The quantification of support for pupils with EHCPs, often expressed in terms of TA hours, is central to holding schools and local authorities to account. Yet research suggests the quantity of SEND support is prioritised over the quality. One local authority's novel approach to hours, which offers schools greater flexibility over provision, has been labelled "unhelpful" and "unlawful" by a leading SEND solicitor. But is there a wider, less talked about, disconnect in the way legal and teaching professionals conceptualise SEND support?
Making Best Use of Teaching Assistants
Guidance and tools co-written with the Education Endowment Foundation
Making Best Use of Teaching Assistants, by Jonathan Sharples (EEF), Rob Webster (MITA Lead at UCL IOE) and Peter Blatchford (UCL IOE), is designed to help school leaders make sense of, and act on, the research evidence on the impact of TAs.
The report gives an accessible overview of the current research base and makes seven clear, actionable recommendations to help schools transform the way TAs are deployed and supported, and to help them thrive in their role. Click here to download the report.
The report is accompanied by a set of self-assessment tools to help schools audit practice and monitor progress toward change. Click here to download the resources.
Click for a printable poster of the recommendations summary.
Click for news about the EEF's Making Best Use of TAs Campaign involving schools in Yorkshire.