Teaching Assistants (TAs) can be the quiet heroes of the classroom. Their presence is especially valuable for students with Special Educational Needs and Disabilities (SEND), where tailored support can make a world of difference. But just having a TA in the room isn’t enough. The real impact happens when we use their time and skills effectively. When used well, a TA can help students grow in confidence, develop their thinking and build independence.
So, how do you get the most out of the teaching assistants you work with? In this blog, we’ll explore:
We explore this topic much further in our Teaching Assistants: Maximising Impact topic area on the Teacher CPD Academy.
What does the research say about teaching assistants?
A recent study offers some fascinating insights into how TAs can support learning, particularly through a process known as Scaffolding. This method involves providing support to students and gradually reducing it as they gain more confidence in their learning.
In the study, researchers explored how teaching assistants responded to two different types of tasks: closed tasks (like solving a maths problem, where there’s a clear right answer) and open tasks (like interpreting a picture or giving an opinion, where there are many possible responses).
For closed tasks, the researchers found that TAs are most effective when they use a structured, step-by-step approach, starting by giving the student space to attempt the task independently and gradually increasing support only as needed. This method promotes problem-solving and helps students develop resilience, rather than becoming dependent on support too soon.
With open tasks, the findings suggested that a more flexible, responsive approach works better. TAs can ask open-ended questions, rephrasing or building on the student’s ideas and gently nudging their thinking forward without taking over. Crucially, the research emphasised that TAs should avoid steering students toward their own interpretations. Instead, the aim is to keep the student’s voice at the centre of the learning. Of course, this kind of support isn’t always easy. The study also highlighted a few common challenges. The teaching assistants reported that they didn’t get enough time to talk to teachers or understand the goals of the lesson. Others felt pressure to make sure the task got finished, which sometimes meant stepping in too soon or even completing the work for the student. While well-meaning, this can undermine the student’s opportunity to think for themselves and truly engage with the task.
How to maximise the support of teaching assistants
So, how do we put this research into action? Let’s unpack four key ways to get the best from teaching assistants.
1. Start with the least help first
Sometimes the best support is to not jump in straight away. Teaching assistants should begin by giving students the chance to tackle a task on their own, even if it means a bit of struggle at first. This kind of “self-scaffolding” helps students develop resilience and problem-solving skills.
If the student gets stuck, the next step is to offer prompts: little nudges that encourage thinking without giving away the answer. Only if the student continues to struggle should the TA step in with more direct support like modelling the answer. It might feel slower at first, but this approach builds more independent learners in the long run.
2. Ask effective questions
In open-ended tasks, there often isn’t a single right answer, which means the goal shifts from getting it “correct” to thinking creatively or critically. This is where effective questioning becomes essential.
Asking questions like “What do you think is happening here?” or “How could you explain that differently?” can lead to richer conversations and help students clarify and deepen their thinking. And it’s important for TAs to resist the urge to fill silences or redirect the student too quickly. Sometimes the best thing a teaching assistant can do is pause, wait, and let the student take the lead.
Asking effective questions is a skill. And it is one that grows over time. But it can be one of the most powerful tools a teaching assistant brings to the classroom.
3. Match the task to the student
One of the biggest barriers to effective scaffolding is when the task is simply too difficult. If a student feels overwhelmed, they may disengage and the teaching assistant may end up doing more of the work just to keep things moving.
That’s why it’s so important to match tasks to the student’s current ability; not to make it easy, but to make it achievable with the right support. This is the heart of Adaptive Teaching: holding high expectations for every learner but recognising that the route to success might look different for each one.
Teaching assistants are often in the best position to spot when something’s not working. They know their students well and can give valuable feedback to the teacher. When that insight is received and used to inform planning, it can make a big difference to student progress. This is why creating a psychologically safe classroom is important, where feedback is not only welcomed but encouraged.
4. Prioritise time for Teacher-TA collaboration
Perhaps the most overlooked aspect in maximising teaching assistants’ impact is time. When teachers and TAs have the chance to plan together, they can provide much more targeted and meaningful help. Without this time, TAs may default to focusing on task completion – not because they don’t care about learning, but because they’re unsure what the teacher wants the student to achieve. A simple weekly check-in to review lesson plans or discuss students’ needs can go a long way. And it should be a two-way street: TAs share their observations, and teachers share their expectations and goals.
Final thoughts on maximising teaching assistants’ effectiveness
Teaching assistants can have a transformative effect on learning, but only when we’re intentional about how we work with them. It’s not only about doing more; it’s about doing it smarter. That means using scaffolding strategies that build independence, asking questions that spark deeper thinking and creating space for collaboration that benefits everyone.
When teachers and TAs collaborate with clarity and purpose, the results ripple across the whole classroom, meaning every student feels the benefit.
To learn more about how you can make the most of teaching assistants in your classroom, check out our topic area on maximising teaching assistant impact on the Teacher CPD Academy.
