A Review of The ATL Teaching Assistant Findings
Most support staff (40%) are still employed under the label of Teaching Assistant or Learning Support Assistant with the array of other labels been used in relatively low frequency (20%). The Higher Level Teaching Assistant (HLTA) is still a relatively rare occurrence (17%) but only 76% of HLTA were paid at the specified rate. This suggests that schools are providing a learning support package which is focused on one-to-one or small group intervention and there seems little point of training to be a HLTA (55%). We can also assume that other labels such as mentors are used to provide specific support packages.
Roles, Duties and Responsibilities
Support workers are likely to be involved in three main areas a) exam invigilation, b) group work and c) lesson cover.
- Small Group Work
Support workers typical delivers small groups (40%) on daily or weekly (26%) basis which is supported by the number of TA or LSA (40%) who are employed within schools. However, it is not clear what intervention these small groups are targeting but considering the curriculum needs it is likely to be numeracy, literacy and specific educational needs of individual students.
- Lesson Cover
Support workers can expect to provide limited cover for other support staff (38%) and teachers (36%) during absence or illness which is supported by the number of support staff who undertook lesson cover (32%). Where lesson cover is provided it is likely to be daily or weekly which is a cause for concern for human resources, budgeting, support worker training needs and has litigation implications for the school.
Although 55% of support staff said that they did not provide cover for teaching staff they did provide cover for other support staff which has increased (22%). This suggests that the use of teaching assistants to cover teaching staff who are ill or absence from the classroom is not widespread across the sector.
With regard to the provision of lesson cover support staff said that when providing cover they had to use teaching skills (72%) and needed to modify pre-set work (45%) and believed that the cover they provided was no different to a supply teacher (63%). Suggesting that the training program offered to support staff needs to include lesson delivery skills and lesson planning skills. The logical assumption which much be accept in the absence of further data is that the quality of learning is below the Ofsted standard of Good based on a lack of formal teaching qualifications (6%) associated with the role of the support workers.