Apprenticeship training course

Specialist teaching assistant (level 5)

There are 39 training providers who offer this course.

Information about Specialist teaching assistant (level 5)

Specialist teaching assistants support provision related to special educational needs and disability (SEND), the social and emotional well-being, of learners, or within another area of specialist curriculum provision such as forest schools, EAL, subject-based interventions or music education. 

• Knowledge, skills and behaviours:
  View knowledge, skills and behaviours

  Knowledge

  • Statutory and non-statutory curriculum frameworks relevant to the provision.
  • Statutory and non-statutory health, safety and well-being frameworks relevant to the provision, including safeguarding.
  • Policies, processes, and procedures related to the collecting, storing, and sharing of information.
  • The principles of equity, equality, diversity, and inclusion, and why these are important.
  • The principles of sustainability within the education context.
  • Theories of learning, their application and implications for learning.
  • Typical patterns of child development and age-related expectations. How these differ for individual learners and the implication of these.
  • Sources of information on research informed evidence-based practice.
  • The difference between curriculum, assessment and pedagogy and why this is important when planning.
  • Rationale, methods, and approaches to planning for learning.
  • Teaching strategies to advance learning.
  • Barriers to learning and strategies to overcome them.
  • Principles and different methods of assessment and observation.
  • Methods of recording and reporting on assessments.
  • The features of enabling environments.
  • The principles of behaviours for learning.
  • The principles of and approaches to learner voice.
  • The purpose, impact, and safe use of equipment and resources to advance learning.
  • The additional professional support available for learners.
  • The additional professional support available for their specialist role.
  • The principles of effective teamwork.
  • Know how and when to escalate to the appropriate professional for expert help and advice.
  • The principles and impact of relationships, effective working and communication with learners, parents or carers and stakeholders.
  • The principles of effective coaching and mentoring and the difference between them.
  • The principles and importance of reflective practice.
  • Know and understand strategies to develop resilience in self and others.
  • Know how research findings are used to inform practices in education.
  • The importance of social cultural context on learning, including the factors that may lead to inequalities in access to education.
  • The appropriate digital and emerging technologies, and their applications to support learning.
  • National and local SEND policies, practices, processes, and procedures.
  • The theoretical background to a range of SEND, for example ASD, attachment and trauma and dyslexia.
  • Principles and approaches to early identification of SEND.
  • The tools available for assessment of SEND.
  • The impact of SEND on children and young peoples’ learning and development.
  • Strategies to advance learning for learners with a range of SEND.
  • Statutory and non-statutory curriculum frameworks relevant to the provision.
  • Statutory and non-statutory health, safety and well-being frameworks relevant to the provision, including safeguarding.
  • Policies, processes, and procedures related to the collecting, storing, and sharing of information.
  • The principles of equity, equality, diversity, and inclusion, and why these are important.
  • The principles of sustainability within the education context.
  • Theories of learning, their application and implications for learning.
  • Typical patterns of child development and age-related expectations. How these differ for individual learners and the implication of these.
  • Sources of information on research informed evidence-based practice.
  • The difference between curriculum, assessment and pedagogy and why this is important when planning.
  • Rationale, methods, and approaches to planning for learning.
  • Teaching strategies to advance learning.
  • Barriers to learning and strategies to overcome them.
  • Principles and different methods of assessment and observation.
  • Methods of recording and reporting on assessments.
  • The features of enabling environments.
  • The principles of behaviours for learning.
  • The principles of and approaches to learner voice.
  • The purpose, impact, and safe use of equipment and resources to advance learning.
  • The additional professional support available for learners.
  • The additional professional support available for their specialist role.
  • The principles of effective teamwork.
  • Know how and when to escalate to the appropriate professional for expert help and advice.
  • The principles and impact of relationships, effective working and communication with learners, parents or carers and stakeholders.
  • The principles of effective coaching and mentoring and the difference between them.
  • The principles and importance of reflective practice.
  • Know and understand strategies to develop resilience in self and others.
  • Know how research findings are used to inform practices in education.
  • The importance of social cultural context on learning, including the factors that may lead to inequalities in access to education.
  • The appropriate digital and emerging technologies, and their applications to support learning.
  • National and local policies, practices, processes, and procedures related to social and emotional well-being of learners.
  • The theoretical background to support social and emotional well-being in educational contexts.
  • Principles and approaches to the promotion of social and emotional well-being in educational contexts.
  • The tools available to promote social and emotional well-being to advance learning.
  • The impact of social and emotional well-being on children and young people’s learning and development.
  • Strategies to advance social and emotional well-being in learning and assessment contexts.
  • Statutory and non-statutory curriculum frameworks relevant to the provision.
  • Statutory and non-statutory health, safety and well-being frameworks relevant to the provision, including safeguarding.
  • Policies, processes, and procedures related to the collecting, storing, and sharing of information.
  • The principles of equity, equality, diversity, and inclusion, and why these are important.
  • The principles of sustainability within the education context.
  • Theories of learning, their application and implications for learning.
  • Typical patterns of child development and age-related expectations. How these differ for individual learners and the implication of these.
  • Sources of information on research informed evidence-based practice.
  • The difference between curriculum, assessment and pedagogy and why this is important when planning.
  • Rationale, methods, and approaches to planning for learning.
  • Teaching strategies to advance learning.
  • Barriers to learning and strategies to overcome them.
  • Principles and different methods of assessment and observation.
  • Methods of recording and reporting on assessments.
  • The features of enabling environments.
  • The principles of behaviours for learning.
  • The principles of and approaches to learner voice.
  • The purpose, impact, and safe use of equipment and resources to advance learning.
  • The additional professional support available for learners.
  • The additional professional support available for their specialist role.
  • The principles of effective teamwork.
  • Know how and when to escalate to the appropriate professional for expert help and advice.
  • The principles and impact of relationships, effective working and communication with learners, parents or carers and stakeholders.
  • The principles of effective coaching and mentoring and the difference between them.
  • The principles and importance of reflective practice.
  • Know and understand strategies to develop resilience in self and others.
  • Know how research findings are used to inform practices in education.
  • The importance of social cultural context on learning, including the factors that may lead to inequalities in access to education.
  • The appropriate digital and emerging technologies, and their applications to support learning.
  • National and local curriculum policies, practices, processes, and procedures.
  • The theoretical background to progression in the specific curriculum area(s).
  • Principles and approaches to planning sequences of learning in the specific curriculum area(s).
  • The tools available for assessment within the specific curriculum area(s) to advance learning.
  • The importance of the specific curriculum area(s) on children and young peoples’ learning and development.
  • Strategies to promote the specific curriculum area(s) within the educational context for the benefit of children and young people.

  Skills

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

  Behaviours

  • Model ethical, fair, consistent, and impartial behaviours, by valuing inclusion, equity, equality and diversity within professional contexts.
  • Act professionally, positively, and proactively.
  • Show respect, care, approachability and empathy for children, colleagues and stakeholders.
  • Adaptable and resilient.
  • Eager to develop as a practitioner, by being receptive and open to challenge and constructive criticism.
  • Model appropriately aspirational practices.
  • Model ethical, fair, consistent, and impartial behaviours, by valuing inclusion, equity, equality and diversity within professional contexts.
  • Act professionally, positively, and proactively.
  • Show respect, care, approachability and empathy for children, colleagues and stakeholders.
  • Adaptable and resilient.
  • Eager to develop as a practitioner, by being receptive and open to challenge and constructive criticism.
  • Model appropriately aspirational practices.
  • Model ethical, fair, consistent, and impartial behaviours, by valuing inclusion, equity, equality and diversity within professional contexts.
  • Act professionally, positively, and proactively.
  • Show respect, care, approachability and empathy for children, colleagues and stakeholders.
  • Adaptable and resilient.
  • Eager to develop as a practitioner, by being receptive and open to challenge and constructive criticism.
  • Model appropriately aspirational practices.
• Apprenticeship category (sector): Education and early years
• Qualification level: 5; Equal to higher national diploma (HND)
• Course duration: 24 months
• Funding: £12,000 ; Maximum government funding for ; apprenticeship training and assessment costs.
• Job titles include:
  • Academic mentor
  • Drama teaching assistant
  • Higher level teaching assistant
  • Learning mentor
  • Music educator
  • Pe teaching assistant
  • Send teaching assistant
  • Social and emotional well-being teaching assistant
  • Specialist education support
  • Specialist learning assistant
  • Specialist learning support
  • Specialist teaching assistant
  • Subject teaching assistant

View more information about Specialist teaching assistant (level 5) from the Institute for Apprenticeships and Technical Education.