ABSTRACT
Teaching assistants (TAs) are increasing in number and workforce remodelling continues to re-define and develop their roles. There is also a move to train TAs in specific areas of the curriculum and some schools have been using this approach for a while. This moves TAs away from supporting particular pupils in all subjects to working more closely within a faculty and developing subject knowledge as well as establishing sound working relationships with subject staff. It may be more difficult to put in place where TAs are part of the support detailed in a pupil's Statement of SEN, as these often specify a number of hours of support for the pupil and 'lock in' the TA to accompanying the pupil to a range of lessons. In this situation, the TA can be expected to have good knowledge of the pupils and their particular needs, but less knowledge of science.
