Teaching Assistant (Level 3)

Who is this Apprenticeship for?

This course is for anyone wishing to become a Teaching Assistant working in Primary, Special and Secondary education across all age ranges encompassing special educational needs and emotional vulnerabilities.

The primary role of the Teaching Assistant is to support the class teacher to enhance pupils’ learning either in groups or individually, ensuring pupils understand the work set, know their learning objectives and stay on task in order to make progress. Promoting self-belief, social inclusion and a high self-esteem play an integral part to pupils’ well-being; ensuring pupils thrive in a positive, nurturing, safe environment. It is an active role supporting the learner to access the curriculum. They are good role models, act with honesty and integrity, take part in team meetings; contribute to planning and class activities. Promoting Fundamental British Values through spiritual, moral, social and cultural development and positive behaviours are crucial in contributing to improved pupil progress and development.

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.

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 teaching assistant apprenticeship will develop the knowledge and understanding of:

Understanding how pupils learn and develop

Understand the need to provide feedback to support and facilitate an appropriate level of independence.
Comprehend appropriate levels of learning resources to identify and help address weakness, consolidate strengths and develop individualised expectations.
Recognise different stages of child development through school, eg: transition between key stages

Technology

Recognise the importance of using appropriate technology to support learning

Working with teachers to understand and support assessment for learning

Understand the need to accurately observe, record and report on pupil’s participation, conceptual understanding and progress to improve practice and assessment for different groups of pupils.
Understand the school’s assessment procedures for benchmarking against targets set by the class teacher.
Be familiar with assessment materials.

Curriculum

An appropriate knowledge of the curriculum and context you are working in.

Keeping Children Safe in Education

Understand current statutory guidance including ‘Keeping Children Safe in Education’ Part 1, safeguarding policies, Prevent Strategy

Develop the skills in:

Developing strategies for support

Develop strategies to support and encourage pupils to move towards independent learning.
Use appropriately varied vocabulary to ensure pupils’ understanding.
Embed effective behaviour management strategies using discipline appropriately and fairly in line with the school’s policy.
Deliver interventions in accordance with training given (RAG rating).
Foster and encourage positive, effective, nurturing and safe learning environments inspiring pupils to take pride in and learn from their individual achievements.
Recognise, adapt and respond to all pupils encompassing SEN/emotional vulnerabilities, for example, use Makaton, visual timetables.

Communication and teamwork

Work closely with teachers to ensure own contribution aligns with the teaching.
Ensure regular communication with teachers to provide clarity and consistency of role within lessons.
Deliver/lead small group teaching within clearly defined/planned parameters using initiative, sensitivity and understanding.
Build appropriate relationships with colleagues, pupils, parents, adults and stakeholders.
Comply with policy and procedures for sharing confidential information and know when and where to seek advice.
Implement current statutory guidance including ‘Keeping Children Safe in Education’ Part 1, safeguarding policies, Prevent Strategy.
Undertake safeguarding training every 3 years.
Support pupils’ well-being whilst embedding the importance of online safety.

Working with teachers to accurately assess

Contribute to a range of assessment processes and use information effectively for example: written records.
Use specific feedback to help pupils make progress.
Apply good subject knowledge to support accurate assessment

Using technology

Use school computer systems, including specialist software eg: online registration, intervention programmes and management information systems.
Use relevant technology competently and effectively to improve learning.
Ensure pupils use technology safely.

Problem solving/ability to motivate pupils

Use a range of strategies including scaffolding and open questioning skills to enable pupils to access and engage in learning.
Recognise the difference between pastoral and academic issues and model good behaviour for learning.

Develop and demonstrate the following behaviours:

Building relationships/ embracing change

Flexibility, trust, professional conduct, confidentiality and being respectful.
Promote the school’s efforts to build positive behaviour for learning.
Promote and exemplify positive behaviour and uphold the school ethos.
Be enthusiastic and open to new ideas.

Adding value to education

Praise; provide constructive and specific feedback and support pupils, helping them to achieve their maximum potential socially, emotionally and academically through peer marking and reflection

Promoting equality, diversity and inclusion

Keep pupils at the centre of everything.
Promote community cohesion and cultural diversity encompassing a full understanding of the school’s ethos.

Professional standards and personal accountability

Demonstrate professional relationships in line with Staff Handbook.
Be diplomatic, a positive role model and maintain confidentiality.
Optimise learning opportunities and reflect on their personal development.
Demonstrate a willingness to learn and improve personal skill set.

Team working, collaboration/ engagement

Work collaboratively and constructively with the whole school team.
Engage professionally as appropriate with outside professionals.

End Point Assessment Methods

To trigger the End Point Assessment, you must have:

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

The End Point Assessment consists of:

Workplace Observation: A pre-planned observation with questions, in your normal place of work and independently assessed. The observation will be for 2 hours, in total.
Professional Discussion: A 90-minute structured discussion, underpinned by a portfolio of evidence, with the Independent Assessor. This is to draw out the best of the apprentice’s competence and excellence and cover the knowledge, skills and behaviours.

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

What could I do when I have finished this Apprenticeship?

This apprenticeship provides an ideal entry into the occupation and supports progression within the sector as a teaching assistant within mainstream or specialist schools or post 16 education.

You may gain employment with your employer and / or decide to complete a Higher-level Teaching Assistant Qualification, FE/HE, Certificate in Education or PGCE.

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 on-programme taught element will typically take 12-15 months, but this is based on a vocational initial assessment to determine prior learning in this area and may be reduced.

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