Specialist Teaching Assistant (Level 5)

Who is this Apprenticeship for?

This course is for any eligible candidates, who are in teaching role and wish to further their career within one of three specialisms.

This occupation is found in primary, secondary, special schools, alternative provision, further education institutions such as sixth forms and colleges, and a range of other education settings such as music hubs. Specialist teaching assistants will work alongside colleagues to inspire learners to progress and achieve well. Specialist teaching assistants work across all age ranges, supporting a range of learners. Specialist teaching assistants may support provision related to special educational needs and disability (SEND), the social and emotional well-being, of learners, or within another area of specialist curriculum provision such as forest schools, EAL, subject-based interventions or music education.

The broad purpose of the occupation is to support the education of learners by providing specialist support. Specialist teaching assistants plan, implement, and adapt activities to advance learning. They contribute to developing a sense of inclusion and belonging for the benefit of the learners within the communities that they serve. They draw on their specialism to contribute to the evaluation of learning and assessment activities, sustainability in their educational context. Specialist teaching assistants both reflect on their own practices and support the training and development of others within their specialist area. They will specialise in one of three options:

SEND specialist teaching assistants support the implementation of SEND policy, processes, and procedure. They will advance learning for those learners with SEND.
Social and emotional well-being specialist teaching assistants support the implementation of policy, processes, and procedure in this area. They will focus on learners’ social and emotional well-being, to advance learning.
Curriculum provision specialist teaching assistants provide support for learners and advance learning in a specialist curriculum or subject area of expertise. This may include, but is not limited to, supporting with advancing learning through early reading or early maths interventions, supporting a specific subject area or forest school provision, or supporting provision for learners with English as an additional language (EAL).

In their daily work, an employee in this occupation interacts with learners and teachers, or others acting in a supervisory capacity. They may work with other education professionals such as SENCO's, and external agencies such as early help, social services, or agencies that provide specialised support in the area of specialist provision.

Are there any entry requirements?

Must be a UK citizen, or have the right of abode in the UK, or is a citizen of a country that is within the EEA and have been ordinarily resident in the UK, the EU or the EEA continuously for the previous three years before the start of learning.

Candidates will have achieved a minimum of GCSE Grade 9-4 (A*-C) or equivalent in English and Maths. We also offer Functional Skills English and maths at Level 1 and Level 2 for those needing to gain these qualifications prior to enrolment.

Apprentices must be employed, for a minimum of 30 hours, in a role that suits the skills requirements of this apprenticeship.If you are not already employed, in this type of job role, you could search our apprenticeship vacancy page at:

www.darlington.gov.uk/jobs-and-careers/apprenticeships/apprenticeship-vacancies/

New applicants will be contacted by a vocational delivery tutor to determine suitability/eligibility prior, give information and advice on the next steps.

Shortlisted applicants will be sent to the employer, to then follow their recruitment procedure. Unsuitable applicants will be sign-posted to other areas of our service to develop transferable/employability skills, with a view to ensuring they are suitable for other apprenticeship positions in the future.

What is the curriculum intent of this Apprenticeship?

The structure and delivery of the course curriculum will enable you to develop the skills, knowledge and behaviours to reflect the needs of local and regional employers, gain qualifications and be successful in this area.

The curriculum is planned and sequenced to enable learners with previous knowledge and experience to develop the new skills needed to progress to the next stage of their career, training, education or employment. The curriculum is flexible and responsive to learner demands and can be tailored to suit individual needs, arising from any current and dynamic issues affecting their role, which can be addressed during workshop sessions.

As an apprentice you will need to be able to demonstrate knowledge and practical skills at the end of your apprenticeship training programme and understand how this reflects the needs of the local, regional and national economy.

What will the Apprenticeship cover?

The Specialist Support Assistant L5 Apprenticeship will develop the knowledge and understanding of:

Statutory and non-statutory curriculum frameworks relevant to the provision.
Statutory and non-statutory health, safety and well-being frameworks relevant to the provision.
Policies, processes, and procedures related to the collecting, storing, and sharing of information.
The principles of equity, equality, diversity, and inclusion, and why these are important.
The principles of sustainability within the education context.
Theories of learning, their application and implications for learning.
Typical patterns of child development and age-related expectations. How these differ for individual learners and the implication of these.
Sources of information on research informed evidence-based practice.
The difference between curriculum, assessment and pedagogy and why this is important when planning.

Rationale, methods, and approaches to planning for learning.
Teaching strategies to advance learning.
Barriers to learning and strategies to overcome them.
Principles and different methods of assessment and observation.
Methods of recording and reporting on assessments.
The features of enabling environments.
The principles of behaviours for learning.
The principles of and approaches to learner voice.
The purpose, impact, and safe use of equipment and resources to advance learning.
The additional professional support available for learner and the specialist role of the assistant.
The principles of effective teamwork.
Know how and when to escalate to the appropriate professional for expert help and advice.
The principles and impact of relationships, effective working and communication with learners, parents or carers and stakeholders.
The principles of effective coaching and mentoring and the difference between them.
The principles and importance of reflective practice.
Know and understand strategies to develop resilience in self and others.
Know how research findings are used to inform practices in education.
The importance of social cultural context on learning, including the factors that may lead to inequalities in access to education.
The appropriate digital and emerging technologies, and their applications to support learning.
National and local SEND policies, practices, processes, and procedures.
The theoretical background to a range of SEND, for example ASD, attachment and trauma and dyslexia.
Principles and approaches to early identification of SEND.
The tools available for assessment of SEND.
The impact of SEND on children and young peoples’ learning and development.
Strategies to advance learning for learners with a range of SEND.
National and local policies, practices, processes, and procedures related to social and emotional well-being of learners.
The theoretical background to support social and emotional well-being in educational contexts.
Principles and approaches to the promotion of social and emotional well-being in educational contexts.
The tools available to promote social and emotional well-being to advance learning.
The impact of social and emotional well-being on children and young people’s learning and development.
Strategies to advance social and emotional well-being in learning and assessment contexts.
National and local curriculum policies, practices, processes, and procedures.
The theoretical background to progression in the specific curriculum area(s).
Principles and approaches to planning sequences of learning in the specific curriculum area(s).
The tools available for assessment within the specific curriculum area(s) to advance learning.
The importance of the specific curriculum area(s) on children and young peoples’ learning and development.
Strategies to promote the specific curriculum area(s) within the educational context for the benefit of children and young people.

Develop the skills in:

Act in line with policies, processes, and procedures related to statutory frameworks and non-statutory guidance.
Establish a safe, stimulating and nurturing environment for learners.
Establish nurturing, effective working relationships with learners, parents or carers and stakeholders.
Demonstrate understanding of equality and diversity and sustainable development.
Undertake dynamic risk assessment of the learning environment.
Respond to and mitigate potential hazards that may adversely affect a learning environment.
Contribute to the planning of learning and assessment activities.
Apply teaching strategies to advance learning, for example scaffolding.
Select and use safely, appropriate equipment and resources to advance learning.
Apply an appropriate range of assessment methods.
Analyse assessment outcomes to inform reporting and future planning.
Provide ongoing feedback to learners and support them to respond to feedback.
Record and report information related to learners’ progress to a range of stakeholders.
Collaborate with colleagues and other professionals.
Advocate for and champion the needs of learners.
Use a range of research to critically evaluate teaching and assessment approaches and practices.
Critically evaluate a variety of teaching and assessment methods depending on environments and needs.
Improve own practice by undertaking continuous self-reflection including seeking and responding to feedback from varied sources.
Update and maintain their own knowledge and skills as part of managing their own continuing professional development.
Communicate information and analysis in a variety of forms to reflect the needs of the audience, for example by providing appropriate advice and guidance to parents or carers.
Support the development of effective practices in others.
Identify, action, and challenge issues and undertake difficult conversations where appropriate.
Recognise signs of vulnerability in self or colleagues and the appropriate actions required to minimise risks to professional well-being.
Implement strategies to support the social and emotional well-being of learners.
Select and use technologies safely and effectively to promote learning.
Prioritise and manage own workload, for example recognising the importance of capacity.
Implement national and local SEND policy, practices, processes, and procedures.
Apply approaches to the assessment and early identification of SEND.
Apply strategies to adapt provision and practices to support learners with SEND.
Implement national and local policies, practices, processes, and procedures related to social and emotional well-being.
Identify and signpost learners in need of social and emotional well-being intervention.
Apply strategies to support the social and emotional well-being of learners.
Implement national and local policies, practices, processes, and procedures related to the specific curriculum provision.
Adapt planning and assessment to support learning and progress in the specific area of curriculum provision.
Support colleagues by advocating for the specific curriculum provision.

Develop and demonstrate the following behaviours:

Model ethical, fair, consistent, and impartial behaviours, by valuing inclusion, equity, equality and diversity within professional contexts.
Act professionally, positively, and proactively.
Show respect, care, approachability and empathy for children, colleagues and stakeholders.
Adaptable and resilient.
Eager to develop as a practitioner, by being receptive and open to challenge and constructive criticism.
Model appropriately aspirational practices.

On completion of the on-programme element of the apprenticeship you will enter gateway to the End Point Assessment, which is the final assessment. This will be conducted by an independent end point assessor who will grade the assessment.

End Point Assessment Methods

To trigger the End Point Assessment, you must:

English & maths GCSE minimum grade 4+ (C+) or equivalent level 2 qualification proof.
Completed a showcase portfolio, demonstrating how you have met the knowledge, skills and behaviours.

The End Point Assessment consists of:

Observation with Questions – 2 hours (90 mins observation and 30 mins Q&A)
Professional discussion – 60 mins (underpinned with a portfolio of evidence)

This standard will be graded as Distinction, Merit, Pass or Fail

What could I do when I have finished this Apprenticeship?

You may remain in employment with your employer and / or decide to work towards Level 6 or 7 teaching Apprenticeships.

You will also be given information and guidance to continue onto other courses.

Where and when will I learn?

During the course you will be expected to attend work a minimum of 30 hours per week where you will learn the skills and knowledge required to continue through your qualification. You will be supported in the workplace through regular visits with your tutor and you will also be expected to come into the training centre (Coleridge Centre, DL1 5AJ) for support sessions. These sessions will allow you to complete coursework, receive instant feedback and ensure you are ready for the End Point Assessment.

This course could also be delivered remotely, utilising digital online systems for submission of coursework, receiving feedback and 1:1 support from your tutor.

This on-programme taught element will typically take 24 months, but this is based on a vocational initial assessment to determine prior learning in this area and may be reduced. The course duration is based on the apprentice working 30 hours per week but will be extended if the apprentice works less hours. The End Point Assessment will be completed within 3 months of completing the on-programme taught element.

How much will the Apprenticeship cost?

There are no fees for this apprenticeship.

What do I do next?

You can:

View our latest vacancies

Or you can:

Apply for this apprenticeship area to be entered into a 'pool of candidates'. When a relevant vacancy becomes available we will contact you.
If you are already employed in this area and wish to join the apprenticeship training, or have identified an employer wishing to start you as an apprentice in this area, please contact us