Teaching Assistant

Skills

Developing strategies for support

• 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.

Communication and team work

• Work closely with teachers to ensure own 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 3 years.
•  Support pupils’ well-being whilst embedding the importance of online safety.

 Working with teachers to accurately assess

• Contribute 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.

Using technology

• 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.

Problem solving/ability to motivate pupils

• 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.

 Knowledge

Understanding how pupils learn and develop

• 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.

Technology

• Recognise the importance of using appropriate technology to support learning. Working with teachers to understand and support assessment for learning
•  Understand the need to accurately observe, record and report on pupil’s 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.

Curriculum

• An appropriate knowledge of the curriculum and context you are working in. Keeping Children Safe in Education
• 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.

Behaviours

Building relationships/ embracing change

• 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.

Adding value to education

• 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.

Promoting equality, diversity and inclusion

• Keep pupils at the centre of everything.
• Promote community cohesion and cultural diversity encompassing a full understanding of the school’s ethos.

 Professional standards and personal accountability

• Demonstrate professional relationships in line with 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.

Team working, collaboration/ engagement

• Work collaboratively and constructively with the whole school team.
•  Engage professionally as appropriate with outside professionals.

Entry Requirements

Whilst any entry requirements will be a matter for individual employers, typically an apprentice might be expected to have already achieved 5 GCSEs, including Maths and English, Grade C or above or 4/5 (new grading). Some employers will accept other relevant qualifications and experience, including a relevant Level 2 qualification.

Apprentices without English and Maths at Level 2 must achieve these prior to taking the End Point Assessment

Duration

Typically 18 months.

Professional Qualification / Recognition

This is a Level 3 apprenticeship.

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 Educational sector including Higher Level Teaching Assistant, Assistant Teacher and Teacher.

Originally published on Gov.uk, this information has been re-used under the terms of the Open Government Licence.