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.
Specialist Teaching Assistant.
Minimum 24 months
This occupation is found in primary, secondary, special schools, alternative provision, further education institutions such as sixth forms and colleges, and a range of other education settings such as music hubs. Specialist teaching assistants will work alongside colleagues to inspire learners to progress and achieve well. Specialist teaching assistants work across all age ranges, supporting a range of learners. In the Early Years, specialisms are achieved through continuing professional development opportunities subsequent to staff achieving a recognised qualification which enables them to work in a setting in accordance with the Early Years qualification requirements and standards. Specialist teaching assistants may 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.
The broad purpose of the occupation is to support the education of learners by providing specialist support. Specialist teaching assistants plan, implement, and adapt activities in order to advance learning. They draw on research to develop a critical understanding of their specialist area. They establish relationships with learners, families, other professionals and external agencies to support the education of the learners they work with. They contribute to developing a sense of inclusion and belonging for the benefit of the learners within the communities that they serve. They draw on their specialism to contribute to the evaluation of learning and assessment activities, sustainability in their educational context. Specialist teaching assistants both reflect on their own practices and support the training and development of others within their specialist area. They will specialise in one of three options:
In their daily work, an employee in this occupation interacts with learners and teachers, or others acting in a supervisory capacity. They may work with other education professionals such as SENCO’s, and external agencies such as early help, social services, or agencies that provide specialised support in the area of specialist provision.
An employee in this occupation will be responsible for supporting the education of individuals or groups of learners, often identified by their supervisor. They must ensure the safety of the learners in their care. They may have responsibility for supporting the work of colleagues. Within settings where they are undertaking specified work, they will be working under the supervision of a qualified teacher.
| DUTY | KSBS |
|---|---|
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Duty 1 Promote positive values and behaviours in relation to equality, equity diversity and inclusion by upholding and applying the aims and ethos of the organisation. |
K1 K2 K3 K4 K5 K15 K25 K26 K27 |
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Duty 2 Act in accordance with all statutory and non-statutory frameworks and legislation as appropriate for the organisation and sector |
K1 K2 K3 K4 K5 K15 K25 K26 K27 |
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Duty 3 Use specialist knowledge and critical understanding to plan implement, evaluate and adapt activities to advance learning under appropriate supervision for the setting. |
K7 K8 K11 K12 K16 K18 K20 K28 K29 |
|
Duty 4 Undertake a range of assessment activities, to contribute to and maintain accurate records of progress and identify where it may be appropriate to refer to other professionals. |
K9 K10 K13 K14 K25 K26 K27 |
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Duty 5 Under appropriate supervision, plan sequences of teaching informed by a critical understanding of well-established principles in relation to curriculum, assessment and pedagogy, |
K6 K7 K8 K9 K10 K11 K12 K13 K14 K16 K18 K28 K29 |
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Duty 6 Establish and develop collaborative relationships with colleagues, other professionals and agencies both within and beyond the organisation. |
K17 K19 K21 K22 K23 K24 K25 K26 K27 |
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Duty 7 Provide appropriate information, advice and guidance to support the role of parents and carers in advancing learning. |
K6 K7 K8 K11 K12 K16 K17 K18 K19 K21 K22 K23 K24 K28 K29 |
|
Duty 8 Work in partnership with colleagues to implement, monitor, and critically evaluate strategies which both maintain a focus on high quality outcomes for all and recognise individual needs. |
K6 K7 K8 K11 K12 K16 K17 K18 K19 K21 K22 K23 K24 K28 |
|
Duty 9 Under appropriate supervision, create, organise, and maintain resources for the specialist option |
K9 K10 K13 K14 K20
S8 S10 S11 S12 S13 S16 S17 S22
|
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Duty 10 Anticipate and manage behaviour including for individuals and groups or classes in order to promote self-regulation and independence in both formal and informal learning situations. |
K6 K7 K8 K11 K12 K16 K17 K18 K19 K21 K22 K23 K24 K28 K29 |
|
Duty 11 Be a reflective practitioner to improve and advance learning in the specialist option. |
K6 K7 K8 K11 K12 K16 K18 K25 K26 K27 K28 K29 |
|
Duty 12 Under appropriate supervision contribute to the training and support for colleagues in the specialist option. |
K17 K19 K20 K21 K22 K23 K24 |
|
Duty 13 Promote positive values and behaviours in relation to learners’ health and well-being. |
K7 K8 K11 K12 K16 K18 K25 K26 K27 K28 K29 |
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Duty 14 Support in the dissemination of knowledge and critical understanding of practises, including those that relate to sustainability, diversity, equality, equity, and inclusion. |
K1 K2 K3 K4 K5 K15 K26 K27 |
| DUTY | KSBS |
|---|---|
|
Duty 15 Under appropriate supervision, drawing on specialist knowledge of SEND, plan, prepare, deliver and evaluate learning and assessment activities including for individuals and groups or classes. |
K30 K31 K32 K33 K34 K35
|
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Duty 16 Advocate for children and young people with SEND in order to support learning and progression. |
K30 K31 K32 K33 K34 K35
|
| DUTY | KSBS |
|---|---|
|
Duty 17 Under appropriate supervision, drawing on specialist knowledge of social and emotional well-being, plan, prepare, deliver and evaluate learning and assessment activities including for individuals and groups or classes. |
K36 K37 K38 K39 K40 K41
|
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Duty 18 Advocate for children and young people within the area of social and emotional well-being in order to support learning and progression. |
K36 K37 K38 K39 K40 K41
|
| DUTY | KSBS |
|---|---|
|
Duty 19 Under appropriate supervision, drawing on specialist knowledge of curriculum provision, plan, prepare, deliver and evaluate learning and assessment activities including for individuals and groups or classes. |
K42 K43 K44 K45 K46 K47
|
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Duty 20 Advocate for children and young people within the curriculum area in order to support learning and progression. |
K42 K43 K44 K45 K46 K47
|
Individual employers may set any entry requirements but these may typically include:
With the employer’s approval, the STA could progress onto curriculum/training leadership roles following an adequate period of experience teaching at this level, within the sector.
The apprenticeship standard should be reviewed, after a maximum of 3 years.