents
2.1 Summary of recommendations
The rise and rise of TAs one
While the number of teachers in A key reason for increasing the number A combination of these factors two
mainstream schools in England has of TAs was to help deal with problems means that schools now spend
remained relatively steady over the last with teacher workloads. In 2003, the approximately £4.4 billion each Background
decade or so, the number of full-time government introduced The National year on TAs, corresponding to
equivalent TAs has more than trebled Agreement to help raise pupil standards 13% of the education budget. This
since 2000: from 79,000 to 243,700 and tackle excessive teacher workload, in presents an excellent opportunity for three
[3]. Presently, a quarter of the workforce large part via new and expanded support improvements in practice, with such a
in mainstream schools in England is roles and responsibilities for TAs and large and already committed resource
comprised of TAs: 34% of the primary other support staff. in place. The recommendations in four
workforce, and 15% of the secondary this guidance recognise the fact that
school workforce. On the basis of The growth in the numbers of TAs schools are operating within already
headcount data, there are currently has also been driven by the push for tight budgets; however, noticeable
more TAs in English nursery and primary greater inclusion of pupils with special improvements in pupil outcomes can five
schools than teachers: 257,300 vs. educational needs and disabilities (SEND) be made through the thoughtful use of
RECOMMENDATION I
Background context
242,3002. About 15% of TAs in publicly into mainstream schools, with TAs existing resources, without significant RECOMMENDATION II
funded schools have higher-level teaching often providing the key means by which additional expenditure. RECOMMENDATION III
assistant (HLTA) status. inclusion is facilitated. Given that SEN RECOMMENDATION IV
pupils and low-attaining pupils are more
likely to claim Free School Meals (FSM)3,
TAs also work more closely with pupils 2
In secondary schools, the headcount ratio
from low-income backgrounds. Indeed, is roughly one TA to every three teachers. The six
expenditure on TAs is one of the most size of the workforce can be explained by the
common uses of the Pupil Premium in fact that 92% of nursery/primary TAs work RECOMMENDATION V
primary schools, a government initiative
part-time, compared to 24% of teachers. RECOMMENDATION VI
that assigns funding to schools in 3
30% of pupils with special educational needs
proportion to the number of pupils also claim Free School Meals.
on FSM [4]. seven
RECOMMENDATION VII
eight
nine
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There is emerging evidence that TAs can provide
noticeable improvements to pupil attainment.
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three
contents
3.1 Summary of recommendations
What is the impact of TAs on one
pupils’ academic attainment?
two
Key finding – The typical
deployment and use of
three
TAs, under everyday
conditions, is not leading What is the typical impact of
TAs in the classroom?
to improvements in
academic outcomes
1 2
The largest and most detailed study The results were striking: 16 of the 21 Importantly, these scenarios hide a
investigating the deployment and results were in a negative direction and range of findings. As we shall see, there is four
impact of TAs in schools to date is the there were no positive effects of TA emerging evidence that TAs can provide
Deployment and Impact of Support Staff support for any subject or for any year noticeable improvements to pupil
(DISS) project, conducted between 2003 group. Those pupils receiving the most attainment. Here, TAs are working well
What is the typical impact and 2008 in UK schools [2]. The analysis
studied the effects of the amount of TA
support from TAs made less progress
than similar pupils who received little
alongside teachers in providing excellent
complementary learning support,
five
RECOMMENDATION I
of TAs in schools?
support – based on teacher estimates of or no support from TAs. There was also although, importantly, this is happening in
TA support and systematic observations evidence that the negative impact was a minority of classrooms and schools4. RECOMMENDATION II
– on 8,200 pupils’ academic progress in most marked for pupils with the highest RECOMMENDATION III
English, mathematics and science. Two levels of SEN, who, as discussed, typically RECOMMENDATION IV
cohorts of pupils in seven age groups in receive the most TA support.
mainstream schools were tracked over 4
The DISS study was completed in 2008.
one year each. Other factors known to Other research exploring the impact Although there is no exact comparison
available, experience and evidence gained
six
affect progress (and the allocation of of TAs in everyday classroom contexts
during the more recent Effective Deployment
TA support) were taken into account in supports these findings. In the US,
of Teaching Assistants (EDTA) and Making
RECOMMENDATION V
the analysis, including pupils’ SEN status, evidence from the Tennessee Student a Statement (MAST) studies, conducted
RECOMMENDATION VI
prior attainment, eligibility for Free School Teacher Achievement Ratio (STAR) between 2010 and 2013, suggests the use of
Meals, English as an Additional Language project found there was no beneficial TAs has not changed substantially since then.
and deprivation. effect on pupil attainment of having a
‘teacher aide’ in kindergarten to Grade seven
3 classes (equivalent of Years 1–4)[5]. RECOMMENDATION VII
In other UK studies, pupils with SEN
assigned to TAs for support have been
shown to make less progress than their
unsupported peers, in both literacy and eight
maths [6,7].
nine
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3.2 3.3
What is the impact of TAs on What is the impact of TAs on
pupil behaviour, motivation and teachers and teaching?
approaches to learning? previous next
Key finding – TAs help ease
Key finding – There is mixed teacher workload and stress,
evidence to support the reduce classroom disruption
view that TA support has and allow teachers more time contents
a positive impact on ‘soft’ to teach
outcomes. Some evidence
Summary of recommendations
suggests TA support may
increase dependency
one
Teachers report that assigning TAs to The DISS project examined the effect of Although the effects of TAs on pupils’
particular pupils for individual support – the amount of TA support on eight scales academic learning are worrying, it is
usually those with problems connected representing ‘Positive Approaches to worth noting that there is good evidence two
to learning, behaviour or attention – helps Learning’ (PAL), that is: distractibility; task that delegating routine administrative
them develop confidence and motivation, confidence; motivation; disruptiveness; tasks to TAs frees teachers up to focus three
good working habits and the willingness independence; relationships with other more time on the core functions of
to finish a task [2]. Other research has pupils; completion of assigned work; and teaching – such as planning, assessment What is the typical impact of
identified the benefits of TAs more in following instructions from adults. The and time spent in class [2,11]. Benefits are TAs in the classroom?
terms of the range of learning experiences results showed little evidence that the also found in terms of reducing workload
provided and the effects on pupil
motivation, confidence and self-esteem,
amount of support pupils received from
TAs over a school year improved these
and improving teachers’ perceptions of
stress and job satisfaction [2].
1 2
and less in terms of pupil progress [8]. dimensions, except for those in Year 9
(13–14-year-olds), where there was a clear Teachers are largely positive about four
On the other hand, there are concerns positive effect of TA support across all the contribution of TAs in classrooms,
that TAs can encourage dependency, eight PAL outcomes. reporting that increased attention and
because they prioritise task completion support for learning for those pupils
five
rather than encouraging pupils to think Nevertheless, the evidence on the impact who struggle most has a direct impact
for themselves [9]. Taken further, it of TAs on non-academic outcomes is thin on their learning, and an indirect effect RECOMMENDATION I
has been argued that over-reliance on and largely based on impressionistic data. on the learning of the rest of the class RECOMMENDATION II
one-to-one TA support leads to a wide This balance between a TA’s contribution [2]. Results from observations made RECOMMENDATION III
range of detrimental effects on pupils, in to academic and non-academic as part of the DISS project confirm RECOMMENDATION IV
terms of interference with ownership and outcomes needs more attention (see Box teachers’ views that TAs had a positive
responsibility for learning, and separation 1, What research is there on the use of TAs effect in terms of reducing disruption
from classmates [10]. in everyday classroom contexts?). and allowing more time for teachers
to teach [2]. six
RECOMMENDATION V
RECOMMENDATION VI
seven
RECOMMENDATION VII
eight
nine
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In order to understand the impact of TAs on pupils’ learning outcomes it is important to look at how they are currently being used
in schools. F oundatio n
The DISS project revealed ambiguity and variation in the way TAs are used both within and between schools. In one sense TAs can
help pupils indirectly, by assisting the school to enhance teaching (e.g. by taking on teachers’ administrative duties), but as we shall
see, many TAs also have a direct teaching role, interacting daily with pupils (mainly those with learning and behavioural needs),
supplementing teacher input and providing one-to-one and small group support.
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Simply put, research suggests it is the decisions made about TAs by school leaders and teachers, not decisions made by TAs, that
best explain the effects of TA support in the classroom on pupil progress. In other words, don’t blame TAs!
4.1 4.2 4.3
four
contents
Key finding – TAs spend Key finding – TAs tend to be more Key finding – TAs are not Summary of recommendations
the majority of their time concerned with task completion adequately prepared for
in an informal instructional and less concerned with their role in classrooms one
role supporting pupils with developing understanding and have little time for
most need liaison with teachers two
A striking finding from the DISS study Previous studies have suggested a There was clear evidence from the DISS
was the observation that the majority of number of positive features regarding the project that TAs frequently come into three
TAs spent most of their time working in nature and quality of TAs’ interactions their role unprepared, both in terms of
a direct, but informal, instructional role with pupils: interactions are less formal background training and day-to-day
with pupils on a small group and one- and more personalised than teacher- preparation. There are no specific four
to-one basis (both inside and outside of to-pupil talk; they aid pupil engagement; entry qualifications for TAs and many How are TAs currently being
the classroom). Results were also clear help to keep them on-task; and allow do not receive any induction training. used in schools?cts
about which pupils TAs worked with. TA access to immediate support and TAs also have different levels of formal
support was principally for pupils failing differentiation [14]. However, other qualifications when compared with
to make expected levels of progress, research has highlighted the unintended teachers; the majority of TAs, for example,
or those identified as having a Special consequences of high amounts of TA do not have an undergraduate degree five
Educational Need (SEN). TAs hardly support (see Section 3.2 above) [10]. [2]. This level of training is important
RECOMMENDATION I
How are TAs currently being used in schools?
ever supported average or higher- considering their common deployment
attaining pupils. Evidence from classroom recordings as ‘primary educators’ for low-attaining RECOMMENDATION II
RECOMMENDATION III
Explaining the effects of TA support on learning
made during the DISS project revealed and SEN pupils. It is often argued – quite
RECOMMENDATION IV
Although this arrangement is often that the quality of instruction pupils sensibly – that TAs’ qualifications should
seen as beneficial for the pupils and the received from TAs was markedly lower make a difference to pupil outcomes,
outcomes teacher – because the pupils in need
receive more attention, while the teacher
compared to that provided by the
teacher. TAs tended to close talk down
but there is no evidence that this is the
case [16,17,18]. Schools still need to think six
can concentrate on the rest of the class and ‘spoon-feed’ answers [14,15]. Over more strategically about TA deployment
– the consequence of this arrangement time, this can limit understanding, weaken to make the most of individuals’ RECOMMENDATION V
is a ‘separation’ effect. As a result of high pupils’ sense of control over their learning qualifications and skills. RECOMMENDATION VI
amounts of (sometimes, near-constant) and reduce their capacity to develop
TA support, pupils with the highest level independent learning skills. On a day-to-day level, the DISS project
of SEN spend less time in whole-class results revealed clear concerns about
seven
teaching, less time with the teacher, how TAs are prepared to support pupil
and have fewer opportunities for peer learning. The vast majority of teachers RECOMMENDATION VII
interaction, compared with non-SEN (especially secondary teachers) reported
pupils [12,13]. having no allocated planning or feedback
time with the TAs they worked with and no
The net result of this deployment is that training in relation to managing, organising eight
TAs in mainstream schools regularly or working with TAs.
adopt the status of ‘primary educator’ for
pupils in most need. Communication between teachers and nine
TAs is largely ad hoc, taking place during
lesson changeovers and before and
after school. As such, conversations rely
on the goodwill of TAs. Many TAs report
feeling underprepared for the tasks they
are given. They ‘went into lessons blind’ Click here for printable PDF
and had to ‘tune in’ to the teacher’s
delivery in order to pick up vital subject
and pedagogical knowledge, tasks and
instructions [2].
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F oundatio n
The research outlined above suggests that the ways in which TAs are often used in schools do not represent a sound educational
approach for low-attaining pupils or those with SEN. Indeed, it has led to questions about the overall cost-effectiveness of employing
TAs in schools. Encouragingly, research is showing that schools can make relatively straightforward changes that enable TAs to work
much more effectively, in ways that can have a potentially transformative effect on pupil outcomes.
The recommended strategies outlined in this section focus on maximising the use of TAs in everyday classroom contexts.
They are based heavily on follow-on studies from the DISS project, in particular the Effective Deployment of Teaching Assistants previous next
(EDTA) project, which worked with schools to develop alternative ways of using TAs that worked for both staff and pupils,
and dealt with the challenges identified above [19]. Further information on this research is available in Box 1, What evidence
is there on the use of TAs in everyday classroom contexts?
five
contents
5.1 Summary of recommendations
Recommendation I – TAs should not be used as an informal one
teaching resource for low-attaining pupils
two
Addressing the current A key conclusion arising from the One central issue facing school
situation is a school leadership evidence on TA deployment is that they leaders is to determine the
are often used as an informal teaching appropriate pedagogical role for TAs, three
issue. School leaders must resource for pupils in most need. Though relative to teachers. If the expectation
rigorously define the role of TAs this has happened with the best of is that TAs have an instructional
and consider their contribution intentions, the status quo in terms of teaching role it is important they are four
in relation to the drive for whole TA deployment is no longer an option. trained and supported to make this
school improvement. Addressing the current situation is a expectation achievable. There may
school leadership issue. School leaders also be a case for some TAs to have a five
should rigorously define the role of full or partial role in non-pedagogical
TAs and consider their contribution in activities, such as easing teachers’ Evidence-based guidance on
relation to the drive for whole-school administrative workload or helping the effective use of TAs under
improvement. These decisions on pupils to develop soft skills. Ultimately, everyday classroom conditions
Evidence-based guidance on the
deployment are the starting point from the needs of the pupils must drive
which all other decisions about TAs flow. decisions around TA deployment. RECOMMENDATION I
effective use of TAs under everyday classroom
RECOMMENDATION II
Crucially, the starting point is to ensure It might be that the roles of some TAs RECOMMENDATION III
low-attaining pupils and those with SEN need to change wholly or in part. This
conditions
RECOMMENDATION IV
receive high quality teaching, as the is why a thorough audit of current
evidence shows that it is these children arrangements is advised to define the
who are most disadvantaged by current point from which each school starts, and
arrangements. School leaders should the goals of reform. Section 8, Acting six
not view the process of rethinking on the Evidence outlines a number of
their TA workforce as a substitute for tools and strategies that schools have RECOMMENDATION V
addressing the overall provision made successfully used to review the use of TAs RECOMMENDATION VI
for disadvantaged pupils, lower-attainers and develop more effective practices.
and those with SEN. The expectation
should be that the needs of all pupils seven
must be addressed, first and foremost,
through excellent classroom teaching. RECOMMENDATION VII
eight
nine
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5.2 5.3 Figure 1. TA teaching strategies that encourage and inhibit independent learning
Recommendation II – Use TAs
to add value to what teachers do,
Recommendation III – Use TAs to
help pupils develop independent
AVOID ENCOURAGE
not replace them learning skills and manage their Providing right previous next
Prioritising task
own learning amount of support at
completion
right time
If TAs are to play a direct instructional Schools in the EDTA project explored how ‘Stereo- Pupils to be
role, it is important to ensure they TAs can help all pupils develop essential Not allowing pupils Pupils retaining
teaching’ (repeating comfortable
supplement, rather than replace, the skills underpinning learning, such as enough thinking and Use of open- responsibility for contents
response time verbatim what the taking risks with
teacher. Schools can mitigate ‘separation self-scaffolding: encouraging pupils to ended questions their learning
teacher says) their learning
effects’ by ensuring the pupils who ask themselves questions that help them
Summary of recommendations
struggle most have no less time with the get better at managing their learning.
teacher than others. Rather than deploy Recent research shows that improving High use of Over-prompting and Giving the least
TAs in ways that replace the teacher, TAs the nature and quality of TAs’ talk to closed questions spoon-feeding amount of help first to one
can be used to enable teachers to work pupils can support the development of support pupils’ ownership of
more with lower-attaining pupils and independent learning skills [20], which task
those with SEN. are associated with improved learning two
outcomes [1]. Figure 1 shows a range of
Breaking away from a model of ways in which TAs can inhibit, as well as
deployment where TAs are assigned encourage, pupils’ independent learning three
to specific pupils for long periods skills. An example of a simple questioning
requires more strategic approaches to matrix to help TAs structure open and four
classroom organisation. For example, closed questions is shown in Figure 2.
setting up the classroom in such a way
that on day one, the teacher works Whole-class initiatives and teaching
with one group, the TA with another, methods need to be understood and Figure 2. A framework that TAs can use for more effective questioning five
and the other groups complete tasks supported by all staff. If a specific
collaboratively or independently. Then, pedagogy is being used, such as Evidence-based guidance on
the effective use of TAs under
Complexity
on day two, the adults and activities formative assessment or cooperative
rotate, and so on through the week. In learning, TAs should be trained so they
everyday classroom conditions
this way, all pupils receive equal time fully understand the principles of the
working with the teacher, the TA, each approach and the techniques required
RECOMMENDATION I
other and under their own direction. to apply it. RECOMMENDATION II
Is... Did... Can... Would... Will... Might... RECOMMENDATION III
Teachers also need to give thought to RECOMMENDATION IV
how to make TAs a more visible part
of teaching during their whole-class
Complexity
delivery, for example by using them to
scribe answers on the whiteboard, or to Who six
demonstrate equipment. This can help
RECOMMENDATION V
the teacher maintain eye contact with RECOMMENDATION VI
the class.
What
Where TAs do work with pupils individually
or in groups, it is essential that they seven
are equipped with the skills to support
learning, consistent with the teachers’ Where RECOMMENDATION VII
intentions (see Recommendation III).
When eight
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Why
How
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contents
5.4 Box 1. Evidence Summary Summary of recommendations
Recommendation IV – Ensure What evidence is there on the use of TAs in everyday classroom contexts? one
that TAs are fully prepared for Much of the research investigating the use of TAs in everyday classroom environments is small-scale and describes what TAs
their role in the classroom do in the classroom. Almost all of it has at least some focus on how TAs are employed and deployed to facilitate the inclusion two
of children with SEN [21,22,23]. Early research looked at teamwork between teachers and other adults, such as parent-helpers
Finding extra time within schools is, and TAs [24,25], and led to a useful collaborative study with schools on alternative ways of organising classrooms [26]. Both the
of course, never easy. Nevertheless, Table 1. Changes made by schools to help TA preparedness qualitative and quantitative work on impact relies principally on impressionistic data from school staff. three
without adequate out-of-class liaison
it is difficult for teachers and TAs Findings from large-scale systematic analyses investigating the effects of TAs on learning outcomes challenge the assumption
to work in the complementary way ENSURE TAs HAVE THE four
that there are unqualified benefits from TA support. Experimental studies are rare, but one in the USA found no differences in
described above. TEACHER–TA LIAISON LESSON PLAN ‘NEED TO KNOWS’ the outcomes for pupils in classes with TAs present [5]. Longitudinal research in the UK has produced similar results [16].
IN ADVANCE
In the EDTA project, schools found Secondary analyses of school expenditure have suggested the expenditure on TAs is positively correlated with improved five
creative ways to ensure teachers and TAs Adjust TAs’ working hours: start early, Concepts, facts, information
finish early being taught academic outcomes [27,28]. However, these analyses of TA impact do not adequately rule out the possibility that other school
had time to meet, improving the quality factors might explain the correlations found, and the conclusions drawn are not supported by the evidence collected; in Evidence-based guidance on
of lesson preparation and feedback [19]. particular they do not include data on what actually happens in classrooms. the effective use of TAs under
Skills to be learned, applied, practised everyday classroom conditions
For example, headteachers changed TAs’ Timetabling: use assembly time
or extended
hours of work so that they started and The largest and most in-depth study ever carried out on the use and impact of TA support in everyday classroom
finished their day earlier, thereby creating environments is the multi-method DISS project [2]. Unlike previous studies, it linked what TAs actually do in classrooms
RECOMMENDATION I
TAs join teachers for (part of)
essential liaison time before school. Table Intended learning outcomes to effects on pupil progress. The DISS project critically examined the relationship between TA support and the academic RECOMMENDATION II
PPA time
1 summarises a range of strategies that progress of 8,200 pupils, and put forward a coherent explanation for the negative relationship found on the basis of careful RECOMMENDATION III
schools have used to enable teacher–TA SLT set expectations for how liaison analyses of multiple forms of data collected in classrooms (see Section 3.1). The findings have been referred to throughout RECOMMENDATION IV
interactions out of class, as well as some Expected/required feedback
time is used this guidance.
key ‘need to knows’ for TAs in advance
of lessons. Since then, there has been good observational evidence from the Effective Deployment of Teaching Assistants (EDTA)
demonstrating the positive impact on school and classroom processes made as a result of making changes consistent with six
the recommendations outlined in this guidance [19]. The underlying model has been subjected to professional validation
RECOMMENDATION V
through collaborative work with schools via the EDTA project and the school improvement programme this led to, called RECOMMENDATION VI
Maximising the Impact of Teaching Assistants (MITA). Nevertheless, a large-scale experimental evaluation is needed to fully
test the extent to which reforming TA deployment, practice and preparation can improve pupil attainment.
Other useful further research would include systematically exploring how support from TAs affects the development of pupils’ seven
‘soft skills’ and the consequent impact on pupil attainment.
RECOMMENDATION VII
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contents
6.1 6.2 Summary of recommendations
What is the impact of using TAs How does this compare with one
to provide one-to-one or small group other forms of intensive instructional
intensive support using structured support? two
interventions?
The average impact of TAs delivering
structured interventions is, perhaps three
Recommendation V – Use TAs
unsurprisingly, less than that for
to deliver high-quality one-to- interventions using experienced
one and small group support four
qualified teachers, which typically
using structured interventions provide around six additional months’
progress per year [1]. However, these
The area of research showing the teacher-led interventions tend to be five
strongest evidence for TAs having a expensive, requiring additional, and often
positive impact on pupil attainment specialist, staff. TA-led interventions RECOMMENDATION I
focuses on their role in delivering typically produce better outcomes than RECOMMENDATION II
structured interventions in one-to-one or volunteers when delivering interventions RECOMMENDATION III
Evidence-based guidance on the effective small group settings. (typically one to two months’ additional
RECOMMENDATION IV
progress), although both these groups
use of TAs in delivering structured interventions
This research shows a consistent benefit significantly from training and
impact on attainment of approximately ongoing coaching [29,30]. Further six
out of class
three to four additional months’ information on the research conducted
progress over an academic year (effect on TA-led interventions is available in Box Evidence-based guidance
size 0.2–0.3) [1,29,30]. This can be seen 3 overleaf. on the effective use of TAs
as a moderate effect. in delivering structured
The positive effects seen for TAs interventions out of class
Crucially, these positive effects are only delivering structured interventions
observed when TAs work in structured challenges the idea that only certified RECOMMENDATION V
settings with high-quality support and RECOMMENDATION VI
teachers can provide effective one-to-
training. When TAs are used in more one or small group support.
The area of research informal, unsupported instructional
showing the strongest roles, we see little or no impact on pupil
evidence for TAs having a outcomes (see Section 3.1 What is the seven
positive impact on pupil impact of TAs on pupils’ academic RECOMMENDATION VII
attainment focuses on attainment?) [2]. This suggests that
schools should consider using well-
their role in delivering structured interventions with reliable
structured interventions in evidence of effectiveness. Characteristics eight
one-to-one or small group of effective interventions are discussed
settings. below (see Section 6.3).
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6.3
Recommendation VI –
Adopt evidence-based
interventions to support previous next
TAs in their small group and
one-to-one instruction
When considering the use of TAs • Sessions are often brief (20–50mins), Examples of evidence-based
to deliver structured interventions occur regularly (3–5 times per week) interventions available in the UK include Box 3. Evidence Summary contents
Box 2. Switch-on Reading
it is important to think about which and are maintained over a sustained Catch Up Numeracy, Catch Up Literacy,
intervention programme is being used period (8–20 weeks). Careful Reading Intervention Programme, Talk for Switch-on Reading is an intensive Summary of recommendations
and how it is being delivered. timetabling is in place to enable Literacy, and Switch-on Reading (see Box What research has been conducted on TAs delivering small group
one-to-one literacy intervention for
As discussed, the key difference between consistent delivery 2 on Switch-on Reading). Details of all EEF children in Year 7 who are struggling
and one-to-one interventions?
effective and less effective use of TAs in projects involving TA-led interventions, one
with literacy (not reaching Level The research investigating TAs delivering interventions is small but growing: in
providing intensive support is the amount • TAs receive extensive training from including the latest evaluation findings, 4 at Key Stage 2). It is delivered by
and type of training, coaching and support experienced trainers and/or teachers can be found at the EEF website: http:// the Teaching and Learning Toolkit, there are 19 studies (80% of the total studies
TAs who have been trained in the relating to TAs) [1]. Nevertheless, most of these studies are small scale, typically two
provided by the school. In this sense, (5–30 hours per intervention) educationendowmentfoundation.org.uk/ approach and contains phonics
evidence-based interventions provide toolkit/teaching-assistants/ involving 30 to 200 pupils. The majority of this research has been conducted
and reading comprehension internationally [29,30]; however, the emerging findings from UK evaluations are
a means of aiding consistent and high- • The intervention has structured components. The programme three
quality delivery. supporting resources and lesson plans, consistent with the international picture. More research has been conducted
involves brief (20-mins) reading on literacy interventions than for mathematics, although positive impacts are
with clear objectives and possibly a sessions, taking place out of class, observed for both.
At present there are only a handful of delivery script daily for a 10-week period. four
programmes in the UK for which there
is secure evidence of effectiveness. • Ensure there is fidelity to the programme Although the majority of TA-delivered interventions showing positive effects
Switch-on Reading was involve one-to-one instruction, small group approaches also show promise,
If your school is using, or considering, and do not depart from suggested independently evaluated using
programmes that are ‘unproven’ and delivery protocols. If it says deliver every with similar impacts observed compared to one-to-one interventions. Although five
a small-scale randomised further research is needed, this suggests it may be worth exploring small group
possibly unstructured, ensure they other day for 30 minutes to groups of no controlled trial involving 19 schools
include the common elements of more than four pupils, do this! interventions as a cost-effective alternative to delivery on a one-to-one basis. RECOMMENDATION I
in Nottinghamshire. On average, RECOMMENDATION II
effective interventions: pupils receiving the intervention RECOMMENDATION III
• Likewise, ensure TAs closely follow the An additional area for investigation is the long-term impact of TA-delivered
made three additional months’ interventions. Studies showing positive impacts on learning outcomes tend to RECOMMENDATION IV
plan and structure of the intervention, progress compared to similar
and use delivery scripts measure learning outcomes soon after the end of the intervention. We know less
pupils who worked with the TAs about how those immediate improvements translate into long-term learning
as normal. The approach also and performance on national tests. This is particularly relevant given that pupils’
• Assessments are used to identify appeared to be particularly six
appropriate pupils, guide areas for learning in interventions is not regularly connected to the wider curriculum and
effective for weak readers and learning in the classroom (see Section 7). Evidence-based guidance
focus and track pupil progress. Effective FSM pupils. The full evaluation
interventions ensure the right support is on the effective use of TAs
report is available at: www. in delivering structured
being provided to the right child educationendowmentfoundation. interventions out of class
org.uk/projects/switch-on-reading/
• Connections are made between the out- RECOMMENDATION V
of-class learning in the intervention and RECOMMENDATION VI
classroom teaching (see Section
7.1 below).
seven
RECOMMENDATION VII
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The key is to view the intervention from the pupils’ point of view, so when they return to lessons,
teachers can ask questions that help them apply, demonstrate and consolidate new learning.
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contents
7.1 Summary of recommendations
Recommendation VII – Ensure explicit connections are made between learning from everyday one
classroom teaching and structured interventions
two
Training TAs for specific interventions Pupils are typically withdrawn from In secondary schools, giving English and
does not, on its own, provide an answer class for interventions, so it should be a maths departments the responsibility
to the ineffective way in which TAs have prerequisite of any TA-led programme for coordinating the day-to-day roles of three
been found to be deployed in schools. that it at least compensates for time TAs will help ensure teachers have full
Previous research has indicated spent away from the teacher. Crucially, control of the variables they need to plan
concern over the extent to which this does not mean that we should pile effective provision. In primary schools, four
learning via a structured intervention the responsibility for pupils making teachers should be supported to
is related to the pupils’ broader accelerated progress onto TAs. The capitalise on TA-led learning by aligning
experiences of the curriculum. SEN Code of Practice makes it clear the content of strategically selected five
that ‘teachers are responsible and intervention programmes with wider
Interventions are often quite separate accountable for the progress and coverage of literacy and numeracy. RECOMMENDATION I
from classroom activities and the lack development of the pupils in their RECOMMENDATION II
of time for teachers and TAs to liaise class, including [our emphasis] where The key is to view the intervention RECOMMENDATION III
Integrating learning from everyday classroom
means there is relatively little connection pupils access support from teaching from the pupils’ point of view, so RECOMMENDATION IV
between what pupils experience in and assistants’ [31]. when they return to lessons, teachers
contexts and structured interventions
away from the classroom. This means can ask questions that help them
it can be left to the pupil to make links apply, demonstrate and consolidate
between the coverage of the intervention new learning. six
and the wider curriculum coverage back RECOMMENDATION V
in the classroom. Given that supported RECOMMENDATION VI
pupils are usually those who find
accessing learning difficult in the first
place, this presents a huge additional
challenge. The integration of the specific seven
intervention with the mainstream
curriculum is therefore vital. Integrating learning from work
led by teachers and TAs
RECOMMENDATION VII
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8.1
Planning a strategy to review the use
of TAs
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Development work with schools 4. Change is rolled out gradually, testing
has revealed several key principles ideas and winning support from staff
to successfully taking action on across the school. The initial team is
the recommendations in this extended to include a small group of
eight
guidance [19,32]: enthusiastic teachers and TAs in a contents
particular year group or subject who
1. The headteacher forms and leads are interested in working with research
a team of people with responsibility evidence and willing to test new Summary of recommendations
for managing the changes. This is strategies and feed back progress.
essential, as staffing and contractual one
issues inevitably feature in decision- Figure 3 shows a model for school
making and change cannot be improvement that SLTs have previously
sanctioned without the headteacher’s found useful in reviewing the current two
understanding and approval. use of TAs and guiding a process of
change. This should shape an action
2. This team schedules dedicated time plan for your school, which can then three
over the course of two or three terms act as a foundation for training and
for discussion, planning, decision- deploying staff. Importantly, training
four
making and action. Time is ringfenced should include supporting teachers in
for these discussions. how to work effectively with TAs.
3. A full audit of the current situation is five
conducted (see Figure 3 and [32]).
This includes: RECOMMENDATION I
RECOMMENDATION II
• Surveying staff (anonymously) Figure 3. A process of school improvement regarding the use of teaching assistants RECOMMENDATION III
Acting on the evidence for their views and experiences RECOMMENDATION IV
• TAs keeping a work diary to
obtain information on how they Review six
spend their week
RECOMMENDATION V
• Conducting observations RECOMMENDATION VI
and asking questions about
teachers’ decision-making
regarding TA deployment
Define role, seven
Provide training purpose &
• Making an effort to listen to TAs’ & preparation contribution
of TAs RECOMMENDATION VII
interactions with pupils
• A skills audit to collect
details of TAs’ qualifications, eight
certifications, training, Develop Acting on the evidence
experience, specialisms whole-school
practices
and talents
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8.2 8.3
Conduct an interventions Other helpful resources
‘health check’
previous next
When considering the use of TAs to deliver The Maximising the Impact of Teaching
structured interventions it is important Assistants (MITA) website contains
to think about which intervention is being auditing tools to help schools, details of
used and how it is being delivered. One courses and conferences, a blog and
thing you might consider is conducting downloadable papers and articles for contents
an interventions ‘health check’. Useful practitioners on the extensive research
questions to ask include: conducted at the UCL Institute of
Education, London. Summary of recommendations
• Are you using evidence-based
interventions? If so, are they being www.maximisingtas.co.uk one
used as intended, with the appropriate
guidance and training? Skills for Schools is an online guide to
careers, training and development in two
• Is appropriate planning provided for schools, developed and managed by
timetabling out-of-class sessions so UNISON. It contains useful information on
TAs complement classroom teaching? entry requirements for TAs, training and three
career development.
• What does your data show for those
four
pupils involved in intervention work? Is it http://www.skillsforschools.org.uk/roles_
in line with the expected progress from in_schools/teaching-assistant
the research and/or provided by the
programme developer? five
• Do your findings suggest that RECOMMENDATION I
training for TAs (and teachers) RECOMMENDATION II
needs to be refreshed? RECOMMENDATION III
RECOMMENDATION IV
• How effective are TAs and teachers
in reviewing work taking place in
intervention sessions and are links being six
made with general classroom work?
RECOMMENDATION V
• Is there designated time for RECOMMENDATION VI
teacher/TA liaison?
Details of all EEF projects involving TA-
led interventions, including the latest seven
evaluation findings, can be found at the
RECOMMENDATION VII
EEF website:
http://educationendowmentfoundation.
org.uk/toolkit/teaching-assistants/ eight
Acting on the evidence
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