This new edition provides school leaders with a clear, evidence-informed plan to transform the deployment, practice, and preparation of teaching assistants (TAs). Drawing on real-world insights from schools that have successfully embedded the authors' programme, it shows how to unlock TAs' full potential and maximise their impact on inclusive teaching and learning.
Structured around a proven framework and fully updated with the latest research and policy developments, the book outlines a tried and tested approach for improving how TAs are deployed, trained, and prepared. It provides school leaders with essential principles, practical tools, and actionable strategies that make a genuine difference to TA effectiveness.
TAs are the mortar in the brickwork of our schools - holding everything together in ways that are often unseen and underappreciated. When used alongside The Teaching Assistant's Guide to Effective Interaction, this comprehensive guide enables schools to recognise and maximise their TA workforce.
Essential reading for all primary school leaders responsible for training, managing, and deploying TAs, it provides an unrivalled blueprint for helping TAs thrive in their roles.
Autorentext
Rob Webster is a Senior Research Fellow at the University of Greenwich, London. He researches and writes about special educational needs and inclusion, and he developed the Maximising the Impact of Teaching Assistants programme.
Paula Bosanquet is a Lecturer in Special and Inclusive Education and Psychology at UCL Institute of Education, London. A former teacher, she has worked extensively as a trainer and researcher with teaching assistants and schools. Along with Rob Webster, she has also authored The Teaching Assistant's Guide to Effective Interaction (3rd edition, Routledge, 2026).
Sally Franklin was a Senior Teaching Fellow at UCL Institute of Education, London, and now works as a special educational needs and disabilities (SEND) consultant, supporting schools in the UK and internationally.
Matthew Parker was a Senior Teaching Fellow at UCL Institute of Education, London. He is a former school leader and now works extensively as a school improvement partner for special schools and alternative provisions.