Building the education pipeline: how one college is closing the local TA skills gap

In response to a critical local shortage of qualified teaching assistants (TA), Hugh Baird College co-created a comprehensive 20-week pilot TA programme in close partnership with Sefton Council and several local primary schools. This strategic initiative specifically targeted adult learners across the region who were looking to re-skill or return to professional employment following an extended career break. The recruitment process focused on providing new pathways for individuals who were previously unemployed or working in part-time roles within the retail and warehouse sectors, offering them a clear route into a rewarding career in education.

The course was designed around a blended model of theory and practical application, ensuring that academic learning was immediately reinforced by real-world experience. This required students to commit to two days of intensive college attendance and two days of hands-on work placement in a primary school setting each week. During their time at College, learners engaged with a curriculum focused on essential core competencies, including understanding children’s mental health, managing behaviour that challenges, and introductory British Sign Language (BSL). To ensure all participants were classroom-ready and met safeguarding requirements, the college supported every learner in obtaining a necessary DBS check before they began their immersive school placements.

The inaugural cohort saw 15 dedicated learners enrol through a combination of community-led recruitment drives and the Hugh Baird College website. The subsequent impact of the programme was significant for both the individuals and the local schools. Every learner successfully completed their work experience, gaining vital practical insights into daily school operations and significantly enhancing their professional profiles. Consequently, 67% of the group successfully progressed into related education roles or opted for further professional training. In their final feedback, participants reported a substantial boost in personal confidence, specifically noting that the specialist BSL training and first-hand classroom experience were the defining highlights of their journey. Due to the success of this initial phase, a second pilot is scheduled to run in 2026. Following this next iteration, the programme is expected to become a permanent and vital fixture in the borough’s long-term education workforce pipeline, ensuring a steady stream of qualified support staff for Sefton’s schools.