Defining responsibilities clearly and providing clear deployment within a flexible framework
In terms of clearly devised roles and responsibilities for TAs within a flex ible framework there were several key issues. Where assistants, particularly in primary schools, had originally been volunteers, parent helpers or dinner-time supervisors there was an ongoing need to be sure that the developing job did not become too demanding for them in terms of what they had originally agreed to do. Assistants who were very good parent helpers do
not necessarily develop or wish to develop into skilled staff in, for example, supporting the literacy and numeracy stra tegy. Headteachers in the schools where the most effective practices in this area existed had recruited different assistants with clear baseline criteria. Where existing staff wished to apply for these posts they were asked to make a clear commitment to training or retraining to meet the needs of the schools on re-recruitment.