Teaching Assistant L3 Apprenticeship

Summary

Role Profile

Teaching Assistants work in Primary, Secondary, Special schools and further education institutions. Teaching Assistants work across all age ranges, supporting all learners. The primary role of the Teaching Assistant is to support the class teacher to enhance learner’s progress and development, either in groups or individually. Teaching Assistants ensure that learners understand their work, know their learning objectives and display positive learning behaviours in order to make progress. Teaching Assistants may support learners with special educational needs and disabilities, including learners with social, emotional and health vulnerabilities. They will work in partnership with teachers and other professionals, as well as learners’ parents and carers. Teaching Assistants will support the development of a safe and stimulating learning environment and act within the framework of national legislation regarding safeguarding.

Training

The apprenticeship typically takes 18 to 24 months to complete.

Apprentices will attend regular mandatory college sessions and complete assignments which will cover the Knowledge, Skills and Behaviours in the Teaching Assistant standard. Tutors will support apprentices to build a comprehensive portfolio of evidence.

Apprentices will receive support from their college tutor at all stages of the course.

In addition to college sessions, there will be relevant activities in the workplace which will be discussed and planned with the assessor and school-based mentor, these may include:

• Experience of supporting children with SEND needs
• Mentor meetings to discuss progress, provide feedback and guide development
• Regular observations and feedback carried out by colleagues
• Delivering interventions and tracking pupil progress
• Working as a team and liaising with parents and outside agencies
• Training in safeguarding, health and safety, first aid, Prevent, online safety, behavioural strategies and reporting to parents
• Understanding and use of the school’s ICT structure to support teaching and learning

Tutors will visit schools every 8-10 weeks for progress reviews with the Apprentice and school-based mentor. Tutors will observe Apprentices in their school setting several times during their Apprenticeship and provide developmental feedback.

Knowledge, Skills and Behaviours in the Teaching Assistant Standard

These are arranged in themes and are assessed in one of two ways:

Assessed through a 90-minute Professional Discussion, supported by a Portfolio of Evidence:

• Learning and Support
• Assessment, Curriculum
• Child Development
• Legislation and Policy
• Professional Development

Assessed through a 90-minute Observation, followed up by 20 minutes of question and answer:

• Delivery
• Assessment
• Communication
• Pastoral
• Technology
• Relationships and Role Modelling

Assessment Overview

The End Point Assessment (EPA) will start once the Apprentice is consistently working at or above the level set out in the standard. An independent assessor will make all assessment judgements.

Apprentices must pass 100% of the criteria in order to complete their apprenticeship. Some apprentices may be awarded a Merit or Distinction if they meet the additional criteria in all areas.