As of 2025 there were over 1.7 million pupils in England requiring Special Education Needs (SEN) support. LMP Education helps schools provide their staff members with essential training through specialised SEN training. One learner making a difference at her setting is Bethany Muggestone, a Level 3 Teaching Assistant SEND Pathway apprentice at Chellaston infant school. Here is her story:
“I decided to take on this apprenticeship programme as I had already completed level 2 and wanted to complete level 3 with more hands-on practical experience.
I chose an apprenticeship programme because it allows me to put my skills and knowledge directly into practice within a real working environment. This hands-on approach enables me to develop professionally while forming strong relationships with colleagues, from whom I can learn and gain valuable insight. Being paid while learning is also a significant benefit, as it allows me to progress financially while investing in my future career. Additionally, the reduced emphasis on purely written or theoretical work means I can spend more time in my setting, actively developing my skills, knowledge, and professional behaviours.
The main benefits of an apprenticeship programme include gaining invaluable hands-on experience within a real working environment, which allows learning to be applied immediately in practice. Working alongside experienced professionals provides ongoing support, insight, and opportunities for professional growth.
I am most proud of being offered the position as an apprentice teaching assistant. I took the initiative to put myself forward for the role and made a positive impression, which resulted in being selected for the position.
I am also particularly proud of the progress I have made while working with children with SEND and high-level needs from September to December. This role requires a significant amount of patience, resilience, and adaptability. Seeing the children’s progress despite the challenges and recognising the impact I have had on their development, has been extremely rewarding.
In addition, I am proud of the theoretical work and professional skills I have developed alongside my practical experience. I have consistently completed work to a high standard and ahead of deadlines, and I am confident this reflects my commitment and will support my aim of achieving a distinction.
One of the best aspects of my role is the children I support. Being able to assist them in their learning is a privilege, and it is incredibly rewarding to see the progress they make over time.
My colleagues are also an invaluable part of my role as a teaching assistant. They provide ongoing professional guidance, support, and encouragement, as well as contributing positively to my wellbeing. Their support has been exceptional and has made a significant difference to both my learning and overall experience in the role.
I have been well supported throughout the programme. My LMP tutor has provided clear, precise, and practical feedback on my theoretical work, which has helped me to continuously improve and produce the best possible standard in my assignments. Regular progress reviews have also been extremely beneficial, as they give me the opportunity to reflect on my strengths while identifying areas for further development.
In addition, the school I am working in has been very supportive by assigning me a mentor to work alongside. My mentor has a wealth of experience and has been willing to share their knowledge, guidance, and best practice with me, which has greatly enhanced my learning and professional development.
I have developed many important skills between September and December; however, one of the most significant has been gaining a deeper understanding of communication and the various methods that can be used to support it. This skill is essential in my role as a SEND teaching assistant, as many of the children I work with experience communication, speech, and language difficulties and may use a range of different methods to express themselves. Understanding these varied forms of communication enables me to better interpret each child’s needs and provide appropriate, effective support.
Communication is also vital beyond working directly with the children. It plays an important role in professional discussions, meetings, observations, and receiving and acting on feedback, making it a key skill for both effective practice and ongoing professional development.
Teaching assistants play a vital role in supporting pupils with SEND by providing targeted one-to-one or small-group support tailored to individual needs. This enables lessons and learning resources to be adapted so that pupils can access the curriculum, understand key concepts, and fully benefit from learning.
A SEND teaching assistant is also important in supporting children’s communication, emotional wellbeing, and behaviour. They help pupils to manage challenges, build confidence, and develop independence within the classroom. By recognising individual strengths and needs, a SEND teaching assistant can implement strategies recommended by professionals and ensure consistency in support.
In addition, SEND teaching assistants act as a key link between pupils, teachers, parents, and external professionals. They contribute to observations, assessments, and feedback, helping to monitor progress and support positive outcomes for each child.
My work has had a significant impact on both the school and the pupils, particularly as part of the school’s new SEND provision being established during the 2025–2026 academic year. This provision is a new initiative for the school and involves a dedicated class for children with high-level special educational needs.
As part of this provision, I have supported pupils within a small class setting of seven children supported by three members of staff. This structure has enabled pupils to receive a high level of personalised support. My role has contributed to ensuring that each child is supported both academically and pastorally, with a strong focus on their emotional wellbeing as well as their learning.
In addition, I have supported children in working towards the targets outlined in their Education, Health and Care Plans (EHCPs), alongside school-based assessments. Through close guidance, observation, and tailored support, my work has helped promote progress, engagement, and positive outcomes for the pupils within this specialist provision.
After completing my Level 3 qualification my aim is to secure a more permanent role within a school where I can continue to develop my skills, knowledge, and experience.
In the longer term, I aspire to work in a role focused on supporting children’s wellbeing and pastoral care. Having personally benefited from pastoral support during my senior school years, I have seen firsthand the positive impact it can have on a child’s development and overall wellbeing.
I am also considering further study, such as completing a Level 5 qualification, with the goal of progressing into a Higher-Level Teaching Assistant (HLTA) role.”
Well done, Bethany! We wish you the best of luck on your apprenticeship.
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