Recruitment Pressures in Schools: Why Teaching Assistant Vacancies Are Impacting Quality

Recruiting skilled teaching assistants has become one of the biggest challenges facing schools today.

While much of the discussion around education staffing focuses on teacher shortages, the quiet crisis unfolding among teaching assistants (TAs) is having just as significant an effect on learning quality, inclusion and overall school performance. 

Across England, TAs have become indispensable. They deliver small-group interventions, provide one-to-one support, assist with lesson preparation and often step in to cover classes. But as vacancies grow and experienced staff move on, schools are finding it harder to maintain the consistency and quality they need to meet pupil expectations. 

 

The scale of the shortage 

Evidence suggests the problem is deepening. Schools Week reported that three in four headteachers now struggle to recruit TAs, particularly in secondary and special schools where demand is highest. RISE Education Magazine found that one in five TA roles in local authority-maintained schools remain unfilled, leaving many classrooms under-supported and stretching existing staff to their limits. 

This shortage isn’t limited to one region or phase. From primary schools to sixth forms, support staff are in short supply. The Guardian found that 81 per cent of TAs have been asked to cover lessons, despite this sitting outside their formal remit, with many expressing concern about the impact on pupils with special educational needs and disabilities (SEND). 

When you combine high turnover, rising pupil numbers and greater complexity of need, the result is a perfect storm for school leaders trying to sustain quality. Where TAs are missing, teachers pick up extra supervision duties, teaching groups grow larger and classroom responsiveness declines. In the long term, that can affect both attainment and staff morale. 

 

The growing reliance on TAs 

Teaching assistants now make up one of the largest groups in the education workforce, around 288,800 full-time equivalents in England. Over the past decade their responsibilities have expanded well beyond the traditional supporting role. Today, many are key to maintaining effective provision for pupils with additional needs, implementing literacy and numeracy catch-up programmes and ensuring classroom continuity during teacher absence. 

Yet despite their importance, recruitment for these roles remains challenging. TA positions often attract candidates looking for flexible or term-time employment, but retaining them beyond the first few years is difficult. Low pay relative to responsibility and limited access to structured career development mean that talented individuals frequently move on, leaving schools to restart the recruitment cycle. 

Almost three-quarters of TAs are considering leaving the profession, citing workload, lack of progression and pay as major factors. This level of churn creates instability that affects not just staffing, but the consistency of learning support across the school. 

 

The impact on teaching and learning 

When TA vacancies go unfilled, the consequences are felt immediately. Teachers lose valuable classroom support, students (particularly those with SEND) receive less targeted help and leadership teams spend more time firefighting operational issues rather than focusing on strategic improvement. 

Under-qualified or temporary cover staff may lack the experience to manage behaviour or support differentiated learning. Teachers then spend more time managing, guiding or correcting work rather than delivering planned lessons. Over time, this can reduce teaching quality and pupil progress, particularly in settings where additional learning needs are common. 

The Education Endowment Foundation has repeatedly highlighted that the effectiveness of TAs depends heavily on their training and deployment. Without structured preparation, TAs risk becoming under-used or mis-used resources. But when well trained and properly integrated, they make a measurable difference to attainment, inclusion and classroom behaviour. 

 

Budget pressures add another layer 

Recruitment challenges are compounded by financial constraints. According to the School Leaders Survey, 85% of respondents judge the financial prospects of their organisation negatively; only 40% said the same six months ago. For many, the cost of advertising, agency cover and induction training quickly adds up, yet these are recurring costs if staff retention remains poor. 

It becomes a vicious circle: funding pressures prevent investment in development, limited training leads to frustration and turnover, then turnover increases the recruitment burden. In a climate where every pound must demonstrate value, training can appear expendable, even though it holds the key to breaking the cycle. 

 

The wider consequences for schools 

High turnover and unfilled vacancies do more than stretch resources. They influence how parents perceive the school’s stability and capability. Consistent, high-quality classroom support contributes to reputation, which in turn affects pupil numbers and funding.  

Schools facing regular changes in support staff may find that pupils, especially those requiring continuity and trust, take longer to settle and make progress. Teachers, meanwhile, face rising workloads and stress. Over time, this can contribute to a decline in overall morale and an increase in sickness absence, adding further pressure to already stretched teams. 

The Department for Education’s 2024 teacher and support staff wellbeing report found that 61 per cent of senior leaders view workload management as their number one priority, yet many link it directly to TA shortages and insufficiently trained classroom support. 

 

A light touch on the solution: building from within 

There’s no single, quick-fix answer to the TA recruitment crisis. National pay structures, funding settlements and workforce policy all play a part. However, there are practical steps individual schools can take to strengthen their position; one of the most effective is to build internal capacity through apprenticeship training. 

Apprenticeships offer a structured, fully-funded route to develop new and existing staff into confident, qualified TAs. For schools struggling to recruit externally, they provide an alternative to the revolving door of advertising and agency costs. Apprenticeships attract enthusiastic individuals who want to learn and grow within education, while giving schools control over how training is delivered and integrated. 

By introducing an apprenticeship pathway, schools can: 

• Develop current support staff into higher-qualified roles, reducing reliance on external recruitment.   

• Attract new entrants by offering a clear progression route and professional qualification.   

• Strengthen staff loyalty through structured career development.   

• Access significant government funding support to offset training costs.   

Although apprenticeships are not a cure-all, they create long-term stability. Trained, confident TAs are more likely to stay, perform effectively and relieve teachers of routine tasks, helping schools weather ongoing recruitment pressures. 

 

The bigger picture 

The TA shortage is symptomatic of broader challenges in education recruitment. But it also highlights an opportunity: by valuing and investing in support staff, schools can strengthen the foundation on which effective teaching depends.  

Whether through developing existing staff, introducing apprenticeships or creating clear progression frameworks, the goal is the same: to ensure every classroom has the skilled, motivated adults it needs to deliver outstanding learning experiences. 

Without intervention, the cycle of vacancy, workload and burnout will continue. But with strategic investment and a commitment to professional growth, schools can begin to reverse the trend and secure a more sustainable future for their support workforce. 

 

How to get help 

Total People has extensive experience working with schools and multi-academy trusts to deliver apprenticeship programmes that meet the unique needs of education settings. Our team understands the balance between maintaining classroom support and delivering high-quality training, ensuring minimal disruption and maximum impact. 

Our qualifications include: 

• Level 3 Teaching Assistant 

Essential for supporting teachers, engaging pupils and fostering a positive learning space. 

•  Level 5 Specialist Teaching Assistant 

 Ideal for experienced staff supporting SEND or specialist curriculum areas. 

With flexible delivery options and a focus on practical outcomes, our apprenticeship programmes are designed to help schools achieve outstanding teaching standards through confident, qualified support staff. 

Total People can also help you to find new talent. Our Recruit Connect service provides tailored support from start to finish: analysing skills gaps, recommending funding and training options, helping with recruitment and guiding schools through onboarding and ongoing development.  

If you’re considering how apprenticeships could support your school’s teaching assistant workforce, get in touch with Total People to discuss your options.