Teaching assistants work in primary, special and secondary education across all age ranges, encompassing special educational needs and emotional vulnerabilities. The main 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’ wellbeing, as does 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 and 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.
An Apprenticeship is broken down into three learning categories: skills, knowledge and behaviours.
For the Level 3 Teaching Assistant Apprenticeship you will cover the following …
- 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
- recognise the importance of using appropriate technology to support learning
- understand the need to accurately observe, record and report on pupils’ 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
- an appropriate knowledge of the curriculum and context you are working in
- understand current statutory guidance including ‘Keeping Children Safe in Education’ Part 1, safeguarding policies, Prevent Strategy
- understand the importance of sharing relevant information, in a timely manner with the designated Safeguarding lead. Understand the importance of first aid procedures, recording/reporting incidents and a broad knowledge of Health & Safety Policy.
- 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
- work closely with teachers to ensure your 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 three years
- support pupils’ wellbeing whilst embedding the importance of online safetyContribute 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
- 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
- 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.
- 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
- 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
- keep pupils at the centre of everything
- promote community cohesion and cultural diversity encompassing a full understanding of the school’s ethos
- demonstrate professional relationships in line with the 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
- work collaboratively and constructively with the whole school team
- engage professionally as appropriate with outside professionals.
You will be taught, guided and assessed on the above topics over the duration of your Apprenticeship. This will be done via tutor practical sessions and visits at the workplace from your designated assessor who will ensure you are competent in the job you are doing.
To undertake this Apprenticeship you will be required to undergo an assessment with the course tutor. This is nothing to worry about! The tutor will have a conversation with you in order to assess your employability skills and your willingness to learn. They will also want to find out about any prior knowledge you may have. The assessment may include a practical task and a short workbook of basic questions about the industry.
If you do not already hold a GCSE at a grade 4-9 (A-C) or Functional Skills (level 1-2) in English and maths then you will be asked to complete a short assessment to determine what level you are currently working at. The results from this, combined with your tutor meeting, will ascertain whether we will be able to accept you onto an Apprenticeship and work with you to find an employer to begin your learning journey.
To achieve this Apprenticeship, you must pass the end-point assessment. The end-point assessment is the name given to a series of tests you must take to prove your ability to do the job you have been training for. These tests take place at the end of the Apprenticeship following a period of training and development.
The end-point assessment for this Apprenticeship consists of two distinct assessment methods: practical observation with questions and answers and a professional discussion supported by a portfolio of evidence.
This Apprenticeship has an expected duration of 15 months, however, this may vary depending on your readiness to sit the end-point assessment.
As well as ensuring full competency as a teaching assistant, this standard provides a foundation for potential progression into a number of career paths in the education sector, including higher level teaching assistant, assistant teacher and teacher.
By applying for this position you will go through the College’s assessment procedure and once successful, you will be assigned a Business Engagement Officer who will guide you into employment by supporting you to find the best suited workplace.