This paper reports on teaching assistants’ perceptions
of the Phase 1 Higher Level Teaching Assistant (HLTA)
training programme and the match to their changing
role in classroom support, and suggests resulting issues
for the design and delivery of HLTA training programmes.
It explores what impact undertaking the
training and gaining HLTA professional status has had
upon the school activities undertaken by the teaching
assistants and their relationships with other members of
staff within the school. Finally, it suggests emerging
issues for the involvement of staff with HLTA professional
status in classrooms in the context of the
Schools’ Workforce Reform in England.