Case study: Transforming TA development at Manchester Communication Primary Academy

At Manchester Communication Primary Academy (MCPA), leaders recognised a common challenge across schools - teaching assistants (TAs) often do not receive the same high-quality professional development as teachers.

Elliot Hahn, Professional Development Leader, was appointed with a clear remit to change this. From the outset, the school’s approach was underpinned by a simple belief: all staff are entitled to high-quality professional development.

Elliot explains:

“Teaching assistants are crucial to what happens in the classroom, but historically they haven’t always had access to the same level of professional learning. We wanted to change that.”

This led to the development of a structured, evidence-informed professional development (PD) model, supported by Steplab.

A key early decision was to revise TA contracts to ensure there was dedicated time for PD.

TAs are now in school beyond core hours, creating protected time for training, coaching and collaboration. This structural shift enabled the school to embed a consistent and sustainable professional development programme.

Alongside this, leaders ensured clarity around the TA role. Expectations were carefully defined, including the impact TAs should have in classrooms and through interventions.

Elliot explains:

“You have to be really clear on the role of the teaching assistant first. Without that clarity, professional development can quickly become unfocused.”

MCPA developed a bespoke professional development curriculum for TAs, closely aligned with the school’s teaching and learning principles.

The curriculum draws on:

• 1.
  Education Endowment Foundation guidance
• 2.
  Steplab’s global step library
• 3.
  TA-specific pedagogy and classroom practice

Elliot played a key role in shaping Steplab’s teaching assistant steps, ensuring they reflected the realities of TA practice.

The curriculum includes tailored model videos and focuses on building expertise in areas such as:

• 1.
  Securing attention
• 2.
  Supporting instruction
• 3.
  Understanding the science of learning
• 4.
  Delivering effective interventions

This structured approach ensures that professional learning is directly linked to classroom practice.

At the heart of the model is a structured instructional coaching programme for teaching assistants.

Coaching is delivered:

• 1.
  weekly for TA apprentices
• 2.
  fortnightly for qualified TAs

Coaching cycles are aligned with the Early Career Teacher framework, helping TAs develop a deeper understanding of classroom practice alongside teachers.

Each TA works on carefully selected steps through Steplab, enabling them to focus on small, precise improvements.

Elliot explains:

“Coaching has become the norm for teaching assistants here. It’s not an add-on - it’s part of how we work.”

This has helped build a culture where continuous improvement is expected and supported.

As the programme has grown, MCPA has focused on building internal capacity to sustain and scale coaching.

Lead teaching assistants, similar to higher level teaching assistants, are now being developed as coaches. This supports succession planning and ensures the model can continue to grow.

Elliot explains:

“We’re now developing our lead TAs so they can take on coaching roles. That’s essential for sustainability as the programme expands.”

This investment reflects a broader shift in how the school values and develops its support staff.

The focus of the PD programme has been on improving teaching assistant practice within the classroom.

Initially, the priority was building strong foundations in instructional practice, particularly around how TAs support teaching and learning during lessons.

Over time, this has expanded to include:

• 1.
  deeper understanding of pedagogy
• 2.
  application of the science of learning
• 3.
  delivery of evidence-informed interventions

As expertise has grown, teaching assistants are now playing a more active and informed role in supporting pupil progress.

The impact of the programme has been significant, both in terms of staff development and school culture.

Leaders have seen clear improvements in:

• 1.
  teaching assistant confidence
• 2.
  subject knowledge and pedagogical understanding
• 3.
  professional agency and ownership

Elliot explains:

“We’ve seen a real growth in confidence and expertise. Teaching assistants are much more knowledgeable about what they’re doing and why.”

This is particularly evident among apprentices, who benefit from structured support not only in classroom practice but also in professional skills.

One of the most powerful indicators of impact is the consistency of teaching across the school.

Elliot reflects:

“In our classrooms, you wouldn’t necessarily be able to tell who is the teacher and who is the teaching assistant. That’s a reflection of the quality of staff we have.”

The programme has also strengthened collaboration between teachers and teaching assistants. Structured rehearsal and coaching conversations help ensure both roles are aligned in delivering high-quality instruction.

Investing in TA professional development has also had a positive impact on recruitment and retention.

Many apprentices go on to secure permanent roles within the school, while others progress into teacher training.

Elliot explains:

“A lot of our teaching assistants stay with us because they feel invested in. Others go on to train as teachers, which shows the strength of the development they receive here.”

The school has also seen teaching assistants take on leadership responsibilities, particularly in areas such as SEND and mental health provision.

Reflecting on the journey, Elliot highlights two key lessons for other schools.

First, define the role of the teaching assistant clearly before designing professional development.

Second, start small.

“You don’t need to roll everything out at once. Start with one phase or a small group, get it right, and then scale.”

He also emphasises the importance of getting the fundamentals right, particularly time and structure.

For Manchester Communication Primary Academy, investing in teaching assistant professional development has strengthened the entire workforce.

By combining a clear curriculum, instructional coaching and the structure provided by Steplab, the school has created a sustainable model that improves both staff expertise and pupil outcomes.

Elliot summarises:

“Investing in teaching assistants has helped us build a stronger, more skilled workforce. That’s had a direct impact on teaching and learning across the school.”

Discover how Steplab can help your school deliver impactful professional development for teachers and teaching assistants through instructional coaching and evidence-informed practice.

Book a demo to learn more.