Train as a Specialist Teaching Assistant

Supporting children with additional needs while gaining hands-on classroom experience and working towards a recognised qualification. Ideal for someone caring, patient and passionate about helping pupils thrive.

We are seeking a motivated and compassionate individual to join our organisation as a Specialist Teaching Assistant Apprentice. This role sits within our classroom support team and plays a vital part in supporting pupils with additional needs to access learning and thrive within the school environment.

The successful candidate will work closely with the Premier line manager, class teachers, the SENCo and wider support staff to provide targeted support for pupils, either on a one-to-one basis or within small groups. The role is designed to combine practical, hands-on experience in school with structured apprenticeship training, enabling the apprentice to develop the skills, knowledge and confidence required to progress within education or SEND support.

Key responsibilities

• Provide targeted support to pupils with additional needs, working one-to-one or in small groups as directed by the class teacher or SENCo
• Support pupils to access learning activities, adapt resources where appropriate, and encourage engagement and independence
• Assist with the implementation of individual support plans, behaviour strategies and learning interventions
• Promote positive behaviour, emotional wellbeing and inclusion in line with school policies
• Support pupils with social communication, emotional regulation and sensory needs where required
• Work collaboratively with teachers, teaching assistants and pastoral staff to support classroom learning
• Observe and record pupil progress, feeding back to the class teacher and SENCo as appropriate
• Assist with classroom preparation, resources and learning environments
• Supervise pupils during transitions, breaktimes or other structured activities as required
• Maintain confidentiality and follow safeguarding, SEND and data protection procedures at all times
• Engage fully with apprenticeship training, mentoring and professional development opportunities

Apprenticeships include time away from working for specialist training. You’ll study to gain professional knowledge and skills.

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.