Working With Teaching Assistants as a Supply Teacher
The classroom door opens and thirty pupils look up expectantly. You’re the supply teacher, arriving with limited briefing time and no knowledge of individual pupils’ needs. Then you notice the teaching assistant across the room, already helping a small group settle into their seats. In that moment, you realise this person could be your greatest ally or a source of uncomfortable tension, depending entirely on how you handle the next few minutes.
Working effectively with teaching assistants is one of the most important skills for supply teachers, yet it’s rarely discussed in training or induction. Teaching assistants know the pupils, understand the routines and have invaluable expertise in supporting children with special educational needs and disabilities. When you build a positive working relationship quickly, your day runs smoothly and pupils receive the consistent, high quality support they deserve. When communication breaks down, everyone struggles.
At First Class Supply, we support teachers across the North East with practical guidance for building strong professional relationships in every classroom. This guide will help you work confidently and respectfully with teaching assistants from your first moment in the room, ensuring every pupil benefits from collaborative, inclusive teaching.
Why Is Working With Teaching Assistants So Important?
Teaching assistants are highly trained professionals who often know more about individual pupils’ needs than anyone else in the school. They understand which strategies work for specific children, how to de-escalate situations before they become incidents, and how to adapt resources for pupils with SEND. This knowledge is gold dust for a supply teacher walking into an unfamiliar setting.
In inclusive classrooms, teaching assistants provide crucial support that enables pupils with additional needs to access learning alongside their peers. They may be assigned to support individual pupils with Education, Health and Care Plans (EHCPs), work with small groups or provide whole class support. Their role is far more complex and skilled than many people realise.
When you respect teaching assistants as professional colleagues and tap into their expertise, you create a collaborative environment where pupils feel secure and supported despite the change in teacher. Pupils with SEND particularly benefit from this consistency. The familiar face of their usual TA, working effectively with a new teacher, provides reassurance and continuity.
Poor collaboration, on the other hand, creates confusion and anxiety. Pupils receive mixed messages, behaviour management becomes inconsistent, and valuable learning time is lost. For supply teachers working in SEND settings, the relationship with TAs can make or break your effectiveness.
Strong TA relationships also protect you professionally. Teaching assistants can alert you to safeguarding concerns, explain school policies you may not know, and provide witness accounts if incidents occur. They’re your partners in keeping pupils safe and ensuring quality education continues.
What Should You Do in the First Ten Minutes?
The first ten minutes of your day set the tone for everything that follows. Before the pupils arrive, invest time in introducing yourself properly to any teaching assistants in your classroom and establishing a collaborative foundation.
Sample Opening Scripts
How you introduce yourself matters. Avoid anything that sounds hierarchical or dismissive. Instead, position yourself as a professional colleague who values their expertise:
Good opening: “Good morning, I’m [name] from First Class Supply, covering [class/subject] today. I’d really appreciate your help getting to know the pupils and their needs. Could you fill me in on anything I should know before they arrive?”
Even better: “Hi, I’m [name]. Thanks so much for being here today. I know you’ll have much more knowledge about these pupils than I do, so please feel free to jump in with suggestions or let me know if I’m about to do something that won’t work with this group.”
These scripts establish respect, acknowledge expertise and invite collaboration. They signal that you’re a professional who values teamwork rather than someone who sees TAs as subordinates.
Essential Questions to Ask
Before pupils arrive, gather key information from the TA:
- Are there specific pupils I should be aware of, and what support do they need?
- Are any pupils working towards EHCP targets during this lesson?
- What’s your usual role? Do you support specific pupils or work with groups?
- Are there any routines or seating arrangements I should maintain?
- What behaviour strategies work well with this class?
- Is there anything about today’s lesson plan I should know?
- How would you normally like me to direct you during the lesson?
That last question is particularly important. Some TAs prefer to work independently based on their knowledge of pupils’ needs. Others appreciate clear direction from the teacher. Asking shows respect for their professional judgment.
For detailed guidance on the wider context of working in new schools, read our article on how to use school systems without prior training.
How Do You Clarify Roles and Responsibilities?
Role clarity prevents tension and ensures pupils receive coordinated support. While you are responsible for the lesson’s overall direction, the TA brings invaluable expertise about individual pupils’ needs and effective strategies.
Understanding TA Roles
Teaching assistants’ responsibilities vary between schools and settings. Common roles include:
- Supporting individual pupils with EHCPs or significant SEND
- Working with small groups on targeted interventions
- Providing whole class support and differentiation
- Managing specific behaviour or pastoral needs
- Supporting pupils with physical or medical needs
- Facilitating communication for pupils with speech, language or sensory needs
Some TAs have specialist training in areas like autism, speech and language therapy programmes, or behaviour management. Others have extensive experience but no formal qualifications. Both bring value.
The key principle is that while you lead the lesson’s content and pace, the TA often leads the moment to moment adjustments for individual pupils. They know whether Sam needs visual prompts, whether Aisha will struggle with paired work, or whether Marcus needs a movement break every twenty minutes.
When to Defer to TA Expertise
There are situations where the TA’s knowledge should guide decisions:
- Individual pupil’s emotional state or readiness to learn
- Specific strategies that work for pupils with identified needs
- Whether a task needs adapting for accessibility
- How to de-escalate situations with specific pupils
- When to implement sensory breaks or movement activities
- Communication methods for pupils with speech or language needs
A phrase that works well is: “What would normally work best for [pupil] in this situation?” This positions the TA as the expert while maintaining your overall responsibility for classroom decisions.
Understanding when behaviour stems from additional needs rather than defiance is crucial. Our guide on behaviour vs additional needs explores this distinction in detail.
How Can You Support SEND Pupils Together?
Effective SEND support requires coordination, communication and shared understanding of pupils’ needs. As a supply teacher, you’re stepping into established support structures that you need to maintain and respect.
Working With Individual Education Plans
Many pupils with SEND have individual plans, targets or support strategies documented in their files. The TA will know these inside out, even if you don’t have time to read lengthy documentation.
Ask the TA specific questions:
“What are [pupil’s] main targets for this term, and how can I support those during today’s lesson?”
“Are there any specific strategies or resources [pupil] relies on that I should know about?”
“How should I adapt the success criteria or outcome for [pupil]?”
The TA can then guide you on practical adjustments like providing writing frames, allowing verbal responses instead of written work, breaking tasks into smaller steps, or using visual supports. These adaptations enable pupils to access the same learning as their peers in ways that suit their needs.
For supply teachers interested in developing SEND expertise, exploring training options for SEND-focused teaching can enhance both your confidence and your career opportunities.
Managing Behaviour vs Additional Needs
One of the most complex aspects of working with TAs is navigating situations where pupil behaviour may stem from underlying needs rather than deliberate defiance. Teaching assistants often recognise the early signs of dysregulation, anxiety or sensory overload before they escalate.
Listen when a TA suggests alternative approaches:
“I think [pupil] might need a quick movement break before we start the written work.”
“[Pupil] is finding the noise level overwhelming. Should I take them to the quiet corner for a few minutes?”
These aren’t undermining your authority. They’re professional interventions based on deep knowledge of individual pupils’ needs and triggers. Welcoming these suggestions demonstrates your commitment to inclusive practice.
If you’re working with pupils who have EHCPs, our article on how to handle EHCPs as a supply teacher provides detailed guidance on your legal responsibilities and practical strategies.
What Should You Communicate Throughout the Day?
Effective communication during lessons ensures you and the TA work as a coordinated team rather than two separate adults managing different aspects of the room.
Clear, respectful communication includes:
- Briefly explaining the lesson structure and timings at the start
- Indicating when you’d like the TA to work with specific pupils or groups
- Asking for input if something isn’t working as planned
- Checking whether pupils need additional support or time
- Coordinating transitions and practical arrangements
- Sharing information about incidents or concerns
Use professional language that respects the TA’s expertise. Instead of: “Can you just sit with that table?” try “Would you be able to work with that group on the practical task? They might need support with the equipment.”
During the lesson, maintain awareness of what the TA is doing. If they’re engaged in intensive support with one pupil, don’t expect them to also manage behaviour across the room or prepare resources. If you need their help elsewhere, give them time to bring their current task to a natural pause.
Some TAs appreciate non-verbal signals for common situations (e.g., pointing to indicate which group needs support), while others prefer explicit verbal direction. A quick conversation at the start of the day establishes preferences.
The Department for Education’s guidance on working with teaching assistants emphasises the importance of effective deployment and communication, particularly in supporting disadvantaged pupils and those with SEND.
How Do You Leave a Helpful Handover?
At the end of the day, leaving clear information helps the class teacher, supports continuity for pupils and demonstrates your professionalism. The TA can be an invaluable source of insight for your handover notes.
Your handover should include:
- What the class covered and how far through the lesson plan you got
- Any pupils who struggled or excelled with particular tasks
- Behaviour incidents or concerns, however minor
- Resources used or equipment that needs replacing
- Any messages from parents or other staff
- Pupils who were absent or left early
Before writing your handover, ask the TA: “Is there anything I should mention to [class teacher] about today? Any concerns or things that went particularly well?”
The TA may have noticed important details you missed or can provide context for incidents. They might say: “You should mention that Freya managed the group work brilliantly today. That’s a real step forward for her” or “Jake seemed more anxious than usual. Might be worth checking in with Mum.”
Sample handover template:
“Class: Year 4 Date: [date] Supply teacher: [name]
Lessons covered: Completed literacy lesson on persuasive writing and most of maths (fractions). Maths will need ten minutes to finish tomorrow.
Notable successes: Excellent engagement with persuasive writing. Freya worked collaboratively in group work (noted by TA as significant progress).
Concerns: Jake seemed anxious during transitions. TA suggests follow up with parent. Amir’s reading glasses are broken – he struggled to see the board.
Behaviour: Generally very good. Kieran needed one reminder about calling out.
Other notes: Collected homework from 28/30 pupils. Absent: Emma, Callum.
TA support: [TA name] provided excellent support throughout, particularly with SEND pupils during independent writing task.
Thank you to the TA for their support today.”
This format acknowledges the TA’s contribution, provides actionable information and maintains a professional, respectful tone.
Building Long Term Relationships
When you work in the same schools repeatedly through agencies like First Class Supply, you’ll encounter the same teaching assistants multiple times. Investing in these relationships pays dividends for your career and for the pupils you teach.
Ways to build positive TA relationships over time:
- Remember names and use them consistently
- Thank TAs genuinely for specific contributions
- Ask about their training, interests or career goals
- Implement their suggestions and acknowledge when they work
- Share credit for successful lessons
- Defend TA professionalism if others are dismissive
- Recommend excellent TAs to your agency or colleagues
Many experienced supply teachers say that their relationships with teaching assistants are among the most rewarding aspects of the job. TAs who trust you will share insights, support you through difficulties and actively help you succeed.
The teaching community benefits when all professionals, regardless of job title, respect and support one another. Our First Class Supply community brings together teachers and support staff across the North East to share experiences and build collaborative networks.
Learning From SEND Experience
Working closely with skilled teaching assistants offers invaluable professional development in SEND practice, differentiation and inclusive teaching. Every day with an experienced TA is an opportunity to learn strategies you can use throughout your career.
Pay attention to:
- How TAs adapt resources for accessibility
- The language they use to support emotional regulation
- Their strategies for maintaining pupil engagement
- How they scaffold learning for pupils with additional needs
- The way they build confidence and independence
These skills make you a better teacher for all pupils, not just those with identified SEND. How SEND experience can improve your teaching career explores the professional benefits of developing inclusive teaching expertise.
Many teaching assistants are exceptionally skilled practitioners who chose their career deliberately. They’re not “failed teachers” or unqualified helpers. They’re education professionals with expertise that deserves recognition and respect.
Your Working Relationship Matters
The relationship between supply teachers and teaching assistants directly impacts pupil outcomes, classroom atmosphere and professional satisfaction. When it works well, pupils feel secure, learning continues smoothly and both adults leave feeling valued. When it doesn’t, everyone suffers.
The foundations of effective collaboration are simple: respect, communication, humility and recognition of shared purpose. You both exist to support pupil learning and wellbeing. Everything else follows from that.
For more practical guidance on succeeding as a supply teacher, browse our news and resources covering everything from behaviour management to career development. Read testimonials from teachers who’ve built successful careers with our support, or discover how to register as a supply teacher with our North East team.
If you’re a school leader looking to improve support for supply staff and teaching assistants, our information for schools explores how collaborative systems benefit everyone.
Ready to discuss how First Class Supply supports both teachers and teaching assistants across the North East? Get in touch today to learn more about our commitment to inclusive, respectful education.
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