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.

Register now, read forever

Thank you for visiting SecEd and reading some of our content for professionals in secondary education. Register now for free to get unlimited access to all content.

What's included:

  • Unlimited access to news, best practice articles and podcast

  • New content and e-bulletins delivered straight to your inbox every Monday and Thursday


Already have an account? Sign in here

Related articles