Specialist teaching assistant apprenticeship

Course overview

Take your career in education to the next level with the NEW Specialist Teaching Assistant Level 5 Apprenticeship. Designed for those passionate about supporting learners, this level 5 programme is equivalent to a foundation degree and offers Teaching Assistants and educational staff the opportunity to specialise in a specific field.

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Course starts on 31 January 2025
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Days

Hours

Minutes

Seconds

Apprenticeship Level

Level 5

Typical Duration

18 months

Training Method

Blended learning

Assessment Method

Professional discussion underpinned by a portfolio of eEvidence and Q&A

Funding
value

£12,000

Level 5 Specialist Teaching Assistant Apprenticeship Programme

The Level 5 Specialist Teaching Assistant Programme is the natural progression route for teaching assistants who look to further their career in education. This programme is equivalent to a foundation degree and offers learners the opportunity to specialise in a particular field of study such as Special Educational Needs and Disabilities (SEND), social and emotional wellbeing, or specific curriculum provisions like early reading or EAL (English as an Additional Language).

Specialist Teaching Assistants will work alongside qualified professionals, using research-based practices to plan, implement, and adapt learning activities that advance student progress. Learners in this programme can work in primary, secondary, or alternative education settings where specialist Teaching Assistants will make a real difference by fostering inclusion, promoting positive behaviours, and advocating for childrens’ needs.

Key programme information:
– Level 5 apprenticeship
– Choose from 3 specialist pathways
– Supports SEND, social/emotional wellbeing or curriculum specialisations
– Hands-on experience in real educational settings
– Duration: 18 months
– Fully funded and accredited

The Level 5 Specialist Teaching Assistant Apprenticeship serves as a natural progression to learners taking one of LMP’s specialised SEND pathway programmes:
Level 3 Teaching Assistant Apprenticeship SEND Pathway
Level 4 Higher Level Teaching Assistant SEND Pathway.

Discover the Teaching Assistant Development Programme.

Apprentices on the programme can choose to focus on either Special Educational Needs and Disabilities (SEND), social and emotional wellbeing, or specific curriculum provisions like early reading or EAL (English as an Additional Language). TAs will work alongside qualified professionals, using research-based practices to plan, implement, and adapt learning activities that advance student progress. 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 in order to advance learning. Specialist teaching assistants will also work alongside colleagues to inspire learners to progress and achieve well and can work across all age groups, supporting a range of learners. This programme is suitable for working in early years settings, primary or secondary schools, alternative education settings, and range of other education settings such as music hubs.

Starting as a Specialist Teaching Assistant (Level 5) offers a solid foundation in educational support, and there are several routes you can take to progress in education. Here are some common career paths and steps you could consider:

1. Higher-Level Teaching Assistant (HLTA)
• As a Level 5 Specialist TA, you might consider progressing to an HLTA role. This role often includes additional responsibilities, such as leading classes in the absence of a teacher, and requires HLTA status, which involves a formal assessment process and sometimes additional coursework. Starting as a Specialist Teaching Assistant (Level 5) offers a solid foundation in educational support, and there are several routes you can take to progress in education. Here are some common career paths and steps you could consider.

2. Teacher Training (Qualified Teacher Status - QTS)
• With experience as a Level 5 TA, you could consider becoming a fully qualified teacher. Several routes can help you achieve this:
o School-Centered Initial Teacher Training (SCITT): A practical, school-based route.
o Postgraduate Certificate in Education (PGCE): A university-led course that includes teaching placements.
o Assessment Only Route (AOR): If you already have substantial teaching experience, this fast-track assessment route could grant you QTS without further coursework.

3. Specialist Roles in Education
• With your specialist knowledge, you might explore roles such as a Special Educational Needs Coordinator (SENCO), Pastoral Support Lead, or Learning Mentor. These roles may require additional qualifications, such as a postgraduate certificate or diploma in specific educational areas like SEN or pastoral care.

4. Leadership and Management
• Educational leadership roles like Assistant Headteacher or Deputy Headteacher are also options, typically after gaining QTS and substantial teaching experience. A postgraduate qualification in educational leadership or management can be beneficial.

5. Specialised Support and Therapy Roles
• Some TAs pursue careers as Educational Psychologists, Speech and Language Therapists, or Behaviour Specialists. These roles usually require further university study at the master's level. Steps for Progression
• Further Qualifications: Additional certifications, diplomas, or degrees in education, teaching, or a related specialisation can open doors.
• Professional Development: Regular CPD (Continuing Professional Development) to build skills in areas like SEN, classroom management, or curriculum planning.
• Experience in Varied Educational Settings: Gaining experience in different schools or working with varied age groups or abilities can broaden your expertise and make you a more versatile candidate.

This route can lead to fulfilling career opportunities, allowing you to influence and support students' educational journeys on multiple levels.

At the end of this programme you will achieve a Level 5 Specialist Teaching Assistant qualification.

Academic mentor, music educator, social and emotional well-being teaching assistant, specialist education support, specialist learning support, specialist teaching assistant, subject teaching assistant, SEND teaching assistant.

What to expect from LMP Education

Dedicated account management and recruitment
Leading nationwide apprenticeship training provider
Specialists in the education, training and business sectors
Delivering vibrant, engaging learning for all learners
Blended and remote teaching and learning
Tailored learning plans for each individual
Experienced tutors and delivery support team
Designated safeguarding officers, policies and procedures

Specialist teaching assistant apprenticeship

Programme
Information

K1: Statutory and non-statutory curriculum frameworks relevant to the provision.
K2: Statutory and non-statutory health, safety and well-being frameworks relevant to the provision, including safeguarding.
K3: Policies, processes, and procedures related to the collecting, storing, and sharing of information.
K4: The principles of equity, equality, diversity, and inclusion, and why these are important.
K5: The principles of sustainability within the education context.
K6: Theories of learning, their application and implications for learning.
K7: Typical patterns of child development and age-related expectations. How these differ for individual learners and the implication of these.
K8: Sources of information on research informed evidence-based practice.
K9: The difference between curriculum, assessment and pedagogy and why this is important when planning.
K10: Rationale, methods, and approaches to planning for learning.
K11: Teaching strategies to advance learning.
K12: Barriers to learning and strategies to overcome them.
K13: Principles and different methods of assessment and observation.
K14: Methods of recording and reporting on assessments.
K15: The features of enabling environments.
K16: The principles of behaviours for learning.
K17: The principles of and approaches to learner voice.
K18: The purpose, impact, and safe use of equipment and resources to advance learning.
K19: The additional professional support available for learners.
K20: The additional professional support available for their specialist role.
K21: The principles of effective teamwork.
K22: Know how and when to escalate to the appropriate professional for expert help and advice.
K23: The principles and impact of relationships, effective working and communication with learners, parents or carers and stakeholders.
K24: The principles of effective coaching and mentoring and the difference between them.
K25: The principles and importance of reflective practice.
K26: Know and understand strategies to develop resilience in self and others.
K27: Know how research findings are used to inform practices in education.
K28: The importance of social cultural context on learning, including the factors that may lead to inequalities in access to education.
K29: The appropriate digital and emerging technologies, and their applications to support learning.
K30: National and local SEND policies, practices, processes, and procedures.
K31: The theoretical background to a range of SEND, for example ASD, attachment and trauma and dyslexia.
K32: Principles and approaches to early identification of SEND.
K33: The tools available for assessment of SEND.
K34: The impact of SEND on children and young peoples’ learning and development.
K35: Strategies to advance learning for learners with a range of SEND.
K36: National and local policies, practices, processes, and procedures related to social and emotional well-being of learners.
K37: The theoretical background to support social and emotional well-being in educational contexts.
K38: Principles and approaches to the promotion of social and emotional well-being in educational contexts.
K39: The tools available to promote social and emotional well-being to advance learning.
K40: The impact of social and emotional well-being on children and young people’s learning and development.
K41: Strategies to advance social and emotional well-being in learning and assessment contexts.
K42: National and local curriculum policies, practices, processes, and procedures.
K43: The theoretical background to progression in the specific curriculum area(s).
K44: Principles and approaches to planning sequences of learning in the specific curriculum area(s).
K45: The tools available for assessment within the specific curriculum area(s) to advance learning.
K46: The importance of the specific curriculum area(s) on children and young peoples’ learning and development.
K47: Strategies to promote the specific curriculum area(s) within the educational context for the benefit of children and young people.

S1: Act in line with policies, processes, and procedures related to statutory frameworks and non-statutory guidance, including safeguarding, implementing the setting’s behaviour policy.
S2: Establish a safe, stimulating and nurturing environment for learners.
S3: Establish nurturing, effective working relationships with learners, parents or carers and stakeholders.
S4: Demonstrate understanding of equality and diversity and sustainable development.
S5: Undertake dynamic risk assessment of the learning environment.
S6: Respond to and mitigate potential hazards that may adversely affect a learning environment.
S7: Contribute to the planning of learning and assessment activities.
S8: Apply teaching strategies to advance learning, for example scaffolding.
S9: Select and use safely, appropriate equipment and resources to advance learning.
S10: Apply an appropriate range of assessment methods, including formative, summative and individual needs-based assessments.
S11: Analyse assessment outcomes to inform reporting and future planning.
S12: Provide ongoing feedback to learners and support them to respond to feedback.
S13: Record and report information related to learners’ progress to a range of stakeholders.
S14: Collaborate with colleagues and other professionals.
S15: Advocate for and champion the needs of learners.
S16: Use a range of research to critically evaluate teaching and assessment approaches and practices.
S17: Critically evaluate a variety of teaching and assessment methods depending on the learning environments and learners’ needs.
S18: Improve own practice by undertaking continuous self-reflection including seeking and responding to feedback from varied sources.
S19: Update and maintain their own knowledge and skills as part of managing their own continuing professional development.
S20: 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.
S21: Support the development of effective practices in others, for example through mentoring and coaching colleagues.
S22: Identify, action, and challenge issues and undertake difficult conversations where appropriate.
S23: Recognise signs of vulnerability in self or colleagues and the appropriate actions required to minimise risks to professional well-being.
S24: Implement strategies to support the social and emotional well-being of learners.
S25: Select and use technologies safely and effectively to promote learning.
S26: Prioritise and manage own workload, for example recognising the importance of capacity.
S27: Implement national and local SEND policy, practices, processes, and procedures.
S28: Apply approaches to the assessment and early identification of SEND.
S29: Apply strategies to adapt provision and practices to support learners with SEND.
S30: Implement national and local policies, practices, processes, and procedures related to social and emotional well-being.
S31: Identify and signpost learners in need of social and emotional well-being intervention.
S32: Apply strategies to support the social and emotional well-being of learners.
S33: Implement national and local policies, practices, processes, and procedures related to the specific curriculum provision.
S34: Adapt planning and assessment to support learning and progress in the specific area of curriculum provision.
S35: Support colleagues by advocating for the specific curriculum provision.

B1: Model ethical, fair, consistent, and impartial behaviours, by valuing inclusion, equity, equality and diversity within professional contexts.
B2: Act professionally, positively, and proactively.
B3: Show respect, care, approachability and empathy for children, colleagues and stakeholders.
B4: Adaptable and resilient.
B5: Eager to develop as a practitioner, by being receptive and open to challenge and constructive criticism.
B6: Model appropriately aspirational practices.