Developing assistant teams and reviewing performance and promoting development
Despite the lack of opportunities nationally for staff development and training, the professionalism and enthusiasm amongst the assistants we interviewed and observed in class was impressive. This was in part due to the professional regard that their schools, particularly the headteachers and heads of services, had for them and partly due to the positive self-esteem they themselves exhibited. There was also evidence that in these schools there was an understanding on the part of governors, parents and the wider school communi ty about their roles. This was not a coincidence, but was because leaders in the school had taken the decision that it should be so.