Level 5 Higher Level Teaching Assistant Apprenticeship at Kirkburton and Scissett Middle Schools

Gain experience leading learning activities and delivering interventions while working towards a nationally recognised qualification.

Wage

£13,520 to £21,479.90, depending on your age
Please note salary shown is pro rata - Actual Salary £11492.00

Training course

Specialist teaching assistant (level 5)

Hours

Monday - Friday, Shifts to be confirmed
32 hours 30 minutes a week

Start date

Monday 2 November 2026

Duration

1 year 6 months

Positions available

2

What you'll do at work

• Support pupils individually, in small groups and within whole-class learning activities
• Plan, prepare and deliver learning activities under the direction of teaching staff
• Lead whole-class sessions, including PPA cover where appropriate
• Deliver targeted interventions to support pupil progress and achievement
• Support pupils' behaviour, wellbeing and inclusion across the school
• Work collaboratively with teachers and other professionals to support high-quality teaching and learning
• Assess and monitor pupil progress, providing feedback to teaching staff
• Work towards achieving the Level 5 Higher Level Teaching Assistant apprenticeship standard

Where you'll work

You can select which locations you want to apply for in your application on Find an apprenticeship.
This apprenticeship is available in these locations:

• Kirkburton Middle School, Turnshaw Avenue, Kirkburton, Huddersfield, HD8 0TJ
• Scissett Middle School Wakefield Road, Scissett, Huddersfield, West Yorkshire, HD8 9JX

Training provider

BEST PRACTICE NETWORK LIMITED
Training course
Specialist teaching assistant (level 5)

What you'll learn

Course contents

• 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.
• 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.
• 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.
• 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.