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Apprenticeship training course

Specialist teaching assistant (level 5)

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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
Maximum 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.