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Teaching Assistant Level 3 Apprenticeship Standard


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’ wellbeing, ensuring pupils thrive in a positive, nurturing and safe environment. This is an active role supporting access the curriculum, taking part in team meetings and contributing 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.

Please note, this programme will run from January 2022.


Teaching Assistant


Level 3

Typical duration

18 months



Maximum Funding Value


Delivery model

Delivery is flexible to suit the individual apprentice and their employer. The apprentice will have a minimum of one tutorial per month either in person in the workplace or remotely via an online meeting. Group sessions may be available on some programmes.

Entry requirements

  • Level 2 Functional Skills must be achieved prior to end point assessment (this content will be blended into the apprentice's study programme if it is required).
  • Apprentices must be employed in order to study for this qualification. Please see our Apprenticeship vacancies.
  • The apprentice must be at least 16 years of age.

Knowledge outcomes

  • 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.
  • 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:
    • Have 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 One, safeguarding policies and 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 have a broad knowledge of health and safety policies.

Skills Outcomes

  • 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 lesson.
    • 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.
    • Know when and where to seek advice.
    • Implement current statutory guidance including ‘Keeping Children Safe in Education’ Part One, safeguarding policies and Prevent Strategy.
    • Undertake safeguarding training every three 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 and 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.
    • Model good behaviour for learning.

Behaviour outcomes

  • 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.
    • 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 the staff handbook.
    • Be diplomatic.
    • Be a positive role model.
    • Maintain confidentiality.
    • Optimise learning opportunities, reflect on personal development and 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.

External qualifications

This apprenticeship does not feature any external qualifications.

End Point Assessment

  • Practical observation with questions and answers
  • Professional discussion with portfolio

For more information about this course please contact us.

Queens Court Regent Street Barnsley South Yorkshire S70 2EG
Tel: 01226 216760 | Email: |

These course details were downloaded on 28/10/2021

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