Findings from the research, published by the Education Endowment Foundation (EEF), suggest that when teaching assistants are used to support specific pupils in small groups or through structured interventions, they can be effective at improving children’s attainment.
According to the EEF, a charity set up by the Sutton Trust, the six published reports, based on trials with 6,800 pupils at 238 schools, represent a ‘major new source’ of independent evidence to help schools narrow the attainment gap between rich and poor pupils.
Among the reports is an evaluation of Catch up Numeracy, a scheme of one-to-one maths support for pupils aged six to 11 delivered by teaching assistants. The programme of twice-weekly sessions was trialled with 324 pupils in 54 schools over 30 weeks.
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