Building a sustainable workforce with the National Teaching Assistant Programme

Across the SEND sector, specialist teaching vacancies have increased by 90% in the last five years in state-funded schools alone. Faced with ongoing recruitment challenges and a shrinking pool of teaching assistant applicants, Shadwell Primary School partnered with Edwin’s National Teaching Assistant Programme (NTAP) to bring new, motivated individuals into the classroom. Through a structured route combining training and in-school experience, the school has strengthened its workforce, improved pupil outcomes and supported new entrants into long-term careers in education.

Shadwell Primary School, located in a village outside of Leeds, was experiencing increasing challenges in recruiting high-quality teaching assistants. With limited public transport and a declining pool of applicants, attracting suitable candidates was becoming more difficult over time. Recruitment processes were often time-consuming and did not always result in candidates with the right skills or shared values.

At the same time, the needs of pupils were continuing to grow, requiring consistent, knowledgeable support. Leaders recognised that attitude, flexibility and a genuine commitment to working with children were just as important as prior experience.

Having previously worked with Vision for Education, part of Edwin, the school had built a strong relationship with our organisation, based on trust and a deep understanding of the school’s culture. When introduced to NTAP, school leaders saw an opportunity to take a different approach by focusing on recruiting potential and the long-term development of staff.
 

Our support

Edwin worked closely with Shadwell Primary School to identify candidates who would thrive in its environment.
 

1. Targeted candidate selection

By understanding the school’s ethos, Edwin pre-screened candidates to ensure strong alignment in attitude and values, providing a high-quality shortlist.
 

2. Structured route into the classroom

Through NTAP, candidates completed training in safeguarding, behaviour management and supporting pupils with special educational needs and disabilities (SEND), before undertaking a paid placement. This helped them build confidence and integrate quickly.
 

3. Flexible and low-risk approach

The programme allowed the school to assess candidates in the role before making long-term decisions, ensuring the right fit while reducing recruitment risk.
 

Our impact

NTAP has delivered measurable benefits for Shadwell Primary School. The additional staff have strengthened support for pupils and contributed to improved outcomes. Their individual strengths and interests as educators have also been used to enhance provision, including introducing more outdoor learning opportunities that have increased engagement and wellbeing.

Trainees have integrated quickly into the school, becoming part of the team and contributing positively to its culture. Their presence has also helped to ease pressure on teachers, providing reliable, effective support in an increasingly demanding classroom environment.

Three participants have secured permanent roles at the school, while another has progressed to teacher training and continues to support the school part-time while completing her PGCE.

Shadwell Primary School’s experience shows how focusing on potential and providing structured support can help schools overcome recruitment challenges. By creating a clear pathway into education, NTAP has enabled the school to build a more sustainable workforce while supporting individuals to develop long-term careers in the sector.