Teaching Assistant (Level 3)
Aimed at ‘new to role’ Teaching Assistants/Learning Support Assistants in school settings, this is an innovative programme which offers insight into and practical skills for supporting young people in education. It aims to equip staff working in groups and with children with special educational needs and disabilities (SEND) with strategies to support development and learning.
Overview of the role
Teaching Assistants/Learning Support Assistants (TAs/LSAs) work in primary, secondary and special education settings, and can encompass supporting children and young people with special educational needs and emotional vulnerabilities.
The primary role of the TA/LSA is to support the class teacher to enhance pupils’ learning, working in groups or with individuals. They ensure pupils understand the work set, know their learning objectives and stay on task in order to make progress. This apprenticeship aims to deepen that knowledge and understanding, enabling the TA/LSA to support learning more effectively across their setting.
Promoting self-belief, social inclusion and a high self-esteem play an integral part to well-being and TAs/LSAs can help to ensure that children and young people thrive in a positive, nurturing and safe environment.
TAs/LSAs 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 and form a key part of the structure of this apprenticeship.
This apprenticeship is usually delivered over 18 months (excluding End Point Assessment), with a combination of face-to-face and online delivery.
Across the duration of the programme, apprentices will attend an induction day, a minimum of 9 face-to-face taught sessions, tutorials and six-weekly review sessions. Apprentices will also complete weekly learning and tasks as part of their off-the-job training.
In addition to this, there will be a number of sessions to support the apprentice’s preparation for end point assessment.
Apprentices will cover topics throughout the programme including, but not limited to:
- roles and responsibilities
- feedback and assessment
- child development
- adverse childhood experiences (ACEs)
- special educational needs and disabilities (SEND)
- motivating individuals
In accordance with Education and Skills Funding Agency (ESFA) guidance, an apprentice must be given 20% of their paid working hours for off-the-job training.
Off-the-job training is defined as training that takes place outside of the classroom. It can include training related to the knowledge, skills and behaviours (KSBs), as set out in the Apprenticeship Standard, that is delivered both within and outside of the school setting.
Apprentices are provided with a bespoke timetable of activities for off-the-job training.
The apprentice should only enter the gateway once the employer has confirmed that the apprentice is working at or above the occupational standard. In making this decision, the employer may take advice from the apprentice’s training provider(s), but the decision must ultimately be made solely by the employer.
The End Point Assessment (EPA) period will only start when the End Point Assessment Organisation (EPAO) determines that all gateway requirements have been met.
- Practical observation with questions and answers
- Professional discussion supported by portfolio of evidence
Apprentices without Level 2 (or equivalent) English and maths will need to achieve this prior to taking the End Point Assessment.
Exceptions may apply in certain circumstances; please email firstname.lastname@example.org for further details.
This apprenticeship costs £5,000. It can be funded through the apprenticeship levy.
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