ABSTRACT
Over the past few years, the partnerships of teachers and teaching assistants have grown enormously from a few examples of people working together in nurseries and special schools to complex networks of SENCOs, class teachers, subjects teachers and teaching assistants in almost every school in the country The inclusion of pupils with special educational needs (SEN) is reliant upon a whole army of assistants and now added to these are the many people who are supporting teachers and pupils for the Literacy and Numeracy Strategies. This growth has been largely unplanned with the consequence that there is wide variation in the quality of the partnerships between teachers and assistants.
