ABSTRACT
In this chapter, the term whole-school approach is used to refer to a wide range of school-based systems, structures and ways of working. Spillane, J., Reiser, and Reimer, T. suggested from their research that being immersed as a member of a whole-school community through, for example, access to school-wide training, provided a cultural and contextual understanding that could become integrated into teaching assistants' own personal views. Watkins, C. and Wagner, P. proposed that a proactive and collaborative community approach could enhance teamwork as well as allow for autonomy. Nias, J, Southworth, G. and Yeomans, R. earlier also found that collaborative staff were both happy and resilient, and defined the relationships between staff in these contexts as tough and flexible. Smylie, M. and Evans, A. used the term ‘social capital’ to define the nature and function of social relationships and the role these play in both group and individual behaviour.
