Exploring the vital, specialist role of teaching assistants – two years on
Teaching assistants: vital, undervalued, and ready for change
Two years after our All I Do campaign, we’ve checked back in with teaching assistants to understand how they’re feeling—and what’s changed. This new report reveals that while confidence in supporting learners with SEND has grown, concerns around job security, recognition, and resources remain high. It’s clear that urgent action is needed. That’s why we’re using our Why Should I Care? campaign to push for greater recognition and professionalisation of this essential role. Explore the findings and discover how we’re working to support teaching assistants and raise awareness of their impact.
Key Findings
72%
of teaching assistants have thought about moving careers, or were actively looking to do so, in the last 12 months. That’s a slight decrease of 1% compared to 2023.
Although almost a quarter (24%) are now actively looking for a new role. That’s an increase of 12% compared to 2023.
“Our pay is atrocious for what we do and I even supplement children not having breakfast at home by buying them things to eat before they start their day. At this moment in time sitting serving customers in a supermarket sounds very appealing!”
72%
of teaching assistants have thought about moving careers, or were actively looking to do so, in the last 12 months.
Over 1/3
of teaching assistants feel they have complete job security. Although this is a decrease of 10% compared to 2023.
9/10
teaching assistants feel fairly or very confident supporting learners with SEND - an increase of 4% from 2023.
<15%
feel they have everything they need to support learners with SEND.
<1/10
feel it is a highly respected and valued role.
Almost half
of respondents wouldn’t recommend becoming a teaching assistant.
Our pay is atrocious for what we do and I even supplement children not having breakfast at home by buying them things to eat before they start their day. At this moment in time sitting serving customers in a supermarket sounds very appealing!
Further Support
As part of our analysis of the responses to the question about further support, there were several key themes that emerged.
Proudest moment
While there were frustrations as highlighted above, in analysing the responses to the second question it was clear that teaching assistants are extremely proud of the work they do and are motivated by the impact they are having on children and young people.
“Any time you can help a child achieve that lightbulb moment makes this the most rewarding job. It doesn’t matter if that task is simple or complex, if you can support a child so they can achieve these moments themselves it is priceless and has made a difference.”
Child development and progress
Many responses highlight pride in seeing children grow, learn, and succeed - especially in reading, behaviour, and confidence.
Support and relationships
A strong theme is the emotional reward of building supportive, trusting relationships with students, particularly those with SEND or behavioural challenges.
Moments of realisation
Respondents often describe ‘lightbulb moments’ when a child understands something for the first time or achieves a personal milestone.
Long-term impact
Several stories reflect on former students returning to express gratitude, showing the lasting influence of teaching assistants.
Personal achievement
Some contributors mention their own educational or professional growth, such as completing qualifications or mastering new skills to better support students.
Recommendations
The findings in this report show that while progress has been made, teaching assistants still face major challenges around job security, recognition, and career development. That’s why we’re calling for urgent action to ensure teaching assistants are valued, supported, and empowered to thrive in their careers.
Since the last report, NCFE supported the development of the new Level 5 specialist teaching assistant apprenticeship standards which have now been given approval. This is a significant milestone in creating structured, recognised career progression for TAs. The new apprenticeship has three specialist areas to choose from: SEND, social and emotional wellbeing, and curriculum provision.
The T Level in Education and Early Years is now established as one of the best performing T Levels and a second generation of the qualification will be delivered from September 2025. It offers a broad and comprehensive insight into the role of education and childcare, before providing the opportunity for students to specialise in either early years or assisting teaching.
However, we must develop a new system that allows schools to
prioritise and pay for the development of its existing staff as well, possibly through devolved responsibilities and ringfenced funding. This would improve job satisfaction, career development, and learner outcomes.
There is also risk of skilled teaching assistants being forced to move into other sectors, such as retail, where the salary expectations are higher. Increasing the base salary would ensure more teaching assistants remain in the role as well as attract new, passionate individuals into the sector.
Additional funding is not the answer alone. Educational settings must be more economical and cost-effective at the same time. A step in the right direction would be making schools the experts for their own requirements but ensuring greater accountability.
• We must break the cycle of teaching assistants being one of the first roles under threat when budgets are tightened. We need to be clearer on evidencing the value TAs bring, particularly to underserved groups with additional needs. The parent/carer voice should also be strengthened as a key influencer in achieving person-centred care.
• Since the last report, NCFE established a bi-monthly TA Forum that provides an outlet for the sector. In the forum, TAs share aspects of their practice and help co-develop new professional development
activities and resources. It is an opportunity to share good practice as well as a way of supporting their peers.
• We would like this to be developed further into a national network for teaching assistants. This would create a forum for best practice sharing, professional resources and development, as well as a place for peer-to-peer support. It could also act as a joined-up voice for teaching assistants in the sector.
• The Government should also consider a national campaign to help raise awareness of the work teaching assistants do and the vital role they play within the education system, to support understanding, recruitment and retention.
The workload is unmanageable... I am pulled from class to class and never get enough time to fit the interventions in that need to be done. I feel like I am failing the children in our care.