How the Role of Teaching Assistants Is Changing in SEND and Mainstream Schools

In this blog, you will learn:

• How the traditional roles and responsibilities of a Teaching Assistant have changed.
• How rising demand and pressures in SEND are impacting Teaching Assistants.
• A Regional Divisional Manager's thoughts, expertise and advice for future Teaching Assistants.
• Where the latest Teaching Assistant jobs are and how to apply for them.

According to the Department for Education, a record 1 in 5, or over 1.7 million pupils in England, are receiving extra support for SEND in the classroom. With the rise in pupils with SEND and EHCPs in mainstream schools, Teaching Assistants are becoming more frequently relied upon to support those with complex needs. This means, alongside the skills required for general classroom support, it’s now even more important for Teaching Assistants to be empathetic, clear communicators who can provide specialised assistance. 

To explore how the role of a Teaching Assistant has evolved alongside student needs, we spoke to SEND recruitment specialist, Niall Murphy.

In this insight piece, Niall uncovers the qualities schools look for in Teaching Assistants these days and how the reality of this role stretches far beyond creating classroom displays.

How has the role of a Teaching Assistant changed over the past 10 years, particularly when working with SEND pupils?

Over the past 10 years, the SEND landscape has changed dramatically. There are now more pupils in schools with autism and complex learning difficulties, which has changed the level of support they require.

With limited spaces in special needs schools, Teaching Assistants in mainstream education often support students who would otherwise attend specialist provision. This means the role has become more hands-on and specialised, with Teaching Assistants taking on greater responsibility to support behaviour, communication and day-to-day learning.

What key skills or qualities do Teaching Assistants need today to effectively support children with complex needs?

Teaching Assistants today need to be empathetic, nurturing and understanding to support students effectively. They also have to juggle different hats and adjust their approach depending on the individual.

It’s important that Teaching Assistants can be the person that a child needs them to be; whether that means setting clear, firm and fair boundaries, offering support or addressing gaps in knowledge.

I would say regulation is key. Teaching Assistants need to be able to use their initiative and act fast to work out tools and strategies that will de-escalate situations. If a child's emotions, behaviour or sensory needs aren’t well regulated, it can be hard for them to begin learning.

Many people think being a Teaching Assistant is about helping with classroom activities or displays. What would you say is the reality of the role, especially in SEND settings?

The primary focus of a Teaching Assistant is to support each child by understanding their individual needs and helping them succeed. With SEND in particular, staff often have to ‘firefight.’ This means there will be different times in the day where students will start to get dysregulated. It’s up to teaching staff to put out ‘fires’ and prevent behaviour from escalating.

If you consider the 6 stages of crisis in children in educational settings, students show their triggers and anxieties first. It’s up to teaching staff to stay alert, recognise the warning signs early and intervene where needed. Providing this support ensures every student is safe and prevents them from going into crisis.

Another reality of being a Teaching Assistant is bringing learning to life in a way that’s meaningful and accessible for every student. For example, some children with SEND learn best through hands-on activities and interactive lessons that keep them engaged and help them process key information.

Teaching Assistants must understand each pupil’s needs and adjust their teaching and support so students feel confident that staff are there to help.

In your experience of placing Teaching Assistants, how have schools’ expectations, attitudes and required experience levels changed over the years?

Recently, I’ve realised that hiring the right person for a Teaching Assistant role often comes down to finding the right personality fit, rather than experience. Traditionally, hiring focused on a strong CV. Today, it’s about partnering with a recruiter who can find someone with the right personality and skill set.

Schools need Teaching Assistants who work well with Teachers and provide the support each child needs. A person with strong de-escalation skills and a caring, calming nature is often better suited to the role than someone with a Level 2 Teaching Assistant qualification but no SEND experience.

Teaching Assistants often develop the most important skills through hands-on experience, whether in the classroom or in settings working with children, young people, or older adults.

The best Teaching Assistants we have placed are often those who haven’t worked in a school before. Instead, they may have firsthand experience with SEND or bring transferable skills from a different role, industry or career path.

How have Teaching Assistants had to adapt to meet the current demands of the role, especially when supporting pupils with complex needs?

As schools see more EHCPs and SEND diagnoses, Teaching Assistants have had to become more resilient. Pupils are therefore becoming more physically and emotionally dependent on Teaching Assistants. 

Teaching Assistants need to engage children and young people and reinforce learning goals, even when a pupil doesn’t respond. It’s also important to celebrate every success, even the small ones, as it all builds into the bigger picture.

Another crucial part of the role is finding different ways to connect with students and make learning accessible. Whether it’s learning through iPads, art or more practical activities like colouring, the goal is to ensure that Teachers engage every pupil and help them understand what they are teaching.

What kinds of training or prior experience are most valuable for someone who wants to excel as a Teaching Assistant in a complex needs environment?

At Spencer Clarke Group, we offer team Teacher training for all of our staff that work in both SEND and mainstream settings. This is a holistic approach model which takes 2 days to complete. 

Our training supports behaviour management and risk reduction strategies, both of which are essential if pupils within the setting show challenging behaviours.

Experience working closely with people who need additional support is really valuable, whether that’s in learning disability settings, elderly care, youth work, mentoring or even sports coaching.

Organisations like Camp America can also be a great starting point for somebody wanting to work in the education sector. It provides hands-on experience and supports a wider range of needs in a practical setting.

What are schools prioritising most today when it comes to finding the right Teaching Assistants?

I think schools are looking to diversify their talent pool. Employing through councils or local job boards has not been as successful in recent years, whether that's due to qualifying criteria or HR scoring systems for shortlisting.

When schools use a trusted agency with experience and sector knowledge, they are likely to receive a wide range of strong candidates. Agencies can take a risk on fully vetted individuals who may have personal or cross-sector experience, even if they don’t have school-based experience.

I don’t think the demands have loosened, but schools are more willing to think outside of the box when it comes to candidates. This is particularly the case when working with a trusted partner like Spencer Clarke Group.

Looking back at your own experience working with Teaching Assistants in SEND settings, what is the most important advice you would give to someone entering this role today?

Be open-minded, even if it takes a month to actually start building relationships with students. Many students may have worked with several professionals before and received ongoing support from external agencies. This means students may be hesitant to build trusting relationships at first. I think being patient and open-minded will help Teaching Assistants build trust and develop positive relationships over time.

It’s important to reflect after situations where something could have gone better, as taking time to think can help identify ways to improve support. Recognising whether something was missed, such as a trigger or anxiety, can then be used to strengthen future support.

When students are regulated, they can learn, but if there’s been a missed chance to connect or de-escalate a situation, it’s something Teaching Assistants can reflect on and learn from.

How do you see the role of Teaching Assistants evolving in the future, particularly in specialist and inclusive education?

I think schools and authorities should offer structured onboarding in schools, including training courses, training weeks and observation opportunities, to help improve staff retention.

In the future, I think Teaching Assistants will take on more Teacher-level responsibilities including delivering and planning lessons, as well as supporting the individuals they work with. This is largely due to the increasing complexity of students as they begin school, in both mainstream and SEND settings.

Education and SEND recruitment specialists

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