As we look ahead to the general election that, according to our current prime minister, will take place later this year, those of us in education have the opportunity to influence the thinking of the next government.

If the polls are to be believed, then it is highly likely the Labour Party will form the next government.

As a former Labour prospective parliamentary candidate and member of Labour’s Education Policy Forum, I am keen that any future Labour government prioritises a comprehensive and progressive education policy that addresses the evolving needs of modern Britain.

The value of teaching assistants

There are many areas for focus but one area I believe should be considered in the Labour Party’s educational agenda is greater investment in colleagues we currently call TAs.

Indeed, I think it should abolish the title of TA, replace it with the title of “learning coach”, employ them on similar contractual terms to teachers and pay them a minimum of £25,000 per year.

Why? Since 2010 when Labour was last in office, the education - and particularly the school - landscape has evolved significantly.

However, during that time and the education reform by the Michael Gove revolution, there has not been a critical review of the roles and titles associated with those who play a crucial part in shaping the learning experience.

In my multi-academy trust and, I would suggest, across the maintained system, the title of TA has long been associated with a supportive but essentially secondary role in the classroom.

An array of skills

The reality, though, is that our most effective TAs complement teachers and it is they who now roam the lesson looking for pupils who need support while the class teacher works intensively with individuals or small groups.

The role of the TA has expanded significantly over the past 10 to 15 years, with many now leading and implementing one-to-one evidence-based interventions or small group support.

By designating them as learning coaches, we would be recognising this work via a shift in terminology that would carry a symbolic weight, acknowledging the importance of their contributions in fostering an environment conducive to learning.

What’s more, by aligning the contractual terms of learning coaches with those of teachers (including around holidays, CPD entitlement and professional standards), we would be recognising the increased responsibilities and expectations placed upon them.

Finally, setting a minimum annual salary of £25,000 for learning coaches would be a step towards promoting and recognising their professional calibre.

Boosting recruitment and retention

While the introduction of the Teacher Degree Apprenticeship is a positive step in addressing the demand for more qualified teachers and could be open to TAs, it does not explicitly address the need for TAs to receive greater recognition, status and improved financial recompense.

TAs play a crucial role in supporting teachers and pupils, and their contributions in the role should be acknowledged and rewarded to enhance the overall effectiveness of the education system.

As such, a move to term them learning coaches and boost pay would not only reflect the evolving nature of their roles but also address issues of financial inequality within the school sector and again serve as a major retention tool.

Enhance the quality of education

Investing in learning coaches through improved salaries and contractual terms would yield numerous benefits for the future, too.

Firstly, it would enhance the overall quality of education by ensuring that even more skilled and motivated individuals are attracted to the profession.

Secondly, it would create a less hierarchical structure as it would foster a more collegiate and supportive educational environment, where the work of the teacher and learning coach would be far more seamless and collaborative.

The long overdue re-evaluation of the roles and titles of educational support staff, specifically those traditionally designated as TAs, is essential if we are to meet the demands of the ever-changing landscape of teaching and learning.

By recognising and valuing the crucial role that TAs might play in shaping the future of school-based learning, Labour could help build a more robust educational foundation that is clearly needed and would benefit both educators and pupils alike.

Mike Ion is the education director at Avanti Schools Trust and a former Department for Education adviser