School support staff, including teaching assistants, play a vital role in children’s education, and that is why this government is establishing the School Support Staff Negotiating Body (SSSNB).

The SSSNB will be a new statutory body specifically for school support staff. Its purpose is to bring employers and employee representatives together to negotiate minimum standards for pay and conditions for school support staff in all state-funded schools in England. It will also advise on training and career progression for school support staff. The SSSNB is expected to be established in autumn 2026.

The initial focus of the SSSNB will be on establishing new minimum levels for terms and conditions with incremental changes to contracts that lead to cumulative improvements in support staff terms and conditions each year.

The department’s consultation ‘SEND reform: putting children and young people first’ has now closed after a 12-week consultation period including over 200 engagement events, meetings and roundtables. We are carefully reviewing and taking into account all responses submitted to the consultation and continuing to engage widely on our proposals

Under the proposals, we would place a duty on settings to produce an Individual Support Plan (ISP) for any child or young person receiving support within the proposed targeted, targeted plus or specialist support layers. The ISP will be developed by settings together with parents and young people, giving every child or young person receiving targeted or specialist support a clear and consistent record of their needs and the help they receive, so that support is joined‑up, timely and genuinely centred on what will help them to thrive

Support in settings will be underpinned by National Inclusion Standards which will set out what ordinarily available provision should be in every setting across the 0 to 25 system, as well as the evidence-based tools, strategies and approaches for educators to support children and young people with special educational needs and disabilities (SEND)

The national inclusion standards and specialist provision packages will set out what the evidence base tells us about what good provision looks like including where teaching assistant support is an effective way to support a child or young person in mainstream or special schools

We are investing to support the mainstream system to be more inclusive. This includes investing over the next three years:

• £1.6 billion in an Inclusive Mainstream Fund to support settings to improve their inclusion offer, and
• £1.8 billion for local area partnerships, including local authorities and Integrated Care Boards, to develop a new ‘Experts at Hand’ offer designed to strengthen the capability of mainstream education settings by providing access to support from key services and health and specialist education practitioners.

The Schools White Paper, Every child achieving and thriving, and the consultation on Special Educational Needs and Disabilities (SEND) reforms have now been published, as of 23 February. The White Paper and the consultation are available, respectively, at the following two links:

https://www.gov.uk/government/publications/every-child-achieving-and-thriving

https://www.gov.uk/government/consultations/send-reform-putting-children-and-young-people-first/send-reform-putting-children-and-young-people-first-html-version

These documents set out our ambitions to transform outcomes for children, young people, and their families who have been let down for far too long. The Department for Health and Social Care and NHS England have worked closely with the Department for Education on the reforms, and continued close partnership between health, social care, and education will be needed to realise the opportunity created by these crucial reforms.

The Government is currently consulting on proposed updates to the statutory guidance on supporting pupils with medical conditions at school, with further information available at the following link:

https://www.gov.uk/government/consultations/proposal-on-support-for-pupils-with-medical-conditions-at-school

The Government will publish non-statutory guidance to clarify the roles and responsibilities of health and education in supporting pupils with medical conditions in education settings. Schools are responsible for managing their resources and budgets. They must comply with their statutory duties, including those under the Equality Act and the duty under section 100 of the Children and Families Act 2014 to make arrangements for supporting pupils with medical conditions.

Integrated care boards (ICBs) have various statutory duties under the Children and Families Act 2014 to work with local authorities, including on: identifying and notifying where a child or young person has potential SEND; joint commissioning; participating in education, health and care assessments and plans; and securing health provision. Reform proposals include the creation of New Specialist Provision Packages for children and young people with complex needs, which set out exactly what support and resources are required for specific needs. These will be developed and reviewed by an Independent Expert Panel with education and health co-chairs, and shaped through testing with parents. For children under five years old with complex needs, we will introduce a fast track for a Specialist Provision Package and Education, Health and Care Plan.

The NHS Medium Term Planning Framework for 2026/27 to 2028/29, published October 2025, included, for the first time, a clear requirement for ICBs and providers to meet their statutory SEND duties and support the Government’s SEND reform plans. The framework is available at the following link:

https://www.england.nhs.uk/wp-content/uploads/2025/10/medium-term-planning-framework-delivering-change-together-2026-27-to-2028-29.pdf

Each ICB is also required to have an executive lead for children and young people with SEND. ICBs will need to work alongside local authorities to develop Local SEND Reform Plans, which will set out each local area’s approach to implementing SEND reforms, tailored to local context and need. These plans will lay the foundation for long-term reform, set how partners will work together, and enable ongoing monitoring of progress, including introduction of the new Experts at Hand service.

Education is a devolved matter, and the response outlines the information for England only.

The department does not hold data on whether a child has access to a teaching assistant full time or for part of their school day.

Schools in England are asked to record the headcount and FTE of their teaching assistants. In the November 2024 school workforce census, there were a reported 288,800 teaching assistants (FTE).

Information on the school workforce in England, including the number of teaching assistants in state-funded schools, is published in the ‘School workforce in England’ statistical publication. The publication is available here: https://explore-education-statistics.service.gov.uk/find-statistics/school-workforce-in-england/2024.

These figures have been available since 5 June 2025.

Education is a devolved matter, and the response outlines the information for England only.

The department does not hold data on whether a child has access to a teaching assistant full time or for part of their school day.

Schools in England are asked to record the headcount and (FTE of their teaching assistants. In the November 2024 school workforce census, there were a reported 288,800 teaching assistants (FTE).

Information on the school workforce in England, including the number of teaching assistants in state-funded schools, is published in the ’School workforce in England statistical publication. The publication is available here: https://explore-education-statistics.service.gov.uk/find-statistics/school-workforce-in-england/2024.

These figures have been available since 5 June 2025.

The requested information on the first language of teachers and classroom assistants is not collected centrally.

Information on the qualifications held by teachers is available in the 'School workforce in England' accredited official statistics publication. This can be found here: https://explore-education-statistics.service.gov.uk/find-statistics/school-workforce-in-england/2024.

School support staff, including classroom support staff, play a vital role in children’s education.

Headteachers are responsible for recruitment and deployment in their schools as they are best placed to understand the specific needs of their pupils and make staffing decisions accordingly.

The Education Endowment Foundation’s guidance report ‘Deployment of Teaching Assistants’ makes a number of recommendations to help schools make decisions about how to deploy their teaching assistants to ensure they are used effectively.

In October 2024 the department released the new Financial Benchmarking & Insights Tool to support schools. This service helps schools view and improve their spending, provision and deployment of staff by making comparisons to similar schools.

The department does not hold information regarding the number of times that teaching assistants have delivered unsupervised classroom teaching in place of qualified supply staff.

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High-quality teaching has the strongest positive impact on pupil outcomes in schools, which is why this government has pledged to recruit an additional 6,500 new expert teachers, including in science subjects, backed by a near 10% pay award since July 2024.

To aid recruitment, the department is providing teacher training financial incentives worth nearly £233 million, including bursaries worth up to £29,000 tax-free, and scholarships up to £31,000 tax-free, in science subjects. We are also providing retention incentives for early career science teachers worth up to £6000, with 39 schools in Hampshire qualifying for these.

Schools that host trainee placements leading to qualified teacher status, including those studying a PGCE, can claim funding to help cover the time staff members spend mentoring, given the importance of peer-to-peer support. In 2024/25, the department welcomed over 23,100 new postgraduate trainee teachers, an increase of 8% compared to 2023/24. In 2024/25, 399 trainees began postgraduate teacher training in Hampshire, compared to 317 in 2023/24.

The department’s interventions are having a positive impact, with the teaching workforce growing by 2,346 full-time equivalent teachers between 2023/24 and 2024/25 in secondary and special schools. In the South East, the number of secondary school teachers increased by 221.

Teaching assistants (TAs) play a vital role in children’s education, including for pupils with special educational needs and disabilities (SEND).

A departmental survey in 2023, ‘The use of teaching assistants in schools’, found that TAs across all school settings most commonly support pupils with SEND, including those with education, health and care (EHC) plans. Half (50%) spent most of their time delivering interventions for pupils with additional needs.

The Education Endowment Foundation (EEF) has highlighted that research suggests evidence based, structured interventions, delivered by TAs, can have a positive impact on pupil outcomes. The EEF’s guidance report, ‘Deployment of Teaching Assistants’, makes a number of recommendations to help schools make decisions about how to deploy their TAs to ensure they are used effectively.

This government also recognises that the availability of training and career progression opportunities for TAs helps ensure schools have the skilled staff they need to deliver high-quality education.

Education is a devolved matter, and the application of the School Support Staff Negotiating Body provisions in the Employment Rights Bill is therefore for state-funded schools in England only.

​​The department is providing schools with £615 million in additional funding in financial year 2025/26 to support them with overall costs, including the costs of the 4% schools teacher pay award and the 3.2% local government pay offer in respect of school support staff. This is on top of the funding increases which the government has already provided to support schools and means that the overall Core Schools Budget will total £65.3 billion in 2025/26, compared to £61.6 billion in 2024/25.

Through the Dedicated Schools Grant, Essex is receiving £1.25 billion for mainstream schools in 2025/26. This represents an increase of 2.3% per pupil compared to 2024/25. These figures do not include growth funding, falling rolls funding or the additional funding for schools announced alongside the teacher pay award this year. Allocations of that additional funding, at local authority level, will be announced in October 2025.

Teaching assistants play a vital role in children’s education, including for pupils with special educational needs and disabilities (SEND). They are crucial to ensuring we give children the best possible life chances.

This government values and recognises the professionalism of the entire school workforce. That is why we are establishing the School Support Staff Negotiating Body (SSSNB) through the Employment Rights Bill, introduced in Parliament on 10 October 2024.

The SSSNB will mean that in future years, employers and employee representatives will come together to negotiate terms and conditions and pay for school support staff, including teaching assistants, to ensure they are properly recognised and rewarded for the work they do. The SSSNB will also be tasked with establishing a national terms and conditions handbook and advising on suitable training and career progression routes that recognise the varied and vital roles support staff undertake.

Most school support staff, including teaching assistants, are currently employed on National Joint Council (NJC) for local government services pay and conditions. The NJC is a negotiating body made up of representatives from trade unions and local government employers. Employees covered by the NJC for local government services pay and conditions have been offered a pay increase of 3.2% from 1 April 2025, which is subject to agreement by the recognised NJC unions. The government does not play a role in this process.

Teaching assistants play a vital role in children’s education, including for pupils with special educational needs and disabilities (SEND). They are crucial to ensuring we give children the best possible life chances.

This government values and recognises the professionalism of the entire school workforce. That is why we are establishing the School Support Staff Negotiating Body (SSSNB) through the Employment Rights Bill, introduced in Parliament on 10 October 2024.

The SSSNB will mean that in future years, employers and employee representatives will come together to negotiate terms and conditions and pay for school support staff, including teaching assistants, to ensure they are properly recognised and rewarded for the work they do. The SSSNB will also be tasked with establishing a national terms and conditions handbook and advising on suitable training and career progression routes that recognise the varied and vital roles support staff undertake.

Most school support staff, including teaching assistants, are currently employed on National Joint Council (NJC) for local government services pay and conditions. The NJC is a negotiating body made up of representatives from trade unions and local government employers. Employees covered by the NJC for local government services pay and conditions have been offered a pay increase of 3.2% from 1 April 2025, which is subject to agreement by the recognised NJC unions. The government does not play a role in this process.

Teaching assistants play a vital role in children’s education, including for pupils with special educational needs and disabilities (SEND). They are crucial to ensuring we give children the best possible life chances.

This government values and recognises the professionalism of the entire school workforce. That is why we are establishing the School Support Staff Negotiating Body (SSSNB) through the Employment Rights Bill, introduced in Parliament on 10 October 2024.

The SSSNB will mean that in future years, employers and employee representatives will come together to negotiate terms and conditions and pay for school support staff, including teaching assistants, to ensure they are properly recognised and rewarded for the work they do. The SSSNB will also be tasked with establishing a national terms and conditions handbook and advising on suitable training and career progression routes that recognise the varied and vital roles support staff undertake.

Most school support staff, including teaching assistants, are currently employed on National Joint Council (NJC) for local government services pay and conditions. The NJC is a negotiating body made up of representatives from trade unions and local government employers. Employees covered by the NJC for local government services pay and conditions have been offered a pay increase of 3.2% from 1 April 2025, which is subject to agreement by the recognised NJC unions. The government does not play a role in this process.

Teaching assistants play a vital role in children’s education, including for pupils with special educational needs and disabilities (SEND). They are crucial to ensuring we give children the best possible life chances.

This government values and recognises the professionalism of the entire school workforce. That is why we are establishing the School Support Staff Negotiating Body (SSSNB) through the Employment Rights Bill, introduced in Parliament on 10 October 2024.

The SSSNB will mean that in future years, employers and employee representatives will come together to negotiate terms and conditions and pay for school support staff, including teaching assistants, to ensure they are properly recognised and rewarded for the work they do. The SSSNB will also be tasked with establishing a national terms and conditions handbook and advising on suitable training and career progression routes that recognise the varied and vital roles support staff undertake.

Most school support staff, including teaching assistants, are currently employed on National Joint Council (NJC) for local government services pay and conditions. The NJC is a negotiating body made up of representatives from trade unions and local government employers. Employees covered by the NJC for local government services pay and conditions have been offered a pay increase of 3.2% from 1 April 2025, which is subject to agreement by the recognised NJC unions. The government does not play a role in this process.

Teaching assistants play a vital role in children’s education, including for pupils with special educational needs and disabilities (SEND). They are crucial to ensuring we give children the best possible life chances.

This government values and recognises the professionalism of the entire school workforce. That is why we are establishing the School Support Staff Negotiating Body (SSSNB) through the Employment Rights Bill, introduced in Parliament on 10 October 2024.

The SSSNB will mean that in future years, employers and employee representatives will come together to negotiate terms and conditions and pay for school support staff, including teaching assistants, to ensure they are properly recognised and rewarded for the work they do. The SSSNB will also be tasked with establishing a national terms and conditions handbook and advising on suitable training and career progression routes that recognise the varied and vital roles support staff undertake.

Most school support staff, including teaching assistants, are currently employed on National Joint Council (NJC) for local government services pay and conditions. The NJC is a negotiating body made up of representatives from trade unions and local government employers. Employees covered by the NJC for local government services pay and conditions have been offered a pay increase of 3.2% from 1 April 2025, which is subject to agreement by the recognised NJC unions. The government does not play a role in this process.