Exploring the vital, specialist role of teaching assistants – two years on

Teaching assistants: vital, undervalued, and ready for change

Following our first report in 2023, we’ve checked back in with teaching assistants (TAs) to understand how they’re feeling—and what’s changed. This new report surveyed more than 150 active TAs and reveals that while confidence in supporting learners with SEND has grown, concerns around job security, recognition, and resources remain.

Urgent action is needed. 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.

Read the full report

Key findings

2025

24% | Yes, I'm actively looking

48% | Yes, I've thought about it

28% | No, not considered it at all

Almost three-quarters of teaching assistants are thinking about changing careers

Findings show that almost three-quarters (72%) of those surveyed indicated they had thought about leaving the profession, with a quarter (25%) actively looking for a new job

“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!”

Less than one in 10

feel it is a highly respected and valued role.

Almost half

wouldn’t recommend it as a career.

Over a third

feel they have complete job security - a decrease of 10% compared to 2023.

Nine out of 10

feel fairly or very confident when it comes to supporting learners with SEND.

Less than one in five

say they have all the resources they need to support learners with SEND.

Anyone who works with disabled children should be trained to do so. I’m not talking about sending an email with information about the health condition. I’m talking about proper and effective training.

Further Support

As part of our analysis of the free text responses to the question about further support, there were several key themes that emerged.

Support and training

Strong demand for more and better training, especially in areas like SEND.

“I am doing an MA but in my own time and self-funded. It would be good if schools gave more training than the occasional inset.”

Resources and funding

Widespread concern about insufficient resources and funding. Requests for more materials, equipment, and financial support to meet student needs effectively.

Workload and time

High workloads and lack of time to prepare or plan are major issues. Many respondents are working beyond their paid hours to meet expectations.

Staffing levels

Inadequate staffing is a recurring theme, with many feeling stretched too thin. More staff are needed to provide effective support, especially for students with complex needs.

Parental responsibility

Some frustration with parents not taking responsibility for their children’s basic needs. Suggestions for increased parental involvement and accountability.

“Many parents send children to school untrained in using the toilet."

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 show that while progress has been made, teaching assistants still face major challenges. That’s why we’re calling for urgent action to ensure teaching assistants are valued, supported, and empowered to thrive in their careers.

Professionalise the role

Since the last report, NCFE supported the development of the new Level 5 specialist teaching assistant apprenticeship standards, which have now been given approval. 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.

We must develop a new system that allows schools to prioritise and pay for the development of its existing staff, possibly through devolved responsibilities and ringfenced funding. This would improve job satisfaction, career development, and learner outcomes.

There’s a 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.

Ensure the role is fully integrated

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 must be clearer in 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 person-centred care.

Raise the profile of teaching assistants

Since the last report, NCFE has 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.