Kerry (2005) attempts to develop a typology for theorising the roles of teaching assistants. Kerry suggests 11 types of roles: dogsbody, routine administrator/teachers’ PA’ and ‘Teacher support and partial substitute’ and ‘mobile paraprofessional’ (Kerry, 2005, p.377). The ‘Dogsbody’ role is my perception so far in my experience. Blatchford (2004) and Radford et al (2011) emphasise that TAs can spoon feed answers that can be perceived adversely as it weakens pupils sense of control, learning and capacity to improve learning skills freely (Sharples et al,
