Many schools neglect CPD for pupil-facing support staff, despite the clear impact it could have on student outcomes. Maria Cunningham advises

Teaching assistants make up a quarter of the mainstream education workforce, yet a vast number of schools still struggle to account for this split when allocating time and resource to their CPD programmes for the year, particularly at a secondary level.

Not only that, but while the proportion of teachers employed in England’s schools has remained relatively steady, the proportion of full-time equivalent teaching assistants in schools has more than trebled since 2000: from 79,000 to 243,700 (Sharples, Webster & Blatchford, 2015).

That’s a lot more adults who need the highest quality of training and development in order to best support our children.

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