Rethinking the deployment of learning assistants: Changing and reviewing practices

Abstract Around the world, the number of learning assistants (LAs) employed in schools has increased dramatically over the last two decades. Underpinned by the global move towards more inclusive education, and consequently an increasingly diverse school population, they now play a key role in supporting learners with additional needs. A number of concerns have been raised in relation to common deployment practices, and the negative impact these have on students and the one‐to‐one support model has come under particular criticism. This article reports the outcome of a decision taken in one school to allocate learning assistants to classes to work alongside teachers rather than using them primarily for one‐to‐one support. In‐depth semi‐structured interviews were used to identify the impact of this change on both teachers and LAs. The research found that class‐based deployment strengthened communication between teacher and LA, enabled more effective collaborative work and resulted in more flexible use of limited LA hours. The article makes a case for the value of reviewing the deployment of LAs and illustrates how and why a change in deployment model can make a noticeable difference to teachers, LAs and the students they support.