Exploring evidence-based deployment of teaching assistants: A systematic review of interventions in the UK

JEN CURRAN, RESEARCH SCIENTIST, AMBITION INSTITUTE, UK Introduction One important consideration for many schools, when thinking about a culture of belonging, is how to make sure that every pupil feels that they belong in their class and groups. Intervention delivered by a teaching assistant (TA) can support belonging by promoting inclusion, supporting pupils to be able to access the learning in the classroom. However, such interventions need to be properly selected and implemented, as ineffective use of interventions can create a barrier to the inclusion of pupils with SEND (special educational needs and disabilities) (EEF, 2020). In my own teaching career, I wanted to promote good development and academic attainment, but sometimes I asked TAs to work on an intervention with an individual pupil or group of pupils without a clear focus. This may have impacted pupils’ sense of belonging within the wider class, if they felt that they were being separated into a small group but withou