This article explores some of the issues around the agenda for workforce reform as it applies to professionals who work in early years classrooms (4-7 year olds), who work alongside class teachers in supporting learning. Their changing roles, responsibilities and professional identities are examined through a small scale case study of four women, two nursery nurses and two teaching assistants, from an infants school in a suburb of Bristol. Their close professional and personal relationships with the six female class teachers with whom they work are considered. Their stories are analysed for their significance as women whose levels of skill and dedication are undervalued in terms of career structure, salary and job security. Whilst contributing to the debates around the changing roles and the valuable work of teaching assistants, this research endorses the view that these professionals' voices are too often silenced in educational debates and in strategic decision making.