How can headteachers ensure that their TAs are making the greatest possible difference?
The Education Endowment Foundation (EEF) has updated its guidance on maximising the use of TAs to support learning (March 2025), reinforcing the importance of strategic deployment and evidence-based practice.
Teaching assistants (TAs) are a vital part of the school workforce, yet their impact on pupil outcomes depends heavily on how they are deployed. When used effectively, TAs can support high-quality teaching, enhance pupil learning, and make a significant contribution to school improvement. However, research suggests that when TAs are used primarily for direct support of individual pupils, particularly those with SEND, their impact can be limited. So, how can headteachers ensure that their TAs are making the greatest possible difference.
Rethinking Deployment: Moving from ‘Velcro’ to ‘Value-Add’
One common model in primary schools is the ‘Velcro’ approach, where teaching assistants (TAs) are assigned to specific pupils. While well-intentioned, this can lead to reduced independence and over-reliance on adult support. Instead, schools should aim for a ‘value-add’ model, where TAs are strategically deployed to enhance whole-class teaching and structured interventions.
A key principle is that TAs should supplement, not replace, teacher instruction. This involves focusing on high-quality initial teaching and utilising teaching assistants (TAs) to reinforce learning through targeted small-group work and pre-teaching key concepts. When TAs are well-prepared and work in alignment with class teachers, their impact is maximised. This means that pupils who struggle most should spend at least as much time with the teacher as their peers, if not more. To achieve this, TAs should be deployed in a way that enables the teacher to focus on those pupils who need their expertise the most. Ensuring that every teacher is supported to deliver high-quality teaching, and that every pupil has access to that teaching, is essential for securing the best outcomes for all pupils, particularly the most disadvantaged.
The Role of Professional Development
The best outcomes occur when TAs are trained not only in general support strategies but also in specific approaches aligned with evidence-based interventions. Headteachers should ensure that TAs receive professional development in areas such as:
- Scaffolding and questioning techniques to promote pupil independence
- Evidence-informed interventions, such as phonics programmes or structured numeracy support
- Behaviour for learning strategies, ensuring consistency with classroom practice
Investing in training strengthens the TA workforce and helps embed best practices across the school.
The Power of Pre and Post-Teaching
A particularly effective strategy is using TAs for pre- and post-teaching. By introducing key vocabulary or concepts before a lesson, TAs can help pupils engage more confidently with whole-class teaching. Similarly, post-teaching sessions allow for immediate reinforcement and consolidation of learning.
Ensuring Collaborative Working with Teachers
TAs are most effective when they work in partnership with class teachers. This means:
- Joint planning time – Even a short weekly meeting can help align TA support with lesson objectives
- Clear roles and expectations – Defining when and how TAs will interact with pupils ensures consistency
- Feedback loops – Encouraging TAs to share observations about pupil progress can enhance teaching strategies.
Measuring and Sustaining Impact
To assess the impact of TA deployment, headteachers should consider:
- Pupil progress data – Are TAs contributing to improved learning outcomes?
- Teacher and TA feedback – Are staff seeing positive effects on workload and classroom dynamics?
- Pupil independence – Are children developing confidence in their learning?
Regular reviews of TA deployment, linked to professional development, ensure that their contribution remains effective and responsive to school needs.
TAs are an invaluable resource, but their impact is maximised when they are deployed strategically. By focusing on high-quality teaching, structured interventions, and professional development, headteachers can transform TA support into a powerful driver of pupil progress. It’s time to move beyond the ‘Velcro’ model and harness the full potential of TAs as learning accelerators.
Emma Adcock – Principal Teaching and Learning Consultant
