2nd Edition
Maximising the Impact of Teaching Assistants in Primary Schools A Practical Guide for School Leaders
Introduction
1. The case for change: Why primary school leaders need to rethink the role and contribution of TAs
2. Setting your vision
3. Implementation journeys: The most important chapter of this book
4. Reviewing current practice
5. Supplementing, not replacing, the teacher: Deploying TAs differently
6. TAs’ interactions with pupils: Scaffolding for independence
7. The preparedness of TAs: Improving their readiness for the role
8. Maximising the impact of structured interventions delivered by TAs
9. Conclusions
Appendix: MITA Journeys: Lessons and learnings from special schools
Biography
Rob Webster is a Senior Research Fellow at the University of Greenwich, London. He researches and writes about special educational needs and inclusion, and he developed the Maximising the Impact of Teaching Assistants programme.
Paula Bosanquet is a Lecturer in Special and Inclusive Education and Psychology at UCL Institute of Education, London. A former teacher, she has worked extensively as a trainer and researcher with teaching assistants and schools. Along with Rob Webster, she has also authored The Teaching Assistant's Guide to Effective Interaction (3rd edition, Routledge, 2026).
Sally Franklin was a Senior Teaching Fellow at UCL Institute of Education, London, and now works as a special educational needs and disabilities (SEND) consultant, supporting schools in the UK and internationally.
Matthew Parker was a Senior Teaching Fellow at UCL Institute of Education, London. He is a former school leader and now works extensively as a school improvement partner for special schools and alternative provisions.
