A report from the Institute of Education on the deployment of the wider workforce in schools, from teaching assistants to administrative support staff, has shown that:

• 88 per cent of teachers feel that support staff have had a positive effect on their job satisfaction;
• 77 per cent feel they have helped reduce levels of stress;
• 59 per cent believe that they have led to decreases in their workload.

The benefits, teachers claim, stem from the specialist help that support staff bring combined with their capacity to free teachers to teach. Their fundamental role in schools is also underlined by the benefits they bring to pupils such as improving their learning environment.

The figures released today coincide with the Training and Development Agency for Schools (TDA) announcement of the 21,000th person to gain higher level teaching assistant (HLTA) status. HLTAs work in schools alongside teachers, providing valuable support for teaching and learning activities and are deployed in a range of ways. Their work includes planning and preparing lessons, supporting pupils with special needs and working with pupils on a one-to-one basis, in small groups and with a whole class.

Graham Holley, Chief Executive of the TDA comments:

“Support staff are an invaluable resource for teachers and schools. But for schools to achieve the very best results, it’s essential that their skills and talents are used to the full. We know that not all schools are realising the full potential benefits of their support staff, because they are not deploying them in the best ways. That’s why a key priority for the TDA is to support schools in developing consistent, effective deployment practices which will help them make the most of their whole school team.

“It is important that more head teachers follow the example of the best, to ensure all their staff are fully supported in making their contribution to the success of their school.     

“As well as freeing teachers to teach, support staff can also boost the range of skills available to a school. The announcement of the 21,000th HLTA represents a real coming of age for this new group.  It underlines how support staff can play a critical role in coping with changes to the school environment. Today, HLTAs are taking on more responsibility and even branching out into subject specialisms in maths and science.  Investment in support staff is essential to making the vision of a 21st century school a reality.”

The survey supports earlier research by the National Foundation for Educational Research (NFER) on behalf of the Training and Development Agency for Schools. That found that 91 per cent of school leaders believed HLTAs had made a positive contribution to pupil performance and 90 per cent believed they had brought about a positive effect within schools. 83 per cent of HLTAs believed they had made a positive impact on the work of teachers.

Janice Hodge from Greneway Middle School, recognised as the 21,000th person with HLTA status today adds:

“If you’re passionate about working with children, an HLTA role can be very rewarding. There are countless opportunities to learn on the job and every day is completely different. As one of the many different people working in schools today, we share the commitment of the teachers we work with to making our schools exciting and inspirational places to be. But an HLTA role is just one of the many new opportunities in schools for people who want to try something new and make a difference to young people’s lives.”

If you are interested in finding out more about the roles and further training for support staff should visit www.tda.gov.uk/support or contact the Support Staff Enquiry Line on 0845 600 2944.

For school leaders, the TDA’s guidance on effectively deploying the wider workforce can be found at www.tda.gov.uk/leaders/supportstaff

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Notes to editors

• The report on the Deployment and Impact of Support Staff (DISS) in Schools and the Impact of the National Agreement was conducted by the Institute of Education, University of London. The results are from Strand 2 Wave 1. The DISS project is the largest study of support staff yet undertaken and was commissioned by the DCSF. Data was collected over the school year 2005/6 
• The Training and Development Agency for Schools (TDA) was established under the Education Act 2005.Its principal aim is to secure an effective school workforce that improves children’s life chances.
• The higher level teaching assistant programme is available to school support staff in England, who have sought the support of their head teacher and line manager.  For more detailed information on the HLTA programme refer to the Handbook for Candidates, available at www.tda.gov.uk/hlta
• The TDA funds the HLTA programme through local authorities (LAs). If you are employed in a non-maintained school, you can either approach your school for funding or provide your own funding.
• To apply for the HLTA programme you will need to contact a regional provider of assessment (RPA).