Teaching Assistants

Debate between Steve Reed and Alex Cunningham

Tuesday 18th March 2014 Westminster Hall

[Alex Cunningham]

It is down to training and the quality of the teaching assistants. If we can help them develop their careers properly, with ongoing professional development—I will mention that later—it will add real value for special needs children and children across the piece.

[Mr Steve Reed (Croydon North) (Lab)]

Last week, I visited All Saints primary school in Upper Norwood. The head teacher showed me around and introduced me to a group of teaching assistants doing one-to-one remedial work with students who had fallen behind in mathematics. Surely, we should support efforts to improve the performance of our students in maths, given the importance of that subject to our global competitiveness and their future life chances.

--- Later in debate ---

[Alex Cunningham]

There is always a role for the Government to share good practice, and that is why I hope they will define training for teaching assistants across the country.

As with teachers, one key measure that raises standards is promoting continuous professional development throughout a teaching assistant’s career. That will ensure that their knowledge and skills remain at the fore. That level of training and development will allow teaching assistants properly to deliver specific, high-quality teaching interventions to the advantage of teachers and pupils alike, whether that is specialist support for pupils with special needs, administrative support to teachers to ease the pressure or targeted interventions in other areas of learning.

[Mr Steve Reed]

My hon. Friend is eloquently explaining the many ways that teaching assistants assist teachers in the classroom. One other way they do that is by helping to maintain discipline, which is one of the things that most concerns parents and can create a conducive atmosphere for learning. Does he therefore share my regret that instead of supporting teaching assistants in that important work, the Secretary of State chooses to undermine them?

[Alex Cunningham]

I certainly do. I hope that when the Minister speaks, she will confirm her personal support for the role of teaching assistants across all their duties. The discipline element is important. Some parents tell me that their child is not getting the best opportunities in class because of other disruptive children. Teaching assistants can have a role in working with those children to maintain discipline and so enhance the learning opportunity.

I have said before that education is a dynamic field, but it cannot be greater than the sum of its parts unless teaching as a profession is ambitious and continually striving to improve and to provide the skills our young people need and employers demand. To do that, we must enhance the standards of the teaching professions across the board, including those of teaching assistants. We know that well-trained teaching assistants can make a real difference. The latest research from the Education Endowment Foundation confirms the significant positive effects—as mentioned earlier—that teaching assistants can have on literacy and numeracy

“when they are deployed well”.

Crucially, teaching assistants, when properly instructed and deployed,

“can be effective at improving attainment.”

What we need, then, on top of greater clarity on surrounding roles, is enhanced sharing of best practice on how teaching assistants are trained and deployed to ensure that the myths on teaching assistants are dispelled and their contributions recognised. The very fact that they are valued and utilised in increasingly large numbers should be the starting point for the analysis of their worth.

As I conclude, I pose a number of questions for the Minister. What does she see as the future for teaching assistants? Do the Government plan wholesale reductions? Will the Government consider reintroducing a national pay body? Does she recognise and support the need for formal ongoing professional development for teaching assistants? Will funding for the training of higher level teaching assistants be reinstated to aid development? Properly utilised, teaching assistants are neither low-cost substitute teachers, nor high-cost babysitters. Rather, when deployed effectively, they add real value to our education system and improve the learning and support that our young people can access. It is only right that we recognise that.