Specialist Teaching Assistant Apprentice

Summary

We are looking for a creative and inclusive Specialist Teaching Assistant Apprentice. This apprenticeship provides progression for teaching assistants looking to further develop their expertise and careers in education. Successful applicants will have some experience working or volunteering in schools.

Wage

£14,560 to £23,132.20, depending on your age

National Minimum Wage

Salary will be NMW Pro Rata: 18 Month Fixed Term, Term Time Only plus 2 Weeks Paid Study Leave.

Training course

Specialist teaching assistant (level 5)

Hours

Monday - Friday, 8.30am - 4.00pm, term time only.

35 hours a week

Start date

Monday 2 November 2026

Duration

1 year 7 months

Positions available

1

Work

Most of your apprenticeship is spent working. You’ll learn on the job by getting hands-on experience.

What you'll do at work

• This is an active role, supporting the class teacher to help pupils with SEND and/or SEMH to learn and thrive
• You will support teachers to plan and adapt learning for key pupils, help pupils to understand and achieve learning objectives, and support the assessment of key pupils
• Specialist Teaching Assistants are good role models, act with honesty and integrity, take part in team meetings and contribute to planning and class activities
• Promoting Fundamental British Values and positive behaviours is crucial in contributing to improved pupil progress and development

Where you'll work

Vaughan Way
London
E1W 2PT

Training

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

Training provider

BYGROVE PRIMARY SCHOOL

Training course

Specialist teaching assistant (level 5)

What you'll learn

• 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.

Training schedule

• This is an active role, supporting the class teacher to help pupils with SEND and/or SEMH to learn and thrive
• You will support teachers to plan and adapt learning for key pupils, help pupils to understand and achieve learning objectives, and support the assessment of key pupils. Specialist Teaching Assistants are good role models, act with honesty and integrity, take part in team meetings and contribute to planning and class activities
• Promoting Fundamental British Values and positive behaviours is crucial in contributing to improved pupil progress and development

More training information

• This is a 19-month qualification (on average) followed by an assessment period. Teaching includes face-to-face conference days, remote tutorials, asynchronous study and formative and summative tasks
• Participants will learn from experts in the field and have the opportunity to visit specialist settings where they will see theory and practice put into action
• Participants will be supported in their studies and practice by a professional tutor, and a team of programme tutors and expert facilitators
• Progress is measured through a virtual portfolio consisting of assignments, evidence of professional competence in work-based situations, and practical demonstrations that apply the knowledge and skills gained
• There are no written exams

Requirements

Essential qualifications

GCSE in:

• English (grade 4)
• Mathematics (grade 4)

Share if you have other relevant qualifications and industry experience. The apprenticeship can be adjusted to reflect what you already know.

Skills

• Communication skills
• IT skills
• Organisation skills
• Customer care skills
• Problem solving skills
• Team working
• Creative
• Initiative
• Non judgemental
• Patience