The Effective Use of Teaching Assistants

Introduction

Teaching assistants (TAs) are a vital part of the school workforce. However, research from the Education Endowment Foundation (EEF) shows that how TAs are deployed makes a significant difference to pupil outcomes. The EEF guidance report on making best use of teaching assistants and the Maximising the Impact of Teaching Assistants (MITA) programme provide evidence-based recommendations for schools.

When used effectively, TAs can have a positive impact on pupil attainment and wellbeing. This page summarises the key principles and practical strategies for maximising TA impact.

The MITA Framework: Four Key Areas

The Maximising the Impact of Teaching Assistants programme focuses on four interconnected areas:

• Deployment: How TAs are allocated to pupils, subjects, and tasks
• Preparation: How TAs are briefed and trained for their role
• Practice: The quality of TA interactions with pupils
• Efficiency: How schools make strategic decisions about TA use

Improvements in all four areas are needed to see sustained impact on pupil learning.

1. Deployment: Use TAs Strategically

Avoid using TAs as an informal teaching resource for lower-attaining pupils.

Research shows that pupils who receive the most TA support often make less progress than similar pupils who receive less support. This is not because of poor TA practice, but because these pupils spend less time being taught by the teacher and may develop learned helplessness.

Better practice includes:

• Ensure the teacher retains responsibility for all pupils, including those with SEND
• Avoid permanently assigning TAs to individual pupils or groups
• Deploy TAs flexibly across the class to support different pupils at different times
• Use TAs to supplement teacher input, not replace it
• Free up teacher time to work with lower-attaining pupils while TAs support others
• Consider when pupils benefit from working independently without adult support
• Deploy TAs to deliver structured interventions away from the classroom

2. Preparation: Plan TA Involvement in Lessons

TAs need time to prepare for their classroom role.

TAs often enter lessons with little or no information about the learning objectives, activities, or the pupils they will support. This limits their effectiveness.

Better practice includes:

• Build in regular planning time for teachers and TAs to meet
• Share lesson plans, learning objectives, and success criteria in advance
• Brief TAs on the specific role they will play in the lesson
• Discuss potential misconceptions and how to address them
• Ensure TAs understand key vocabulary and concepts
• Agree on how TAs will feedback to the teacher about pupil learning
• Use a consistent briefing format to make preparation efficient

3. Practice: Develop High-Quality Interactions

TAs should focus on developing pupil independence, not creating dependency.

TAs often provide too much support, completing tasks for pupils or giving away answers too quickly. This reduces cognitive challenge and prevents pupils from developing problem-solving skills.

Better practice includes:

• Teach TAs to use effective questioning that promotes thinking
• Encourage TAs to step back and allow pupils to struggle productively
• Use prompts and hints rather than explanations
• Ask pupils to explain their thinking and justify their answers
• Avoid completing tasks for pupils or over-scaffolding
• Model metacognitive strategies: "What should you do first?"
• Provide feedback that focuses on the task, not the person
• Build in opportunities for pupils to work independently
• Fade support gradually as pupils develop competence

4. Interventions: Use Evidence-Based Programmes

TAs are most effective when delivering structured, evidence-based interventions.

One-to-one and small-group interventions led by trained TAs can be highly effective, particularly for literacy and numeracy.

Better practice includes:

• Use interventions with a strong evidence base
• Provide TAs with comprehensive training in the intervention programme
• Ensure interventions have clear objectives and success criteria
• Schedule interventions regularly and protect this time
• Monitor pupil progress and adapt support accordingly
• Maintain strong links between intervention content and classroom learning
• Communicate regularly between TAs, teachers, and SENCo
• Evaluate the impact of interventions and adjust as needed

Connecting Classroom and Intervention Learning

There is often a disconnect between what pupils learn in intervention sessions and what happens in the classroom. This reduces the effectiveness of the intervention.

To connect learning:

• Ensure the teacher knows what is being covered in interventions
• Link intervention content to current classroom topics where possible
• Give pupils opportunities to apply intervention learning in class
• Use consistent vocabulary and methods in both settings
• Celebrate intervention achievements in the classroom
• Plan how intervention learning will be maintained and reinforced

Professional Development for TAs

TAs benefit from targeted professional development that focuses on effective practice.

Recommended training includes:

• Understanding the principles of effective TA support
• Developing questioning and scaffolding techniques
• Training in specific intervention programmes
• Understanding SEND and inclusive practice
• Developing subject knowledge where needed
• Opportunities to observe and learn from experienced practitioners
• Regular feedback and coaching on TA practice