What Schools Really Need From Teaching Assistants

Teaching Assistants play a critical role in modern classrooms, yet their responsibilities are often misunderstood.

In 2026, schools are not just looking for classroom helpers. They need emotionally intelligent, safeguarding-aware professionals who can support learning, behaviour, and wellbeing.

Across Lincolnshire and Derbyshire, schools tell us the same thing. Reliability matters as much as experience. Communication matters as much as qualifications.

A TA who turns up consistently, follows safeguarding procedures, and builds trust with pupils can have more impact than someone with a perfect CV but little resilience.

SEN and SEMH settings in particular require adults who can stay calm under pressure. Behaviour is communication. Schools need staff who understand that, not staff who take behaviour personally.

Another key requirement is adaptability. TAs are often moved between pupils, year groups, or classes at short notice. Those who cope well are the ones who understand school systems and professional expectations.

This is why training is so important.

We regularly support candidates who have transferable experience but lack confidence. Once they complete safeguarding and behaviour awareness training, their confidence grows rapidly.

Schools notice the difference. Feedback improves. Placements last longer.

For candidates, understanding what schools really want removes a lot of anxiety. You do not need to be perfect. You need to be prepared.

For schools, investing in training before placement reduces risk and improves outcomes.

The role of the Teaching Assistant is evolving. Those who recognise this shift will be best placed to succeed.