NIKKI SULLIVAN, DEPUTY HEADTEACHER, BECKFOOT SCHOOL, UK
CLAIRE SMITH, DEPUTY SENDCO, BECKFOOT SCHOOL, UK
Introduction
The number of teaching assistants (TAs) in schools has risen sharply since 2000 (Sharples et al., 2018), and continues to rise (GOV.UK, 2023). Initially, this rise was associated with the determination to address teacher workload. However, the role of TAs is increasingly linked to inclusion and supporting students with special educational needs and disabilities (SEND) in mainstream settings (Groom, 2006). Problematically, continuous professional development (CPD) for support staff can lag behind CPD for teachers (Clay, 2017). Indeed, a review of our CPD for TAs threw into sharp relief the imbalance between their opportunities for professional growth when compared with teacher colleagues. Consequently, we recognised that we could ill-afford to not invest further in this growing team that plays such a key role in students’ education. Not only this but our staff, a
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