Working with teaching assistants effectively

Working with teaching assistants effectively is essential in primary classrooms, where Teaching Assistants (TAs) play a crucial role as extra hands, ears and eyes that help things run smoothly. Yet, despite their essential presence, the way TAs are used can vary widely. In some classrooms, they are highly effective agents of learning; in others, they risk being underused or directed in ways that don’t make the best use of their time or skills.

As teachers, we are not only encouraged, but expected, to think carefully about how we work with support staff. Point 8 of the Teachers’ Standards states that we must “deploy support staff effectively.” But what does this look like in practice? How can we ensure that TAs enhance, rather than replace, teaching and learning?

At the same time, many schools are facing budget pressures, with some unable to afford TAs at all. This makes it even more important that, where TAs are available, they are used to their full potential and have a real impact on learning.

In this blog, I’ll draw on research from the Education Endowment Foundation (EEF) and DfE, along with insights from teachers and TAs about their experiences in the classroom. Whether you’re new to teaching or reviewing your practice, this blog offers ideas to help you work with TAs more purposefully and effectively.

Teaching assistants’ responsibilities

TAs play a flexible and responsive role in the classroom, but it’s essential to define that role clearly to ensure they are deployed effectively. According to the Standards for Teaching Assistants, TAs are expected to:

• support the teacher in the delivery of learning

• contribute to pupil progress

• help create a positive learning environment.

The EEF adds that TAs can make a significant difference when their support is focused, structured and linked to high-quality teacher input. Effective use of TAs includes:

• delivering targeted interventions

• pre-teaching key vocabulary

• supporting behaviour management

• assisting pupils who need additional scaffolding.

They can also contribute by helping teachers manage their workload: the Workload Reduction Taskforce recommends that TAs take on non-teaching tasks (e.g. preparing resources, putting up displays, collecting data etc.), giving teachers more time to plan, teach and assess.

Misconceptions about the TA role still persist. Too often, they are left to “hover” or act as passive support, rather than being integrated into the rhythm of classroom life. TAs themselves are clear on when they feel most purposeful: when they are included in planning, trusted to lead activities or small groups, and allowed input into decisions. As one TA I spoke to put it,

Being included and having an input with most aspects of running the class and the students' educational needs is how I felt most effective.

Another summed it up simply:

Working with children, with a plan, and supporting the teacher - that’s when I know I’m making a difference.

What should a TA not do?

While TAs can be an invaluable resource in the classroom, there are certain practices that should be avoided to ensure they are used effectively. One key risk, highlighted by the EEF, is using TAs as passive supervisors or as substitutes for teachers. TAs should never be left without clear responsibilities, as this can result in disengagement and underuse of their skills.

Another common pitfall is placing TAs with low-attaining pupils without clear plans or guidance. Without proper training or direction, this can lead to ineffective support and may even reinforce learned helplessness. One teacher explained,

Not reinforcing learned helplessness is key. It’s about promoting children’s thinking and moving their learning forward, not doing the work for them.

While TAs can take on non-teaching duties like preparing resources or collecting data to help reduce teachers' workloads, it is crucial that these tasks do not overshadow their role in supporting student learning. According to the EEF, non-teaching tasks should be carefully balanced to ensure that TAs continue to enhance teaching rather than simply act as administrative support.

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EEF teaching assistants guidance: what the research says

The EEF offers important insights into how TAs can be used most effectively in the classroom. One of the key recommendations is that TAs should always “add value to teacher-led instruction”. Their role is not to replace the teacher, but to reinforce and extend the learning that is already taking place. This support should be “focused and structured”, ensuring that it complements the teacher’s approach and contributes to pupil progress.

The EEF also highlights the importance of “preparation and communication” between teachers and TAs. TAs should be actively involved in planning, and teachers must ensure they understand the learning objectives and expectations. Teachers in my research agreed, with many noting the value of clear communication. As one teacher said, 

Effective use of TAs means they’re part of the lesson, helping during input or running interventions in small groups.

Another core recommendation from the EEF is the use of “structured interventions”, which are essential for addressing specific learning gaps. TAs are most effective when they work on targeted, evidence-based strategies, focusing on pupils who need additional support. Teachers in my research also recognised this: 

Helping children through interventions or supporting them in specific areas is where TAs make the most difference.

If you’re interested in how tech can enhance the use of TAs in the classroom, it’s worth seeing what Wayfinder from LbQ can offer. It has been praised by teachers and TAs alike as an evidence-based intervention (see the SATs Springboard Impact Report). Debbi Graham, a TA from Masefield Primary School, explains how LbQ supports her to run “outstanding intervention practice".

These findings align with what teachers deem effective. Teachers consistently emphasise that TAs should be integrated into the lesson, promoting children’s thinking, aiding learning, and working as part of the teaching team. This approach ensures that TAs’ support is purposeful, structured, and impactful.

Training teaching assistants

Ongoing professional development is vital if teaching assistants are to support pupil progress effectively. Both the Standards for Teaching Assistants and the DfE’s report on use of TAs in schools stress the importance of training in areas such as pedagogy, SEND support, and behaviour management, yet many TAs report receiving little formal training beyond initial induction, leaving them underprepared for the increasingly complex demands of the role.

The research shows that when TAs are trained to deliver structured interventions or support specific learning strategies, the impact on pupil outcomes improves significantly. Several TAs I spoke to highlighted the difference training had made. One described how working with small groups using a planned intervention gave her “a real sense of purpose” and helped pupils engage more deeply with their learning. Another reflected on how being trusted to plan and deliver parts of lessons built both her confidence and effectiveness.

Training should not be a one-off event. Schools can embed TA development into the annual CPD calendar by allocating time for joint planning, peer observations, and targeted sessions focused on teaching techniques. This also supports better collaboration between teachers and TAs. As one TA noted, 

When I understand the plan and feel part of it, I can do my job properly and support the children much more.

Training, therefore, is not just about technical skills but about ensuring TAs are included, prepared and confident in their role within the wider teaching team.

How to work effectively with teaching assistants

Strong collaboration between teachers and teaching assistants is key to achieving the best outcomes for pupils. Effective working relationships start with shared understanding and communication. Involving TAs in planning meetings, even informally, helps ensure that both adults know the lesson objectives, groupings and expected outcomes. When a TA understands the purpose behind an activity, they are far more likely to support learning in a meaningful way.

Clear routines and visual or verbal cues in the classroom can also strengthen partnership. For example, one year 4 teacher uses colour-coded planning sheets that outline which children need prompting, questioning or modelling during each phase of the lesson. This gives the TA clarity and independence, without the need for constant direction.

Teachers I spoke to highlighted the importance of purposeful deployment. One explained that a TA is most effective when they are helping to manage behaviour, reinforce key ideas in small groups, or hold the rest of the class while the teacher delivers targeted support. Another stressed that using a TA to promote pupil independence and thinking, rather than completing tasks for them, is critical.

Small acts of collaboration also matter. One TA described how being asked to contribute to activity ideas or give feedback on pupil progress made her feel like “part of the teaching team”. Another found that having a plan in advance, even just a few notes in her tray, made a big difference to her confidence and impact.

Checklist for effective TA collaboration

• Involve TAs in daily or weekly planning

• Share clear learning objectives and success criteria

• Use cues or visual guides for roles in each lesson

• Allow time for informal review and feedback

• Match TAs to tasks that reflect their strengths and experience

• Prioritise their role in supporting pupil thinking and progress over task completion

Working effectively with TAs means seeing them as equal partners in teaching and learning, not as additional hands, but as additional minds in the room.

How would you work with a teaching assistant in your classroom?

Take a moment to think about how you currently work with any teaching assistants in your classroom. Are you making the most of their time and skills? Are they clear on their role in supporting pupils' learning?

Small changes in communication and planning can make a big difference. You don’t need a complete overhaul - just a focus on being intentional.

Set yourself one small, achievable goal. For example:

• This week, I will share the learning objective before each lesson and explain how the TA can support.

• This week, I will check in with the TA on Friday to reflect on what went well and what we could change.

• This week, I will involve the TA in reviewing progress for a target child and agree the next steps together.

• This week, I will set aside 10 minutes to co-plan an intervention or small group task.

By making small but thoughtful adjustments, you can build a stronger working partnership – one that benefits you, your TA and your pupils.

Using a TA in the classroom FAQs

There were a few common queries amongst the teachers I spoke to when it came to communication with TAs.

What should a TA be doing during whole-class input?

Many teachers said they were unsure what role TAs should take when they are leading the class. The EEF recommends giving TAs specific tasks during input, such as scanning for misconceptions, noting which pupils may need further support, or preparing for follow-up activities. Simply sitting and listening reduces their impact.

How do I keep TAs updated without using their unpaid time?

Finding time to communicate with your TA during the school day is key. While the Workload Reduction Taskforce highlights that teachers shouldn’t be burdened with certain admin tasks, it also reinforces the importance of managing workload fairly. Some schools build in quick check-ins during natural parts of the day - like morning routines, settling-in time, or transitions between lessons. Others use shared notebooks or online platforms to leave notes and updates. These small routines can keep communication consistent without needing to cut into a TA’s unpaid time.

What kind of intervention training is most useful?

The EEF emphasises the importance of structured, evidence-based interventions for TAs. Interventions should be targeted, brief, and directly linked to the teaching happening in the classroom. Some effective strategies include:

• Approaches like Reciprocal Reading, which helps improve reading comprehension through peer-supported learning.

• Targeted small group numeracy interventions, which address specific gaps in mathematical understanding.

• Any other evidence-based programs that focus on reinforcing core skills in literacy and numeracy, adapted to the needs of the students.

The EEF research suggests that training TAs in these structured programmes, where they can use proven strategies and focus on individual or small group needs, significantly boosts their effectiveness in supporting pupil progress. These interventions should be part of a wider strategy of high-quality classroom teaching to ensure maximum impact.

How can I communicate effectively without sounding bossy?

To communicate effectively without sounding bossy, involve your TA in planning so they understand the lesson's goals and feel part of the team. Be clear about expectations with specific, actionable language. Frame requests positively, focusing on the desired outcomes. Regular check-ins, whether before or after lessons, help clarify any uncertainties and offer feedback. Lastly, value your TA's input by listening to their ideas and acknowledging their expertise, creating a more collaborative and respectful dynamic.

National Teaching Assistants Day: recognising the role

National Teaching Assistants Day, held in mid-September, is an opportunity to recognise the invaluable contributions of TAs in the classroom. To show appreciation, consider the following:

• Personalised thank-you notes: A heartfelt message from the class or teacher acknowledging the TA's support and hard work

• Lunch or coffee break: Arrange a special lunch or coffee break to celebrate together, giving TAs a moment to relax and socialise

• TA of the Month award: Start a recognition programme to highlight the outstanding efforts of TAs each month, culminating in a special award on this day

• Classroom celebration: Let students create cards or posters as a class project to show their appreciation for the TA

• Professional development opportunity: Offer a short workshop or session for TAs to enhance their skills, making them feel valued as professionals

To make the most of TAs, clear planning, communication, and collaboration are key. TAs should be seen as essential partners who complement teacher-led instruction. Research from both the EEF and the DfE emphasises the value of integrating TAs into the learning process for maximum impact. Regular reflection and adjustments in how TAs are involved in planning and communication can lead to significant improvements in student outcomes. Fostering a collaborative, respectful environment benefits both TAs and pupils.

If you're interested in how technology can help enhance TA best practices in your school, you can trial Wayfinder from Learning by Questions for free.