Additional adults in the classroom

Maximising impact with an emphasis on value-added.

Photo by Lily Banse on Unsplash

Thoughts and musings

At the start of my teaching career, there was a common theme in the feedback box of my lesson observation form. It read something along the lines of ‘to deploy teaching assistant more effectively’. Now, I have always been a reflective learner. I value and seek out constructive feedback (and will always continue to do so) as I strive to learn and to improve my practice. This next step, though, left me flummoxed.

Firstly, I maintain that the relationship between the class teacher and their learning assistant(s) is one of the most complex. You have an age, experience and stage dynamic which can be rather unique. When I first started teaching, I was 22. I went straight from school to University and then directly into my first teaching post. In all honesty, I felt a little embarrassed to be ‘telling my teaching assistant what to do’ - which is how I had framed it in my mind. As my confidence and experience-levels grew, I met the next challenge. Teaching assistants, at my new school, who had been working there for a considerable amount of time and I therefore equated this to expertise. So once again, I was unsure of my right to be ‘ordering this person around’ (once again, my misplaced perception).

I am not certain that I had a secure understanding, upon completing my PGCE year, what ‘effective deployment’ looked like. When I attempted to seek this out in other classrooms, I would see much of the same model I was applying. Teaching assistants cutting up resources, laminating, sitting with the children who needed more support. I was a number of years in before I started to get it - and I think much of this redirection came from external pressures. I vividly remember a report being published which stated that the impact of teaching assistants vs the cost of employment did not tally up. Additional adult support ranked low on this scale of cost effectiveness and the spotlight was shining on how teaching assistants spent their time across the school day.

Now, I must say at this point that I have worked with some exceptionally talented people over my 15 years in education. I have learnt an incredible amount from all of the colleagues who I have been fortunate enough to work with, particularly through their ranging roles and life experiences. My thoughts and musings today are not centred around the capability of adults who are employed in additional roles in an education setting. It is also not to question the impact - as the research referred to above is exceptionally dated and the value of teaching assistants is celebrated and recognised, particularly in a recent DfE research report cited regularly in my forthcoming suggestions.¹ One of my favourite quotes in the 2024 report is:

‘As a result of the variety of roles that TAs perform, they are highly valued by leaders and teachers who report significant positive impacts at the pupil, teacher and school level. The view that TAs are essential to the classroom is particularly strong in primary schools.’

Research from the EEF² goes onto confirm that:

‘The EEF found TAs delivering targeted curriculum interventions to small groups or individual pupils (e.g. literacy or maths) can progress learners’ outcomes by five months (i.e. their progression is five months further along than it would be without TA support).’

Instead, I would like to explore and suggest ways in which one of the most valuable assets in our classrooms (a view which I strongly believe) are dynamically planned for, communicated explicitly with and motivated sufficiently. On a journey which I have engaged with fully (over the range of roles I have held in Middle Leadership and across the three countries in which I have worked) to consistently ensure I am planning for and considering my most appreciated resource in the classroom - my teaching assistant.

Ideas and practical suggestions

So, how can the roles and responsibilities of teaching assistants be planned for dynamically and value the impact which they have on the children in our care? Below are two suggestions which I hope can be actioned with minimal time spent preparing. Think of these more as a shift towards intentionality when planning learning experiences and considering the development journeys of your teaching assistants.

Before I launch in, I want to ensure that I have explicitly recognised that I understand many schools are under considerable financial strain and not all classes (or even Year Groups) have access to a designated teaching assistant. I also acknowledge that additional adults may be assigned, through funding, to support one particular child with an EHC plan and therefore are not necessarily able to be directed in the suggested ways. If this is the case for you, I do hope that there may be one or two takeaways from the ideas below that you feel may benefit your school setting, even if this is a slight shift in timetabling or a further exploration into individual experiences and motivations.

1. Dynamic learning design

I have written a few posts about approaching the planning of learning experiences in different ways (Flipping the learning, Carousel lessons, The joy of lesson planning, Student autonomy). Within these, I touch on how you may plan for an additional adult, if you are fortunate enough to have one present. I haven’t, however, pulled together these suggestions explicitly and therefore I would like to do so below.

• So, what might dynamic learning design include, which utilises the precious time of an additional adult to its full advantage and impact?

  • Firstly, a consideration for a name change. My whole career I had referred to these adults as teaching assistants, until recently. My last school setting used the term learning assistants and this felt like a game changer. Just a slight shift in semantics moves the encompassing roles away from the focus on the teacher’s needs to the children’s. Conversations (like the ones explored in my second suggestion) can then more fluidly and intentionally focus on the requirements of learning and the reason why we have all (hopefully) chosen to work in an educational establishment in the first place - the pupils.

  • Pre and post learning tasks. A traditional model for the role of a learning assistant (LA) may have been to have this adult sit and watch you teach the input (maybe with a directed child/group of children) and then to support a specified group in the input (most likely sat with them at a table). Now, I am not suggesting there won’t be times where this model is effective and required but for every lesson, this thinking is not dynamic enough. Can you look at your timetable and plan ahead so that your LA can take a group of children to do some pre-teaching ahead of a concept that you have already identified may be a little tricky? Or perhaps you would like to arm your learners with some greater depth thinking exploration of a concept which they are then ready to action ahead of an independent task. This works similarly for post-learning. As marking policies are (hopefully) lightening and becoming more child-centred than teacher-heavy, what are you doing with this valuable assessment? Are children having the opportunity to consolidate or stretch themselves further against this objective with another adult? Yes, it takes flexibility and some creative thinking to find suitable opportunities in the timetable - but I would argue this is worth it.

  • Working with… As shared above, when referencing a more traditional model, teaching assistants may have been more likely to always work with the children who require more support. The first flaw in this approach is the fact that surely it is the teacher who needs to often work with these children. They are the ones who have committed to a teacher training course and therefore have actively learnt knowledge and strategies about how children learn and why they may not be progressing. Your learning assistant should be empowered (more on this below) to work with all groups of children. This includes taking an active part in formative assessment in the classroom. If planning is shared in advance and scaffolds are shared by teachers to support independence, the role of the learning assistant is elevated. They can live mark work if they have the answers or know the expectations. They can also move learning on with specifically designed questions. Claire Gadsby’s book, ‘Dynamically Different Classrooms’ has a range of ideas for this, but one I love is the ‘Lucky Dip Bag’. The teacher or LA creates a range of questions (just on bits of paper) which either seek to consolidate or challenge an area of learning. During the lesson, the LA invites groups of children over to have a rummage in the bag. The children love it and the LA is at the centre of this learning. Win win.

  • Why ‘just’ the academics? During an Ofsted inspection a few years ago, I was told that the inspector was coming to observe my science lesson. Cue jelly legs and a touch of hyperventilating. My absolutely phenomenal learning assistant turned to me and said, “Shall I cancel the nurture group?” The nurture group didn’t usually take place in Science (we had a jig around for this week) however, a Thursday afternoon was when the children expected it. My LA and I had devised and planned for the group, together, as we had identified a number of children in the class who had a range of emotional needs which presented as a barrier to learning. We also recognised that school was perhaps the only outlet for these children to gain tools to support them in understanding their complex feelings. Every fibre in my being wanted my LA with me in that science lesson, but I knew how valued the nurture group was and how strongly I felt that the inspection team should be aware that emotional learning was just as valued as the academics - and my learning assistant was the perfect person to be leading this group.

  • Know your LA’s strengths and interests. This sounds like such an obvious point to make, however, you may gain a new learning assistant at the beginning of the year and we all know how it feels once the term begins - sometimes your feet don’t touch the ground! You may also focus conversations around the pastoral and chatty, how the weekend was, what you’re both having for tea etc. Also a valued area of chat. However, how much do you know about your LAs previous job roles or their hopes for their future careers? Do you know which subjects they feel most confident with? I had an exceptional LA who had a background in banking and a Science degree. She was so much more equipped to talk ‘real life’ in lessons where these skills were a focus. On many occasions, I would sit at a table with the kids and take my own notes as she added anecdotes or took a completely different approach to teaching a concept to one I would ever have come up with, having moved straight into the world of education. Plus, the children see that the teacher and the learning assistant are of equal value in the classroom. They are both there with the sole purpose of educating (and nurturing) the pupils in their care. Powerful stuff.

2. Investment in professional development

The word ‘investment’ has been used intentionally here as it implies a financial cost. However, this is not the type of investment I am referring to. In the 2024 DfE research report, ‘Use of teaching assistants in schools’ (referenced below) the EEF guidance³ identified:

‘Pedagogical evidence, largely from the EEF, shows that TA interventions can be among the most beneficial for pupil attainment, but only when TAs are well trained and properly used.’

This idea of ‘properly used’, which we have explored above also (I believe) comes down to the learning assistants own intrinsic motivations and how these are valued (and supported) by teachers and leaders.

Again, shared in the DfE research report:

‘Interest in learning is highest among those TAs new to the role as they are keen to develop – but leaders said they face challenges sourcing and paying for training. Professional development is typically restricted to free courses meaning hugely variable access and some leaders and TAs note there are limited opportunities for career progression. Those more experienced in the role are less interested in pursuing opportunities for professional development as they perceive that there are limited opportunities for progression both in terms of role and pay.’

There is no denying that schools can be time poor and financially challenged and with the best will in the world, providing learning assistants with training and additional pay for taking on further responsibilities can be exceptionally difficult. The following suggestions are built on the understanding between leaders, teachers and learning assistants, that when we are up against the tough administrative realities we have to all remember (and consistently come back to) what is best for the children. After all, committing to work in any school role is a choice.

• So, how can professional development opportunities be invested in when it can feel we are up against the odds?

  • Through appraisal. Another word, like ‘observation’, which may pick up a negative connotation depending on how it has been conducted. If the appraisal process feels like something that is being ‘done to’ a member of staff, they are likely to feel less invested. Also, depending on the different working backgrounds an adult may be coming from, it could also be seen as a ‘checking up’ method. When appraisal is actioned successfully, the process is personalised and empowering. Building on from my previous suggestion around strengths and interests, understanding these during appraisals strengthens opportunities for all. Once again, this can take a bit of creative thinking but if you know you have a LA with a background in banking (and a real passion for maths) is there a way that they can be directed differently across a school day? In terms of which lessons they support, intervention sessions (across Year Groups) which they could run, greater depth workshops that they could be responsible for. Plus, not only are they making a difference to the children but they are using skills which they are comfortable with. In terms of job satisfaction, isn’t this a plus? Fear and a lack of confidence can sometimes be masked in the lack of interest or generally ‘low vibe’ response to supporting a task or running an intervention group. Is it the leader’s responsibilities to open up conversations about this to find a more productive way?

  • Peer drop-ins. Once again, can cause a timetable headache. However, if only once a term, planned for in advance and with the teachers on-board (as this experience will benefit the LAs in the classroom in the long run). I was lucky enough to work with an inspiring Assistant Head recently, who had such a dynamic and creative view on professional learning. She coined the term ‘Green Light Lessons’ which was an organisational structure for teachers and LAs to drop-in and showcase best practice. In terms of moving learning forward, this was one of the most successful strategies I have ever been part of. Giving LAs the opportunity to see their peers (and their respective class teachers) in action produces such a powerful opportunity for reflection and conversation. Equally, when framed in the right way, LAs and their partner teachers having the opportunity to showcase a strategy that is working well in their learning environment (perhaps one of the focus points above) places LAs in the role of the expert. When tied in with a purposeful appraisal process, this is another plus for productive and personalised professional learning.

  • Self-directed learning. Once again, this does require time and forward planning. The same, aforementioned, Assistant Head created a professional learning platform with learning journeys directed at adults working in school and their associated pathways. On the platform were articles, videos and podcasts (she absolutely informed my way of sharing further learning on Substack!) Through this carefully considered curation, she pulled together a wealth of self-directed learning tasks which matched perfectly with identified needs. If forward-planning is actioned, and half-a-day in school can be put aside for LAs to work through a similar set of learning materials, the value added here can be exceptionally impactful. I would also suggest putting aside another chunk of time for groups of LAs to discuss their learning and actions. Adding a sense of community, perhaps chaired and organised by an identified leader, will not only show LAs that their learning is valued but also increase a sense of job satisfaction and longevity. Plus, they once again become expert, as they take their learning back to their respective class teachers and discuss ideas in which they envision implementing these ideas. Learning into action.

  • Clear communication. The greatest barrier to the development of LAs could well be through a lack of communication. Once again, I am keen to recognise that I understand how busy the school day can be. It is very likely that when communication has broken down it has not been intentional. However, sometimes a shift in this intentionality or putting structures into place which increases the opportunity for communication, is what is needed. My post ‘Writing by hand’ discusses the value of a handwritten note. Sometimes the lack of time for verbal communication is what can cause a barrier. Having a system where you and your LA can make notes on areas such as lesson content, assessment points or recommendations, can open that channel of communication.

Further suggested reading:

• Additional tools and prompt posters:

• Great Teaching Toolkit - Evidence Review:

1. Use of teaching assistants in schools - research report

2. Making Best Use of Teaching Assistants | EEF

3. EEF blog: The Impact of Teaching Assistants – A Holistic Picture | EEF