Research into the Higher Level Teaching Assistant scheme

The researchers spoke to a number of stakeholders with interest in the HLTA scheme.

Case study visits to schools where staff had gone through the scheme were undertaken with:

• Higher Level Teaching Assistants
• teaching assistants (TA) who have not gone through the scheme
• headteachers
• teaching staff.

Further interviews were conducted with representatives from:

• Regional Education Consortia
• trade unions
• Education Workforce Council
• headteachers of schools who have not participated in the HLTA scheme
• HLTA scheme briefers and assessors.

Main findings

• The main conclusion drawn from the research is that the scheme is clearly valued across the sector and warrants on-going support
• Widespread awareness of the HLTA scheme by stakeholders did not translate into understanding of the scheme. Most school staff and even some briefers and assessors referred to it as a ‘qualification’ or as a process of becoming a ‘qualified’ HLTA.
• Career progression was the underlying rationale of the scheme amongst all stakeholders. This was also the key driver and motive for TAs to participate in the scheme,
• Teachers who worked with HLTAs recognised associated benefits that come with professional development, in terms of increasing confidence in TAs and raising their status in the school.
• A number of HLTAs said they would not have participated in the scheme had there not been a guaranteed HLTA post at the end of it, this lack of a HLTA post was also a key barrier for why TAs chose not to participate
• TAs mentioned that the additional responsibilities and/or workload associated with the HLTA role were not reflected by the increase in income for the role.
• Advantages for schools relate to finance and resource planning – HLTA status allows for planned teacher cover and/or emergency absence to be covered more efficiently and cheaper – particularly reducing the need for supply cover.