Change in TA role

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I have been a TA for approx 15 years and when I first started I used to have little intervention groups for english and maths and generally help the teacher. 2 schools later and I am never in the class and am a glorified babysitter for disrespectful children. I have worked 1-1 with SEN kids previously and have no objection to this at all but so many true SEN kids aren't getting the help they need because TA's are pulled to work with the disrespectful kids. I have been sworn at hit kicked and punched whilst breaking up fights this new academic year. SLT say that this is part of the job now but I can't find anything in my job description about being verbally or physicaly assaulted. These children refuse to enter the classroom as they don't want to do any work and they see other children out on the playground having self regulation time so they think they will try it. None of these children have a diagnosis or an EHCP.

When did TA work become being a referee and bouncer to rude disrespectful children?

Is it just my school or is this common across the board now.

Our school trying to move away from the one to one model. However, lot of juggling children's needs in class due to low adult capacity. Also, brain breaks/ regulation breaks etc.
Being sworn at and hit etc should never be normalised. Do you log such incidents? I use my concern a lot...
I am a primary TA and incredibly busy. In late 50s and wonder sometimes how long I can sustain this!

This happened to me - I was moved from intervention groups and general class ta to 1:1 with children who would abscond and occasionally run riot. I got on well enough with them but left in the end. I have an English degree and wanted to use it.

Unfortunately, schools can no longer afford to employ TAs to be in class or to run many interventions. The role has definitely changed over the years. The level of need in schools has also changed. I am a school leader who also gets hurt, spat at and sworn at regularly. Are there plans in place for the children you are supporting that recognise their needs and have planned provision? Is it clear what the consequences are for these behaviours, in line with their needs? Physical aggression towards staff shouldn’t just be accepted.

I do think you need to reflect on the language you are using - why are the children with social, emotional and mental health difficulties you are supporting now just ‘disrespectful’ rather than ‘true SEND’?

I don't object at all to helping true SEN children but there seems to be a high proportion of children with no special needs who misbehave and they get no consequences for leaving the class and teachers let them get away with it for fear of being hurt or kicked if you try to get them back to class.

I'm a bit surprised that you are describing children as having 'true sen' and then dismissing children who clearly have some full on behavioural needs as just 'rude and disrespectful'... I don't doubt that they are, but I wonder if they have any sort of plan of support in place from the school, or whether there has been a look into why they are showing extreme behaviours?
It sounds to me that you need more clarity from your senco and slt, as to why these children are behaving like this and consistent approach to managing it.

I think the main problem is that some children are copying behaviours they see from some of the SEN children because they think they will get ipad time or time in the magic room or only have to write 2 sentences instead of 5!

So the kids that are kicking, punching and refusing to enter the classroom are copying the children with SEN?... with no underlying factors to their behaviour??
What happens when the children with SEN do these things?
It sounds as though some of the systems of support you have as a school really need to be looked at.