Estelle Morris told delegates at the Building World-Class Education Services symposium in London last week that classroom assistants should not replace teachers. She added that she was not sure heads should always use additional money to create more teaching posts, but should weigh up what support teachers needed.
'If we can get other people to clean paint pots and tidy classrooms, it will solve some problems and make teachers feel less pressured,' she said.
Ms Morris also said she saw no reason why classroom assistants could not invigilate exams, and said they were 'fully competent' to look after children at lunchtime. 'How far can they go in teaching children? How far can we move from classroom assistants sitting with five children in the corner of the classroom and following the teacher's direction to making a decision about what the children need to do next?'
Unison general secretary Dave Prentis said that giving school support staff increased responsibility 'means we have to look at training and increased pay and make sure the school holidays are not a period of financial hardship as it is for many now, but a period of relaxation.'
Unison national officer Bruni de la Motte said afterwards, 'Estelle Morris did acknowledge that if we give teaching assistants more responsibility and training, then these are not just helpers in the classroom. Becoming a teaching assistant needs to be recognised as a career choice.
She added that Unison would continue pushing 'very hard' for increased pay and a career structure. 'The problem of teaching assistants only being paid during term-time is a problem that will not go away. As more assistants are pulled into similar roles to teachers, it will become increasingly untenable for teachers to be on different contracts.'
The Professional Association of Teachers (PAT) also called for classroom assistants to have appropriate training and a career ladder. PAT senior professional officer Alison Johnston said, 'We would like to see the creation of Chartered Teaching Assistants to give these fellow professionals proper recognition using a three-stage system based on qualifications, experience and ongoing professional training.'