Childcare and teaching

Who is this Apprenticeship for?

This apprenticeship is for any eligible candidates, who wish to earn a wage while developing their skills and knowledge needed to be able to pursue a career within the Early Years setting. You would be working in a range of private and public settings including; full day care, children’s centres, pre-schools, reception classes, playgroups, nursery schools, home based provision, hospitals, social care settings, out of school environments and local authority provision to deliver the Early Years Foundation Stage (EYFS) requirements set by government for the learning, development and care of children from birth to 5 in both indoor and outdoor environments.

You would work and interact directly with children on a day-to-day basis supporting the planning of and delivery of activities, purposeful play opportunities and educational programmes within the ethos of the setting. An EYP works as part of a professional team ensuring the welfare and care for children under the guidance and supervision of an Early Years Educator, teacher or other suitably qualified professional the Early Years Workforce.

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 aged 16-18 will have achieved a minimum of GCSE Grade 1 (G) or equivalent Level 1 in English and Mathematics.  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, normally 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 signed 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 Early Years Practitioner Apprenticeship will develop the knowledge and understanding of:

• How children learn and the expected pattern of babies/ children’s development and further development.
• The importance to children’s holistic development.
• How babies’ and young children’s learning and development can be affected.
• The significance of attachment, the key person's role and how transitions and other significant events impact children.
• The legal requirements and guidance on safeguarding, security, confidentiality of information and promoting the welfare of children.
• Safeguarding policies and procedures, including child protection and online safety.
• Own role and responsibilities in relation to safeguarding and security.
• The legal requirements and guidance for, Health and safety and Security.
• Risks and hazards in the work setting and during off site visits.
• Own role and responsibilities.
• The work settings procedures for receiving, storing, recording, administration and the safe disposal of medicines.
• The signs and symptoms which may indicate that a child is injured, unwell or in need of urgent medical/ dental attention.
• The impact of health and wellbeing on children’s development.
• The current dietary guidance for early years and why a healthy balanced diet and physical activity is important for.
• Ways to communicate with all children appropriate for all their stages of development.
• The statutory framework.
• The terms adult led activities, child initiated activities and spontaneous experiences.
• The key stages in the observation, assessment and planning cycle.
• How to refer concerns about a baby’s or child’s development.
• The statutory guidance in relation to the care and education of children with special educational needs and disabilities.
• Partnership working in relation to working effectively with children with special educational needs and disabilities.
• Specialist aids, resources and equipment available.
• Own role and expected behaviours and the roles of colleagues and the team.
• How to access workplace policies and procedures.
• How behaviour can impact on babies and children and influence them.
• Own responsibilities when following procedures in the work setting.
• The importance of reflective practice and continued professional development to improve own skills and early years practice.
• The roles and responsibilities of other agencies and professionals that work.
• The importance of the voice of the child, parental/carer engagement, the home learning environment and their roles in early learning.

Develop the skills in:

• Support babies and young children through a range of transitions.
• Recognise when a child is in danger, at risk of serious harm or abuse and explain the procedures to be followed to protect them.
• Identify risks and hazards in the work setting and during off site visits.
• Demonstrate skills and understanding for the prevention and control of infection.
• Use equipment, furniture and materials safely, following the manufacturers’ instructions and setting’s requirements.
• Encourage children to be aware of personal safety and the safety of others and develop personal hygiene practices.
• Promote health and wellbeing in settings by encouraging babies and young children to consume healthy and balanced diet and be physically active.
• Carry out respectful care routines appropriate to the development.
• Communicate with all children in ways that will be understood.
• Extend children’s development and learning through verbal and non-verbal communication.
• Encourage babies and young children to use a range of communication methods.
• Use a range of communication methods to exchange information with children and adults.
• Work with colleagues to identify and plan enabling environments, activities, play opportunities and educational programmes to support children’s holistic development.
• Implement and review activities to support children’s play, creativity, social development and learning and clear up after activities.
• Observe children, assess, plan and record the outcomes, sharing results accurately and confidentially in line with expected statutory framework and setting’s requirements.
• Use learning activities to support early language development.
• Support children’s early interest and development in mark making, writing, reading and being read to.
• Support children’s interest and development in mathematical learning including numbers, number patterns, counting, sorting and matching.
• Support the assessment, planning, implementation and reviewing of each baby’s and young child's individual plan for their care and participation.
• Work in ways that value and respect the developmental needs and stages of babies and children.
• Use feedback, mentoring and/or supervision to identify and support areas for development, goals and career opportunities.
• Work co-operatively with colleagues, other professionals and agencies to meet the needs of babies and young children and enable them to progress.
• Work alongside parents and/or carers and recognise their role in the baby’s/child’s health, well-being, learning and development.
• Encourage parents and/or carers to take an active role in the baby’s/child’s care, play, learning and development.
• Demonstrate how to share information with parents/carers about the importance of healthy balanced diets, looking after teeth and being physically active.

Develop and demonstrate the following behaviours:

• Care and compassion.
• Honesty, trust and integrity.
• Positive work ethic.
• Being team focused.
• Work in a non- discriminatory way.
• Professional Practice.

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:

• Have proof of English & maths GCSE minimum grade 1 (G) or equivalent level 1 qualification.
• Early Years Practitioner Qualification (level 2)

The End Point Assessment consists of:

Knowledge Test (paper based or online): A 60-minute test, consisting of 40 multiple choice questions.

Professional Discussion: A 90 minute discussion, consisting of 10 questions, to demonstrate the knowledge, skills and behaviours not covered in the observation and questioning.

This standard will be graded as Distinction, 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 Early Years practitioner. You may gain employment with your employer and / or decide to complete Early Years Educator (Level 3). 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, normally, attend work a minimum of 30 hours per week where you will learn the skills and knowledge required to continue through your qualification. This may include shift working, bank holiday working and weekend working. 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 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:

1. Apply for this apprenticeship area [external link] to be entered into a 'pool of candidates'. When a relevant vacancy becomes available we will contact you.
2. 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

Who is this Apprenticeship for?

This apprenticeship is for any eligible candidates, who wish to earn a wage while developing their skills and knowledge needed to be able to pursue a career within the Early Years setting. You would be working in a range of private and public settings including;  full day care, children's centres, pre-schools, reception classes, playgroups, nursery schools, home based provision, hospitals, social care settings, out of school environments, and local authority provision.

You would be responsible for ensuring a safe and secure environment for children's learning. You would ensure that the learning environment and provision is inclusive and supports all children, and demonstrate a clear understand of equality, diversity, and inclusion. Early years educator's teach and facilitate children's learning play, applying the observation, assessment, and planning cycle to support progress and children's development. An early year’s educator will act as the key person for one or more children within their setting and may play a leadership role within the setting or may act under the supervision of a manager.

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 early years educator apprenticeship will develop the knowledge and understanding of:

• Expected patterns of children’s development
• Significance of attachment and how to promote it effectively.
• A range of underpinning theories and philosophical approaches to how children learn and develop
• How children’s learning and development can be affected
• The importance of promoting diversity, equality and inclusion
• The importance to children’s holistic development
• Systematic synthetic phonics in the teaching of reading
• A range of strategies for developing early literacy and mathematics.
• The potential effects of transitions and significant events in their lives.
• The current early education curriculum requirements such as the Early Years Foundation Stage.
• When a child is in need of additional support such as where a child’s progress is less than expected.
• The importance of undertaking continued professional development to improve own skills and early years practice.
• The legal requirements and guidance on health and safety, security, confidentiality of information, safeguarding and promoting the welfare of children.
• Why health and well-being is important for babies and children
• How to respond to accidents, injuries and emergency situations.
• Safeguarding policies and procedures
• How to prevent and control infection

Develop skills, including:

• Analyse and explain how children’s learning and development can be affected by their stage of development.
• Promote equality of opportunity and anti-discriminatory practice.
• Plan and lead activities, purposeful play opportunities and educational programmes.
• Ensure plans fully reflect the stage of development, individual needs and circumstances of children.
• Provide learning experiences, environments and opportunities appropriate to the age, stage and needs.
• Encourage children’s participation, ensuring a balance between adult-led and child-initiated activities.
• Engage in effective strategies to develop and extend children’s learning and thinking.
• Support and promote children’s speech, language and communication development.
• Support children’s group learning and socialisation.
• Model and promote positive behaviours expected of children.
• Support children to manage their own behaviour in relation to others.
• Plan and provide activities to meet additional needs.
• Carry out and record observational assessment accurately.
• Identify the needs, interests and stages of development of individual children.
• Make use of formative/summative assessment and tracking children’s progress to plan next steps.
• Discuss children’s progress and plan next stages in their learning.
• Communicate effectively in English in writing and verbally.
• Engage in continuing professional development and reflective practice to improve own skills, practice, and subject knowledge.
• Plan and carry out physical care routines suitable to the age, stage and needs of the child. 
• Promote healthy lifestyles.
• Undertake tasks to ensure the prevention and control of infection.
• Carry out risk assessment and risk management in line with policies and procedures.
• Maintain accurate and coherent records and reports and share information, only when appropriate, to ensure the needs of all children are met, such as emotional, physical, psychological and cultural.
• Identify and act upon own responsibilities in relation to health and safety, security, confidentiality of information, safeguarding and promoting the welfare of children.
• Work co-operatively with colleagues and other professionals to meet the needs of babies and children and enable them to progress.
• Work in partnership with parents and/or carers to help them recognise and value the significant contributions they make to the child’s health, well-being, learning and development.
• Encourage parents and/or carers to take an active role in the child’s play, learning and development

Develop and demonstrate behaviours, including:

• Care and compassion
• Honesty, trust and integrity
• Positive work ethic
• Being team-focused
• Commitment
• Work in a non- discriminatory way
• Professional Practice

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
• Proof of completing an Early Years Educator Level 3 qualification (part of the on-programme element)
• Proof of completing a paediatric first aid qualification (part of the on-programme element)
• Completed a showcase portfolio, demonstrating how you have met the knowledge, skills and behaviours

 The End Point Assessment consists of:

• Knowledge Test: A 60 minute online knowledge test, consisting of 35 questions
• 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, 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 an early year’s practitioner. 

You may gain employment with your employer and / or decide to complete Team Leader/ Supervisor Apprenticeship (Level 3), Degree or other FE/HE courses in early years or children & young people.

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 18 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:

1. Apply for this apprenticeship area [external link] to be entered into a 'pool of candidates'. When a relevant vacancy becomes available we will contact you.
2. 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

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:

1. Apply for this apprenticeship area [external link] to be entered into a 'pool of candidates'. When a relevant vacancy becomes available we will contact you.
2. 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

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:

1. Apply for this apprenticeship area [external link] to be entered into a 'pool of candidates'. When a relevant vacancy becomes available we will contact you.
2. 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