By Dr Andy Hogg, Shaping Lives.
As we continue in the midst of the continuing and growing SEND crisis, with rising pupil numbers and increasingly complex needs, schools are facing “rising pressure” and unprecedented scrutiny from Ofsted. the right support, we risk children dropping out of the education system and this continued failure has profound negative consequences for both the individual children and young people and society as a whole. If we believe that education is a fundamental human right, then every child that drops out of school because they have SEND (diagnosed or undiagnosed) is being failed by a system that tells them exactly that.
The government have thrown money at the whole SEND in schools issue. Unfortunately the amounts they have ring-fenced, though seemingly large, do no run to what is needed to redevelop school estate to the standards that we need or want so that we can effectively support pupils and children with SEND. The key to navigating this challenge therefore lies in a fundamental shift in how we structure our school workforce. Currently, many schools rely on staffing models that lead to “inconsistent provision” and an “over-reliance” on over-worked and burnt out SENDCOs and Senior Leadership Teams (SLT). So why aren’t we upskilling our workforce and creating clear career pathways, specifically through the role of the Level 5 Specialist (SEND) Teaching Assistant, so that we can develop more effective, impactful, and sustainable support?
Overcoming the TA Burnout Cycle
In the current landscape, many Teaching Assistants face a high risk of burnout. Constantly “firefighting,” a lack of clear career progression, and being tasked with complex interventions without adequate specialised training leave even the most dedicated staff feeling overwhelmed and undervalued. This burnout not only leads to high staff turnover, but directly impacts the quality of support available to SEND learners. It also leads to inconsistent support for learners with SEND and drains supply costs from schools too.
The Level 5 programme is specifically designed to break this cycle. By providing TAs with deep expertise and a recognised professional status at foundation degree level, it transforms the role from one of reactive assistance to one of proactive, resilient, and reflective practice. Practitioners learn to manage their own “cognitive load” and emotional well-being, ensuring they remain effective and engaged in what is the vital work that they do. Can you see how this is going and how the burdens on over-stretched SLT can now be disseminated to specialised support staff, yet?
Disseminating Responsibility from the Top
The traditional model often leaves overwhelmed and burnt ot SENDCOs. When schools have Level 5 SEND Specialist TAs, they can act as that critical bridge, disseminating responsibility away from over-worked leadership through distributed leadership. The Level 5 specialist becomes a respected member of middle management with the expertise and (potentially) delegated responsibility to:
Line manage TAs: Developing internal specialists who can advise on suitability of support programmes and monitor interventions, thus creating clear career pathways and accountability.
Chair multi-agency meetings: Leading effective and statutory collaboration between schools, parents, and outside professionals at TAC and EHCP meetings.
Supporting Teachers in the Classroom: Helping staff adapt their teaching, scaffold learning, and remove barriers to participation so that support leads to “inclusion rather than withdrawal”.
Impactful Support and Improved Outcomes
The upskilling of TAs to a Level 5 specialist standard, leads to observable improvements at the school level too. This higher level of expertise strengthens inclusion directly within the classroom, rather than relying on external interventions and will undoubtedly support the increased focus on inclusion from OFSTED.
The direct benefits for learners include:
Identification of Barriers: Training allows specialists to identify specific learning barriers early and deliver evidence-based interventions, but also gives them the ability to “think on their feet” – a skill that is often required when supporting learners with additional needs.
Enhanced Engagement: Learners show improved confidence, attainment, and well-being when supported by a highly skilled and knowledgeable practitioner. The rapport that is built when a learner has an advocate and support that actively understands their needs, will always lead to improved engagement in the curriculum and successful (perhaps differentiated) outcomes
Meeting Ofsted Expectations: Ofsted’s focus on inclusion leadership and professional development strategies brings a greater accountability on schools to show how they are effecting and managing inclusion. Upskilling of exisiting or new staff and measuring direct impact of the L5 Specialist TA, gives schools clear evidence of how they are managing provision and what steps they are taking towards improving outcomes for pupils with SEND. Upskilling is now a strategic necessity for schools. It builds “consistency across Trusts” classrooms, ensuring unified approaches and common interventions. More importantly, it provides clear career pathways for staff, aiding retention and improving overall staff satisfaction.
By utilising the Apprenticeship Levy, Many MATs can actually develop their internal talent at minimal cost.
Now, just think about how many more pupils and children that could that keep in education?
