Nov 14

Deploy, Prepare, Engage: Giving Teaching Assistants the Best Chance to Impact Learning


Author: Scott Whorrod – former school leader with 15+ years of experience in UK education
With a new Ofsted framework approaching, many schools are thinking carefully about how Teaching Assistants (TAs) are deployed and supported. Although the latest Inspection Operating Guide doesn’t explicitly reference TAs, it gives useful guidance relevant to their work—particularly in areas like inclusion, leadership, curriculum, and the quality of teaching.

From my own experience in the classroom, I’ve seen how powerful a well-prepared TA can be. When Teaching Assistants understand their role, have access to the right information, and are treated as partners in the learning process, they make a substantial difference to pupil outcomes. The most effective practice happens when TAs are viewed as co-teachers, not replacements—something only possible when they receive proper training, resources, and preparation time.

1. Strategic Deployment: Making TA Support Intentional

A central question for school leaders is: “Can we clearly show why and how each TA is deployed?”
Deployment shouldn’t be ad hoc. In a climate where resources are stretched, it's more important than ever to ensure staff are placed where they have the greatest impact. As highlighted in the EEF’s Deployment of Teaching Assistants, strategic deployment is one of the strongest predictors of effective practice.
Clear deployment includes:

• Identifying who TAs work with
• Establishing where they are placed
• Understanding how they support learning

EEF guidance provides an excellent starting point for leaders who want to build a structured, evidence-informed approach to TA usage.

2. Metacognition and Structured Interventions

Most educators will be familiar with terms like metacognition and Rosenshine’s Principles of Instruction. These aren’t just concepts for teachers—TAs need access to the same high-quality professional learning. To model, scaffold, question, and support learners effectively, they require a strong grounding in pedagogy.

However, TAs often have less preparation time and fewer opportunities to attend CPD. That’s why training must be targeted, accessible, and rooted in teaching practice. A helpful resource for this is Using Scaffolding to Promote Learner Independence for Teaching Assistants, which explores strategies that help pupils think more independently.

3. How to Improve TA-Led Interventions

Once deployment is purposeful, the next step is ensuring that interventions are delivered well. Strong interventions depend on planning and communication before the lesson begins. Key questions include:

• Has the TA had time to view lesson materials?
• Do they know the groupings, intended outcomes, and success criteria?
• Have they seen models of high-quality responses?

Many teachers plan what pupil outcomes should look like, but don’t always communicate these expectations to support staff. Clear, shared planning helps ensure consistency.
Measuring impact is equally important. Schools often collect pupil-progress data, but how often is this shared with TAs? In my own practice, I’ve learned the value of regularly feeding back to TAs. They frequently tell me how empowering it is to understand their contribution to the bigger picture.

4. Engaging All Staff in the Implementation Process

Effective TA deployment isn’t just a classroom-level issue—it’s a whole-school commitment. Developing a culture where TAs, teachers, SENCOs, and leaders collaborate requires time, clarity, and intention.
Schools may wish to consider small adjustments that make a big difference, such as giving TAs time to:

• Meet with teachers
• Join curriculum briefings
• Share best practice
• Attend whole-school INSET
• Participate in personalised CPD

Creating these opportunities helps TAs feel valued, informed, and equipped to contribute meaningfully to pupil learning.

5. Final Thoughts: Time, Planning and Professional Development Matter

Effective TA deployment doesn’t happen by accident. It requires:

• Clear planning
• Strong communication
• Investment in ongoing development

By giving Teaching Assistants the time and tools they need, schools can ensure every learner benefits from their expertise and support.

Practical Tools and Resources from Prospero

• Using Scaffolding to Promote Learner Independence for Teaching Assistants


Explore More Prospero Learning Courses Here

Further Reading and Wider Links:

• EEF Guidance Report – Deployment of Teaching Assistants
• Sherrington, T. (2019). Rosenshine’s Principles in Action. John Catt Educational.