Teaching Assistants (TAs) play a crucial role in education, yet their potential impact in Physical Education (PE) remains largely untapped. The Education Endowment Foundation’s (EEF) latest guidance on effective TA deployment provides an evidence-informed framework which, if applied to PE and school sport, could be transformational—particularly for young people with Special Educational Needs and Disabilities (SEND).

With only 1 in 4 young people with SEND regularly participating in PE and school sport, we must rethink how we deploy TAs in this space. The EEF guidance highlights key principles for maximising TA impact:

1. Use TAs to add value to classroom teaching to enable all pupils to access high-quality teaching.

2. Ensure TAs are well-prepared for their role.

3. Use TAs to help pupils develop independent learning skills.

4. Adopt evidence-based approaches when deploying TAs in structured interventions.

TAs play a crucial role in improving access for pupils with SEND. Research shows that providing more opportunities for pupils with SEND to engage in PE positively impacts their academic performance, fosters a sense of belonging at school, enhances focus in other lessons, and increases their physical activity. To achieve greater inclusivity in PE, it is essential to invest time in upskilling TAs, building their confidence and competence in creating inclusive environments. The Inclusion 2024 programme, funded by the Department for Education, aims to increase the confidence of educational practitioners, including teachers, SENDCos and, importantly, teaching assistants, in delivering inclusive PE and school sport.

Moving from Support to Empowerment in PE

Too often, TAs in PE are positioned as one-to-one support for pupils with SEND, sometimes stepping away from the lesson entirely to focus on alternative subjects or physiotherapy. However, research—and lived experience from educators—shows that when TAs are actively engaged in PE, their impact extends far beyond individual pupils. A well-deployed TA can:

• Facilitate independence, rather than dependence, by scaffolding learning experiences so pupils with SEND can actively participate alongside their peers.

• Apply structured interventions, such as breaking down motor skills into manageable steps, reinforcing key learning points, and using adaptive equipment to increase accessibility.

• Build a culture of inclusion, helping all pupils to engage meaningfully in PE, rather than creating a perception that ‘sport isn’t for them.’

Best Practice in Action: What Good Looks Like

Schools and practitioners leading the way are already redefining the role of TAs in PE:

• At a secondary school in the Inclusion 2024 network, TAs are deployed during PE, using simple, research-backed instructional techniques following the STEP (space, task, equipment and people) and Inclusion Ability Model principles to guide small groups of pupils with different abilities. This approach, inspired by the EEF’s guidance on structured interventions, ensures TAs deliver targeted support that enhances learning outcomes.

• An SEMH school in the Midlands has reimagined the TA’s role in PE, training them to co-lead warm-ups and adapt game-based activities. This shift moves away from passive supervision towards active facilitation, allowing pupils with SEND to be part of the whole-class experience rather than working separately.

• In a special school setting, a TA-led initiative focuses on using assistive technology, such as communication boards and audio cues, to enhance PE engagement for non-verbal pupils. This innovation ensures all young people have a voice in PE, reinforcing the EEF’s principle that TAs should be trained and prepared to deliver meaningful interventions.

A Blueprint for the Future: The TA Inclusion Model in PE

Recognising the need to upskill TAs with high-quality, accessible professional development, the Youth Sport Trust and Activity Alliance through Inclusion 2024 have co-designed a pioneering e-learning course: Supporting PE: An Introduction for Teaching Assistants. This bitesize training, developed alongside TAs themselves, aligns directly with the EEF’s recommendations by ensuring TAs:

• Understand the why—the value of inclusive PE and the role they play
• Gain practical strategies for how to support progress and adapt activities
• Reflect on their learning and share best practice with colleagues

Since launching in February, feedback has been overwhelmingly positive, with one TA remarking: "I feel all TAs would benefit from engaging on the course, and I will share what I have learnt with others."

A Call to Action for Schools

If we are serious about breaking down barriers to participation, we must rethink how we deploy and develop TAs in PE and school sport. The EEF’s guidance provides a timely and evidence-informed framework—now, it is up to us to apply it in a way which is truly impactful for all pupils.

To access the Supporting PE e-learning modules, use the access code tainclusion. Together, let’s ensure every young person, regardless of ability, has the opportunity to thrive in PE.