Hundreds of thousands of pupils in England and Wales are being educated “on the cheap” by low-paid teaching assistants (TAs) covering lessons for teachers who are off sick or have quit, according to new research.
A desperate teacher recruitment crisis, compounded by inadequate funding, means schools across the country are struggling to put a qualified teacher at the front of every class, unions say.
TAs – who earn as little as £14,000 with salaries rising to £21,000 for the most experienced – are being asked to plug the gaps for little or no extra pay. At primary level they describe being told to lead classes ranging from nursery to year 6, with just minutes to spare. In secondary schools, TAs are teaching subjects at GCSE level where teachers have left and not been replaced.
The use of TAs to supervise classes was introduced in 2004 in cases of unexpected teacher absence, to allow for supervision for limited periods. The current teacher shortage, as well increased levels of long-term sickness, means TAs are routinely being deployed as teachers, though national guidance states they should not “actively teach”.
Children with special educational needs (SEN) are among the worst-affected by the crisis, according to research by the public service union Unison. As TAs are increasingly asked to step in for teachers, many of the 1.5 million children with SEN they normally support are left to struggle in class on their own.
The survey of almost 6,000 TAs found two in five (39%) were covering classes for regular teachers for at least five hours a week – roughly the equivalent of one school day a week or half a term’s cover over a school year – while 15% said they were expected to teach entire classes for at least 11 hours a week.
“I don’t think parents have any idea how much of their children’s education is being delivered by unqualified teaching assistants,” one primary higher-level TA told researchers.
The research shows that the crisis is getting worse. Almost half (45%) of TAs who participated in the survey said they were teaching more classes than they did last year, while more than two-thirds (68%) said that it was having a negative impact on the quality of learning in their school.
A higher-level TA working in a secondary school in the north-east told the Guardian he had covered 448 lessons last year, and it would be more this year. “It can be anything,” he said. “French, maths, science, PE. I’m quite comfortable teaching maths and PE, but French and English I’m not so good at.
“Before Covid, when teachers were off, cover would come in, but it’s harder to find teachers since Covid. It’s sad for the kids. It’s sad for the school – they want the best for the kids, but half the time they can’t get anyone.”
Another TA, working in a primary school in the north-west, said: “When we were doing training, we were aware there would be occasional times – if a teacher goes home poorly – we might have to step in. But not to this extent. It all comes down to money. If schools were given a proper budget, there would be adequate support.”
TAs are particularly concerned about the consequences for children with SEN or additional learning needs (ALN). Four in five (81%) said that covering for teachers was having a negative impact on SEN and ALN provision in their school.
As a result, pupils were missing out on classroom support (63%) and intervention sessions (58%), while those with more complex needs who have an education, health and care plan were missing out on one-to-one support (52%).
The Unison head of education, Mike Short, said: “Schools’ budgets are so tight that, instead of getting in supply teachers to cover classes, heads are having to use teaching assistants on the cheap. This is neither right, nor fair.
“Parents will rightly assume their children are being taught by teachers, not teaching assistants. The government must ensure all schools have the budget and staff to provide the education they’re meant to deliver.
“This over-reliance on unsatisfactory stopgap measures and overburdening teaching assistants in this way has to stop.”
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Paul Whiteman, the general secretary of the school leaders’ union, the NAHT, said: “It is not right that teaching assistants should be asked to routinely cover classes but sadly sometimes schools have literally no other choice.
“Teaching assistants play a crucial role in our schools, particularly for pupils with additional needs, but we should not expect them to fulfil the role of the teacher.”
Pepe Di’Iasio, the general secretary of the Association of School and College Leaders, added: “Without action from the government to address the teacher recruitment and retention crisis by improving pay, conditions, and school funding, it is difficult to see how things will improve.”
Parents are also concerned. One mother of two told the Guardian: “My daughter is in reception and has not had a teacher since coming back from the Easter holidays. We don’t know what’s happening. She’s been taught by a range of TAs – never the same person.
“She’s at the very foundation of learning, and she’s getting bored. The TAs are struggling to hold the class. It means the ones who are able are missing out, and the ones who are struggling are missing out too.”
Rob Webster, a researcher and expert on teaching assistants, said: “This study reveals the hidden costs of deploying teaching assistants to plug gaps in the teacher workforce. It disrupts support for pupils who need it, and prevents teaching assistants from doing their essential work.
“The special educational needs system in England is already at breaking point. Parents of children with additional needs will wonder what effect this considerable loss of teaching assistant capacity is having on their child’s provision.
“The current situation is having a detrimental effect on teaching assistants’ workload and wellbeing too. Left unaddressed, it could exacerbate the existing recruitment and retention crisis facing schools.”
A Department for Education spokesperson said: “We have undertaken the biggest reform of training and development in a generation, and … recognise the key role teaching assistants play in supporting children and young people with SEND. We are developing practitioner standards for all frontline staff to help them identify and support the needs of these children.”
