The Higher Level Teaching Assistant (HLTA) role was introduced to reinforce and improve the skills of school support staff, allowing them to take on additional responsibilities and in doing so raise standards and reduce teacher workload. This is the first major research study of the deployment and impact of support staff who have achieved HLTA status.
- Both HLTAs and senior leaders felt the HLTA role was having a positive impact on supporting pupil learning.
- Almost three-quarters of senior leaders (73 per cent) indicated that the HLTA role had reduced teacher workload, at least to some extent.
- Almost three quarters (74 per cent) of HLTAs thought that achieving HLTA status had led to increased confidence/self-esteem.
Sponsor(s): Training and Development Agency for Schools
How to cite this publication:
Wilson, R., Sharp, C., Shuayb, M., Kendall, L., Wade, P. and Easton, C. (2007). Research into the Deployment and Impact of Support Staff Who have Achieved HLTA Status. London: TDA.