Shaping the Future of Inclusion: Swift TA’s Training Approach for Teaching and Learning Support Assistants

At Swift TA, we are proud to be at the forefront of changing how schools recruit, perceive, and train Teaching Assistants (TAs) and Learning Support Assistants (LSAs). The National SEND and Inclusion Conference 2025 reinforced the significant role TAs play in supporting inclusive education, and how tailored training can benefit both students and schools alike.

Insights from key speakers, including Sir Martyn Oliver (Ofsted Chief Inspector) and SEND experts, confirmed that schools investing in professional development for TAs can create classrooms where every learner thrives—especially the most vulnerable. At Swift TA, we aim to lead the change by equipping TAs with the tools they need to create truly inclusive environments.

Swift TA’s Approach: Embedding Inclusion in Every Classroom

Inclusion was the central theme throughout the conference, and Swift TA’s training approach is built on this foundation. Sir Martyn Oliver emphasised that inclusion must be embedded into the very fabric of school culture, and our training is designed to ensure TAs play a key role in achieving this. Through our comprehensive training programmes, we help TAs develop the practical skills and knowledge to support students of all backgrounds.

One of the most resonant messages from the conference was Oliver’s statement:
“If you get it right for the most disadvantaged and vulnerable pupils, you get it right for everyone.”

At Swift TA, we believe that well-trained TAs can address a wide range of learning needs, helping to transform the classroom experience for all students, not just those with SEND. Our Level 3 Teaching Assistant Course, which includes a dedicated SEND pathway, provides TAs with specialised training to support pupils with a variety of learning needs. This pathway focuses on equipping TAs with the skills to offer personalised support, from behaviour management to differentiated learning strategies—core aspects discussed at the conference.

PACE and Empathy: Building a Compassionate Approach

Ginny Bootman’s session on the PACE Approach—Playful, Acceptance, Curiosity, Empathy—resonated deeply with Swift TA’s training ethos. The PACE framework encourages TAs to develop a compassionate understanding of each child’s individual needs, a key element of our approach to TA training.

We incorporate PACE principles into our training, ensuring TAs learn how to support students not just academically, but also emotionally. The ability to show empathy and put oneself in a pupil’s shoes, as highlighted in Bootman’s talk, is critical for fostering a truly inclusive environment. Our SEND pathway includes empathy-building exercises, equipping TAs with the tools to understand and address the emotional and social challenges that students with SEND may face.

As Bootman noted, “Inclusion is when both adults and children really feel like they belong.” At Swift TA, we ensure that our TAs are fully prepared to make every child feel valued and supported, an essential part of creating inclusive classrooms.

Conflict Resolution: Equipping TAs with the PIN Approach

John Walker and Janet Flawith’s presentation on resolving conflict using the PIN Approach (Position, Interests, Needs) provided valuable insights into effective communication and problem-solving. This approach emphasises the importance of understanding different perspectives, and active listening, when addressing conflicts—a vital skill for TAs supporting diverse groups of students.

Swift TA’s training integrates conflict resolution strategies like PIN to prepare TAs for real-life classroom challenges. As TAs are often involved in managing disputes or misunderstandings among students, having the tools to de-escalate situations is essential. Our programmes teach TAs how to actively listen, summarise what has been said, and ensure that all parties feel heard and respected.

Flexible Seating and Empowering Students

Heba Al-Jayoosi’s session on flexible seating highlighted the importance of empowering students to take ownership of their learning environments. This approach, which encourages students to decide how they learn best, benefits all children, not just those who are neurodivergent.

At Swift TA, we emphasise the importance of flexibility in classroom arrangements as part of our training. TAs are taught to encourage student autonomy by creating adaptable spaces where students feel comfortable and in control of their learning. This approach, which is central to our SEND pathway, ensures that TAs are equipped to respect and accommodate diverse learning styles, ensuring all students have the best possible chance of success.

Creative Solutions for Truly Inclusive Classrooms

Frances Akinde’s session on creative solutions in SEND education reminded attendees of the abundance of free resources available to schools, including NASEN’s Whole School SEND. She also underscored the importance of asking the right questions and using Bronfenbrenner’s Ecological Systems Theory to understand how various environments influence a child’s development.

Swift TA’s training ensures that TAs are aware of and know how to utilise these free resources. Our SEND pathway equips TAs with strategies to access tools like NASEN’s Whole School SEND and integrate them into their day-to-day work, ensuring they have a broad arsenal of resources to draw upon. Additionally, TAs are trained to understand the wider contexts that may be impacting a child’s learning, such as home life, social dynamics, and community factors, which aligns with Bronfenbrenner’s theory.

A New Attitude Towards TA Training and Recruitment: Insights from Jack Edwards, Operations Director at Swift TA

Jack Edwards, Operations Director at Swift TA, highlights how these conference insights underscore the vital need for a shift in attitudes towards TA recruitment and training:
“TAs are no longer just an extra pair of hands in the classroom. With the right training, they become a vital link in the chain of inclusive education, supporting teachers and pupils alike. At Swift TA, we’re proud to be pioneering a shift in how schools approach the hiring and development of TAs. Our training doesn’t just prepare TAs for the classroom—it prepares them to be leaders in creating an inclusive, supportive school environment.”

Edwards’ comment reflects Swift TA’s broader mission: to change how the education system views TAs, recognising their value as key drivers of change and inclusion in schools. By investing in high-quality training, schools can unlock the full potential of their support staff, ensuring that every child has the opportunity to thrive.

Swift TA: Leading the Change in TA Training

The National SEND and Inclusion Conference 2025 highlighted the critical role of TAs in supporting inclusive education. Swift TA is committed to leading this change through our Level 3 Teaching Assistant Course and SEND pathway, ensuring that TAs are equipped with the skills to make a real impact.

By aligning our training with key principles from the conference—embedding inclusion, practising empathy, resolving conflict, and creating flexible learning environments—we are helping to shift attitudes around the value of TAs. Schools that invest in Swift TA’s training programmes are not only enhancing the skill sets of their TAs, but are also building a foundation for a more inclusive, supportive learning environment where every pupil can succeed.