Lin, F., Webster, R. & Tadić, V. (2026) “Did I Do Things Right?” Teachers’ experiences of the policy–practice gap in SEND provision in secondary schools in England. European Journal of Special Needs Education. Link
Ciletti, L., Webster, R. & Strogilos, V. (2025). Scaffolding by teaching assistants in England: Exploring the interaction between practice and task structure. Support for Learning. Link
Webster, R. (2024). Teaching on the cheap? The extent and impact of teaching assistants covering classes and leading lessons. British Educational Research Journal, 50(6): 2599-2622. Link
Norwich, B. & Webster, R. (2024). Enhancing public dialogue about inclusion in school education: A citizens’ panel pilot. Frontiers in Education. Link
Hall, S. & Webster, R. (2023) “It’s properly changed, and I think it’s going to continue.” How the pandemic and the cost of living crisis remade the teaching assistant role. Pastoral Care in Education. Link
Webster, R. (2023) Upgrading the policies and the politics of inclusion [Author’s response to reviews of The Inclusion Illusion (Webster, 2022)]. European Journal of Special Needs Education, 38(4): 588-597. Link
McAnuff, J., Gibson, J., Webster, R., Kaur-Bola, K., Crombie, S., Grayston, A. & Pennington, L. (2023). School-based allied health interventions for children and young people affected by neurodisability: A systematic evidence map. Disability and Rehabilitation, 45(7): 1239-1257. Link
Webster, R., Skipp, A. & Tyers, C. (2022). The reported effects of the pandemic on the academic and developmental progress of pupils in specialist provisions in England. Using estimates from school and college leaders to determine differences between economically disadvantaged and non-economically disadvantaged pupils with special educational needs. Frontiers in Education. Link
Jardí, A., Webster, R., Petreñas, C. & Puigdellívol, I. (2022). Building successful partnerships between teaching assistants and teachers: Which interpersonal factors matter? Teaching and Teacher Education, 109. Link
O’Toole, S., Webster, R., Butcher, J. & Christie, N. (2022). Promoting the independent mobility of young people with SEND: The lived experience of young people with autism, ADHD and learning disabilities. Journal of Transport and Health, 26. Link
Webster, R. & de Boer, A. (2021). Where next for research on teaching assistants: The case for an international response. European Journal of Special Needs Education, 36(2): 294-305. Link
Webster, R. & de Boer, A. (2021). Teaching assistants: their role in the inclusion, education and achievement of pupils with special educational needs. European Journal of Special Needs Education, 36(2): 163-167. Link
Webster, R., Bosanquet, P. & Blatchford, P. (2020). Preparing teaching assistants for including all learners. Oxford Research Encyclopedia of Education. Link
Webster, R. (2019). A blueprint for evidence-based practice? Assessing the Warnock Inquiry’s proposals for research and development in special education 40 years on. Frontiers in Education, 4(7). Link
Webster, R. (2019). Leading without limits: The role of school culture in implementing evidence-based practices. Impact, 5: 6-9. Link
Webster, R. & Blatchford, P. (2019). Making sense of ‘teaching’, ‘support’ and ‘differentiation’: The educational experiences of pupils with Education, Health and Care Plans and Statements in mainstream secondary schools. European Journal of Special Needs Education, 34(1): 98-113. Link
Blatchford, P. & Webster, R. (2018). Classroom contexts for learning at primary and secondary school: Class size, groupings, interactions and special educational needs. British Educational Research Journal, 44(4): 681-703. Link
Webster, R. (2015). The classroom experiences of pupils with special educational needs in mainstream primary schools – 1976 to 2012. What do data from systematic observation studies reveal about pupils’ educational experiences over time? British Educational Research Journal, 41(6): 992-1009. Link
Webster, R. & Blatchford, P. (2015). Worlds apart? The nature and quality of the educational experiences of pupils with a Statement for special educational needs in mainstream primary schools. British Educational Research Journal,41(2): 324-342. Link
Baines, E., Blatchford, P. & Webster, R. (2015). The challenges of implementing group work in primary school classrooms and including pupils with special educational needs. Education 3-13: International Journal of Primary, Elementary and Early Years Education, 43(1): 15-23. Link
Webster, R. (2014). 2014 Code of Practice: How research evidence on the role and impact of teaching assistants can inform professional practice. Educational Psychology and Practice, 30(3): 232-237. Link
Webster, R. & Blatchford, P. (2014). Who has the responsibility for teaching pupils with SEN in mainstream primary schools? Implications for policy arising from The Making a Statement study. Journal of Research in Special Educational Needs, 14(3): 196-199. Link
Radford, J., Bosanquet, P., Webster, R. & Blatchford, P. (2014). Scaffolding learning for independence: Clarifying teacher and TA roles for children with SEN. Learning and Instruction, 36: 1-10. Link
Webster, R. & Blatchford, P. (2013). The educational experiences of pupils with a Statement for special educational needs in mainstream primary schools. Results from a systematic observation study. European Journal of Special Needs Education, 28(4): 463-479. Link
Webster, R., Blatchford, P. & Russell, A (2013). Challenging and changing how schools use teaching assistants: Findings from the Effective Deployment of Teaching Assistants project. School Leadership and Management, 33(1): 78-96. Link
Radford, J., Bosanquet, P., Webster, R., Blatchford, P. & Rubie-Davies, C. (2013). Fostering learner independence through heuristic scaffolding: A valuable role for teaching assistants. International Journal of Educational Research, 63(1): 116-126. Link
Webster, R., Blatchford, P., Bassett, P., Brown, P., Martin, C. & Russell, A. (2011). The wider pedagogical role of teaching assistants. School Leadership and Management, 31(1): 3-20. Link
Blatchford, P., Bassett, P., Brown, P., Martin, C., Russell, A. & Webster, R. (2011). The impact of support staff on pupil’ ‘positive approaches to learning’ and their academic progress. British Educational Research Journal, 37(3): 443-464. Link
Radford, J., Blatchford, P. & Webster, R. (2011). Opening up and closing down: How teachers and TAs manage turn-taking, topic and repair in mathematics lessons. Learning and Instruction, 21(5): 625-635. Link
Webster, R., Blatchford, P., Bassett, P., Brown, P., Martin, C. & Russell, A. (2010) Double standards and first principles: Framing teaching assistant support for pupils with special educational needs. European Journal of Special Needs Education, 25(4): 319-336. Link
Webster, R., Blatchford, P., Bassett, P., Brown, P., Martin, C. & Russell, A. (2010). Engaging with the question ‘should teaching assistant have a pedagogical role?’ European Journal of Special Needs Education, 25(4): 347-348. Link
Rubie-Davies, C., Blatchford, P., Webster, R., Koutsoubou, M. & Bassett, P. (2010). Enhancing learning?: A comparison of teacher and teaching assistant interactions with pupils. School Effectiveness and School Improvement, 21(4): 429-449. Link
Blatchford, P., Bassett, P., Brown, P. & Webster, R. (2009). The effect of support staff on pupil engagement and individual attention. British Educational Research Journal, 35(5): 661-686. Link
Webster, R. Bosanquet, P., Franklin, S. & Parker, M. (forthcoming 2026). Maximising the Impact of Teaching Assistants in Primary Schools: Guidance for school leaders. Second edition. Oxon: Routledge.
Bosanquet, P., Webster, R. & Radford, J. (forthcoming 2026). The Teaching Assistant’s Guide to Effective Interaction: How to maximise your practice. Third edition. Oxon: Routledge.
Webster, R. (2022). The Inclusion Illusion. How Children with Special Educational Needs Experience Mainstream Schools. London: UCL Press. Link
Webster, R. & de Boer, A. (Eds) (2022). Teaching Assistants, Inclusion and Special Educational Needs: International Perspectives on the Role of Paraprofessionals in Schools. Oxon: Routledge. Link
Webster, R. Bosanquet, P., Franklin, S. & Parker, M. (2021). Maximising the Impact of Teaching Assistants in Primary Schools: Guidance for school leaders. Oxon: Routledge. Link
Bosanquet, P., Webster, R. & Radford, J. (2021). The Teaching Assistant’s Guide to Effective Interaction: How to maximise your practice. Second edition. Oxon: Routledge. Link
Webster, R. (Ed) (2019). Including Children and Young People with Special Educational Needs and Disabilities in Learning and Life: How far have we come since the Warnock Enquiry – and where do we go next? Oxon: Routledge. Link
Webster, R., Russell, A. & Blatchford, P. (2016). Maximising the Impact of Teaching Assistants: Guidance for school leaders and teachers. Second edition. Oxon: Routledge. Link
Bosanquet, P., Radford, J. & Webster, R. (2016). The Teaching Assistant’s Guide to Effective Interaction: How to maximise your practice. Oxon: Routledge
Russell, A., Webster, R. & Blatchford, P. (2013). Maximising the Impact of Teaching Assistants: Guidance for school leaders and teachers. Oxon: Routledge
Blatchford, P., Russell, A. & Webster, R. (2012). Reassessing the Impact of Teaching Assistants: How research challenges practice and policy. Oxon: Routledge. Link
Webster, R. (2025). ‘The hidden world of within-school exclusion’, in S. Haines & D. Ruebain (Eds) Education,disability and social policy. Second Edition. Bristol: Bristol University Press
Webster, R. & Giangreco, M. (2025). ‘Escaping the whirlpool: A contextualised research agenda for teacher assistants in inclusion-oriented schools’, in J. Specht, S. Sider & K. Maich (Eds) A Research Agenda for Inclusive Education. Massachusetts: Edward Elgar Publishing
Norwich, B. & Webster, R. (2025). ‘Enhancing public dialogue about inclusion in school education: A citizens’ panel pilot’, in S. Hay, W. Beamish & D. Chambers (Eds) Advancing inclusive education for students with special educational needs: Rethinking policy and practice. Frontiers in Education
Webster, R. & Blatchford, P. (2024). ‘Rethinking use of teacher aides’, in L. J. Graham (Ed) Inclusive education for the 21st century: Theory, policy and practice. Second edition. Sydney: Allen and Unwin
Webster, R. (2022). ‘Building effective relationships with teaching assistants, the SENCO, SEND specialists and parents/carers’, in Chartered College of Teaching (Ed) The Early Career Framework Handbook. Second editionLondon: SAGE
Webster, R. (2022). ‘Conclusion: Researching teaching assistants: what have we learned and where do we go next?’, in R. Webster & A. A. de Boer (Eds) Teaching assistants, inclusion and special educational needs: International Perspectives on the role of paraprofessionals in schools. Oxon: Routledge
Webster, R. & de Boer, A. (2022). ‘Introduction’, in R. Webster & A. A. de Boer (Eds) Teaching Assistants, Inclusion and Special Educational Needs. Oxon: Routledge
Webster, R. (2021). ‘Strictly classroom: Why knowing your dance routine can help you maximise the contribution and impact of teaching assistants’, in Chartered College of Teaching (Ed) Future of Teaching. Celebrating teacher expertise. London: Chartered College of Teaching
Webster, R. (2021). ‘Effective leadership for maximising the contribution of teaching assistants: An Implementation journey’, in T. Greany & P. Earley (Eds) School Leadership and Education System Reform. Second edition. London: Bloomsbury
Webster, R. (2020). ‘Building effective relationships with teaching assistants, the SENCO, SEND specialists and parents/carers’, in Chartered College of Teaching (Ed) The Early Career Framework Handbook. London: SAGE
Webster, R. (2020). ‘A blueprint for evidence-based practice? Assessing the Warnock Inquiry’s proposals for research and development in special education 40 years on’, in G. Lindsay, J. Dockrell & K. Wedell (Eds) Warnock 40 years on: The development of special educational needs since the Warnock Report and implications for the future. Lausanne: Frontiers Media SA
Webster, R. & Blatchford, P. (2020). ‘Rethinking use of teacher aides’, in L. J. Graham (Ed) Inclusive education for the 21st century: Theory, policy and practice. Sydney: Allen and Unwin
Webster, R. (2019). ‘Inclusion: A cost-benefit analysis’, in M. Prosser Haywood & M. Jopling (Eds) ResearchSEND in Ordinary Classrooms. Suffolk: John Catt
Webster, R. (2019). ‘Looking back: A brief history of the Warnock Enquiry’, in R. Webster (Ed) Including Children and Young People with Special Educational Needs and Disabilities in Learning and Life: How far have we come since the Warnock Enquiry – and where do we go next? Oxon: Routledge
Webster, R. (2019). ‘Looking forward: Using the Warnock Report to chart a way forward’, in R. Webster (Ed) Including Children and Young People with Special Educational Needs and Disabilities in Learning and Life: How far have we come since the Warnock Enquiry – and where do we go next? Oxon: Routledge
Webster, R. (2018). ‘Efficient use of resources’, in D. Bartram (Ed) Great Expectations: Leading an effective SEND strategy in school. Suffolk: John Catt
Webster, R. (2017). ‘Relocation, relocation, relocation: Managing school transfer for high mobility families’, in M. Rowland (Ed) Learning without Labels: Improving outcomes for vulnerable pupils. Suffolk: John Catt
Blatchford, P. & Webster, R. (2017). ‘ORACLE to MAST: 40 years of observation studies in UK junior school classrooms’, in R. Maclean (Ed) Life in Schools in Classrooms: Past, present and future. Singapore: Springer
Webster, R. & Blatchford, P. (2012). ‘The impact of teaching assistants on pupils’, in J. Hattie and E. Anderman (Eds) International Guide to Student Achievement. Oxon: Routledge
Webster, R. & Blatchford, P. (2012). ‘Supporting learning?: How effective are teaching assistants?’, in P. Adey & J. Dillon (Eds) Bad Education: Debunking educational myths. Maidenhead: OUP
Thomas, L., Boodhna, Y., Fleetwood, S., Gomes, L., Smith, L., Webster, R. & Carr, A. (2026). The role and experience of support staff in schools. London: Dept. for Education. Link
Webster, R. (2024). Teaching on the cheap? How deploying teaching assistants to cover for teachers is compromising their value and impact. London: UNISON. Link (full report) | Link (summary)
Norwich, B., Webster, R., Hall, S., McAnuff, J. & Black, P. (2023). Enhancing public dialogue about inclusion in school education: A Citizens’ Panel Pilot. UK: University of Exeter/University of Portsmouth. Link (full report) | Link (summary)
Hall, S. & Webster, R. (2022). From Covid to the cost of living: The crises remaking the role of teaching assistants. Portsmouth: Education Research, Innovation and Consultancy Unit, University of Portsmouth. Link
Brackenbury, G., Carroll, C., Roberts, A., & Webster, R. (2022). School-university partnerships: A model for knowledge co-creation for inclusive education. London: UCL Institute of Education. Link
Moss, G., Webster, R., Harmey, S. & Bradbury, A. (2021). Unsung heroes: The role of teaching assistants and classroom assistants in keeping schools functioning during lockdown. London: UCL Institute of Education/Unison. Link
Skipp, A., Tyers, C., Hopwood, V., Rutt, S., Sharp, C. & Webster, R. (2021). Special schools’ and colleges’ experiences of the Covid-19 pandemic: Summer 2021. Full findings. London: Nuffield Foundation. Link
Skipp, A., Hopwood, V., Tyers, C., Webster, R. & Rutt, S. (2021). The reported effects of the pandemic on pupils in special schools and colleges and what they need now. London: NfER/Nuffield Foundation. Link
Skipp, A., Hopwood, V. & Webster, R., with Julius, J. & McLean, D. (2021). Special education during lockdown: Providers' and parents' experiences. Research summary. London: Nuffield Foundation. Link
Skipp, A., Hopwood, V. & Webster, R., with Julius, J. & McLean, D. (2021). Special education in lockdown: The experiences of school and college providers and families of pupils with Education, Health and Care Plans (EHCPs). London: Nuffield Foundation. Link
Gray, P., Norwich, B. & Webster, R. (2021). Review of research about the effects of inclusive education: A summary. SEN Policy Research Forum/University of Exeter. Link
Sharples, J., Webster, R. & Blatchford, P. (2018). Making best use of teaching assistants. Guidance report. Second edition. London: Education Endowment Foundation. Link
Webster, R. & Blatchford, P. (2017). The Special Educational Needs in Secondary Education (SENSE) study. Final report. A study of the teaching and support experienced by pupils with Statements and Education, Health and Care Plans in mainstream and special schools. London: Nuffield Foundation. Link
Sharples, J., Webster, R. & Blatchford, P. (2015). Making best use of teaching assistants. Guidance report. London: Education Endowment Foundation. Link
Webster, R. & Blatchford, P. (2013). The Making a Statement study. Final report. A study of the teaching and support experienced by pupils with a statement of special educational needs in mainstream primary schools London: Nuffield Foundation. Link
Blatchford, P., Webster, R. & Russell, A. (2012). Challenging the role and deployment of teaching assistants in mainstream schools: The impact on schools. Final report on findings from the Effective Deployment of Teaching Assistants (EDTA) project. London: Esmée Fairbairn Foundation. Link
Claxton, G., Lucas, B. & Webster, R. (2010). Bodies of knowledge: How the learning sciences could transform practical and vocational education. London: Edge Foundation/Centre for Real-World Learning. Link
Lucas, B., Claxton, G. & Webster, R. (2010). Mind the gap: Research and reality in practical and vocational education. London: Edge Foundation/Centre for Real-World Learning. Link
Blatchford, P., Bassett, P., Brown, P., Koutsoubou, M., Martin, C., Russell, A. & Webster, R. with Rubie-Davies, C. (2009). Deployment and impact of support staff in schools. Results from Strand 2, Wave 2. London: DCSF. Link
Blatchford, P., Bassett, P., Brown, P., Koutsoubou, M., Martin, C., Russell, A. & Webster, R. (2009). Deployment and impact of support staff in schools. Characteristics, working conditions and job satisfaction. Strand 1, Waves 1-3 in 2004, 2006 and 2008. London: DCSF. Link
Blatchford, P., Bassett, P., Brown, P., Koutsoubou, M., Martin, C., Russell, A. & Webster, R. with Babayigit, S. & Haywood, H. (2008). Deployment and impact of support staff in schools and the impact of the National Agreement. Results from Strand 2 Wave 1 – 2005/06. London: DCSF. Link
Blatchford, P., Bassett, P., Brown, P., Koutsoubou, M., Martin, C., Russell, A. & Webster, R. (2007). Deployment and impact of support staff in schools. Report on findings from the second national questionnaire survey of schools, support staff and teachers. Strand 1, Wave 2 – 2006. London: DCSF. Link
Blatchford, P., Bassett, P., Brown, P., Koutsoubou, M., Martin, C., Russell, A., Webster, R. & Haywood, H. (2006). Report on findings from a national questionnaire survey of schools, support staff and teachers. Strand 1, Wave 1 – 2004. London: DfES. Link