Teaching Assistant – Standards

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Specification

Teaching Assistants work in Primary, Special and Secondary education across all age ranges encompassing special educational needs and emotional vulnerabilities. The primary role of the Teaching Assistant is to support the class teacher to enhance pupils’ learning either in groups or individually, ensuring pupils understand the work set, know their learning objectives and stay on task in order to make progress. Promoting self-belief, social inclusion and a high self-esteem play an integral part to pupils’ well-being; ensuring pupils thrive in a positive, nurturing, safe environment. It is an active role supporting the learner to access the curriculum. They are good role models, act with honesty and integrity, take part in team meetings; 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.

Apprentice TA Handbook

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.

Method of Assessment

End Point Assessment:

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

The employer must formally sign-off that the apprentice has met the minimum requirements in regards to knowledge, skills and behaviours within the standard and confirm they are ready to move on to the end-point assessment. This will happen during a meeting involving the apprentice, and their line manager. The employer may wish to take guidance from their apprentice’s training provider(s).

Assessment methods:

Portfolio of Evidence: On-going development of an E-portfolio of evidence linked to all areas of the apprenticeship standards. This is supported by an allocated teaching and Learning Coordinator who will support the development of each individual apprentices.

Practical Observation of performance in the workplace: A minimum of 2 hours

Question and Answer: A minimum of 15 minutes questioning of the rational used during the observation of performance

Professional Discussion: A minimum of 90 minutes to openly discuss the development of each apprentice. This is linked to the portfolio of evidence produced throughout the duration of the qualification.

 

 

Progression Routes

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.