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It explains the TA role’s broad, context-specific duties, outlines how intentional TA deployment should supplement rather than replace teachers, and identifies leadership decisions that unlock impact. The report targets headteachers, senior leadership teams, trust leaders, SENCos, and other staff, while setting boundaries around TA pay and working conditions.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/deployment-of-teaching-assistants-guidance-report/584082/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/deployment-of-teaching-assistants-guidance-report/584082.png","ImageObject",300,407,{"name":92,"@type":93},"\tCallum ","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of this guidance report?","Question",{"text":112,"@type":113},"To support effective deployment of teaching assistants so they enable all pupils to access high-quality teaching and improved outcomes, particularly for those needing additional support.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which schools and contexts does the guidance primarily address?",{"text":117,"@type":113},"It focuses on mainstream primary and secondary schools, with the recommendations potentially requiring different interpretation for special schools, alternative provision, early years settings, and colleges.",{"name":119,"@type":110,"acceptedAnswer":120},"Who is the guidance intended for?",{"text":121,"@type":113},"Primarily headteachers and senior leadership teams, trust leaders, and SENCos, with relevance also for teachers, TAs, governors, middle leaders, parents, and policymakers.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},584082,1792191775,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},137451211410,"https://ap-avatar.wpscdn.com/avatar/2000bb0a9246f588df?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786362646172706240","Deployment of Teaching Assistants Guidance Report  \nAbout the Education Endowment Foundation  \nThe Education Endowment Foundation (EEF) is an independent charity dedicated to breaking the link between family income and educational achievement. We do this by supporting schools, colleges, and early years settings to improve teaching and learning through better use of  \nevidence.  \nAcknowledgements  \nThe authors would like to thank the many researchers and practitioners who provided support and feedback on drafts of this guidance. In particular, we would like to thank the guidance panel, review team, feedback group, and others who have contributed to this report, including the Whole School SEND regional SEND leads.  \nGuidance panel:  \nSally Franklin, Abigail Joachim, Andy Samways, Rob Webster  \nEvidence review:  \nKat Pearce, Isabel Kempner, Hannah Shackleton  \nWriting group:  \nToby Whittaker, Kirsten Mould, Kirstin Mulholland, Gary Aubin  \nOriginal report written by:  \nProfessor Jonathan Sharples, Rob Webster, Professor Peter Blatchford  \nDeployment of Teaching Assistants  \nContents  \nIntroduction 01  \n\n| Summary of recommendations |  |  | 04 |\n| --- | --- | --- | --- |\n| Recommendations |  | Deploy TAs in ways that enable all pupils to access high-quality teaching | 05 |\n| Recommendation 1 |  |  |  |\n| Recommendation 2 |  | Deploy TAs to scaffold learning and to develop pupils’ independence | 11 |\n| Recommendation 3 |  | Deploy TAs to deliver well-chosen, evidence based, structured interventions where appropriate | 17 |\n| Recommendation 4 |  | Prepare and train staff around effective TA deployment | 25 |\n| Recommendation 5 |  | Engage all staff in the process of implementing effective TA deployment | 29 |\n| Helpful resources and support |  |  | 34 |\n\nReferences 37  \nDeployment of Teaching Assistants  \n Introduction   \nTeaching assistants (TAs) are crucial to the work of schools and colleges across England. Their contributions are invaluable, particularly for those pupils most in need of additional support.  \nThe TA role is broad, changeable and context specific. Duties can include supporting pupils’readiness for learning, access to learning and recap of learning; assisting teachers in resourcing and delivering lessons; working in conjunction with families for pupils with special educational needs and disabilities (SEND); and leading interventions.  \nMany TAs play a role in supporting the inclusion of pupils with SEND in mainstream schools.  \nThis has become an area of increased responsibility for TAs as the number of pupils with SEND and complex needs continues to rise. TAs are widely seen as vital in helping schools maintain inclusivity despite resource and staffing constraints. This guidance report celebrates TAs’ work in all these capacities through sharing research evidence that highlights the best of what they offer to their school communities.  \nHowever, the report also acknowledges the challenging reality that schools and colleges who value inclusion face: that supporting TAs to have maximum impact is often complex, involving a range of people and actions. To support inclusion, schools must focus on high-quality teaching as the greatest enabling factor to support all pupils-particularly those from socio-economically disadvantaged backgrounds. This requires intentional TA deployment, where TAs supplementnot replace-the teacher, as part of a learning environment that meets all pupils’ needs.  \nFor school leaders, this report identifies practices that can stand in the way of TAs’ ability to help all pupils, including pupils with SEND, make progress. It also highlights research evidence that shows how good leadership decisions, including around effective implementation, can unleash the full potential of this workforce.  \nIn line with common usage, we use the term ‘teaching assistant’(TA) to cover equivalent classroomand pupil-based paraprofessional roles, such as ‘learning support assistant’ and ‘classroom assistant’. We also","cbCaiqFyQFB2CkCd","https://ap.wps.com/l/cbCaiqFyQFB2CkCd","pdf",3488787,42,"English","# Introduction\n## Summary of recommendations\n## Recommendations\n## Helpful resources and support\n# References","[{\"question\":\"What is the main purpose of this guidance report?\",\"answer\":\"To support effective deployment of teaching assistants so they enable all pupils to access high-quality teaching and improved outcomes, particularly for those needing additional support.\"},{\"question\":\"Which schools and contexts does the guidance primarily address?\",\"answer\":\"It focuses on mainstream primary and secondary schools, with the recommendations potentially requiring different interpretation for special schools, alternative provision, early years settings, and colleges.\"},{\"question\":\"Who is the guidance intended for?\",\"answer\":\"Primarily headteachers and senior leadership teams, trust leaders, and SENCos, with relevance also for teachers, TAs, governors, middle leaders, parents, and policymakers.\"}]","Deployment of Teaching Assistants Guidance Report | PDF",1792049713,106]