Teaching Assistants work in Primary, Special and Secondary education across all age ranges encompassing special educational needs and emotional vulnerabilities.  

Promoting self-belief, social inclusion and high self-esteem play an integral part in pupils’ well-being; ensuring pupils thrive in a positive, nurturing, safe environment. It is an active role supporting the learner to access the curriculum. TAs are good role models, act with honesty and integrity, take part in team meetings; contribute to planning and class activities.  

TAs promote Fundamental British Values through spiritual, moral, social and cultural development and positive behaviours are crucial in contributing to improved pupil progress and development.

The Level 3 Teaching Assistant (TA) Apprenticeship is ideal for anyone already working in or someone looking for a career in a teaching-learning support role. 

Teaching Assistants work in Primary, Special and Secondary education across all age ranges encompassing special educational needs and emotional vulnerabilities.  

Promoting self-belief, social inclusion and high self-esteem play an integral part in pupils’ well-being; ensuring pupils thrive in a positive, nurturing, safe environment. It is an active role supporting the learner to access the curriculum. TAs are good role models, act with honesty and integrity, take part in team meetings; contribute to planning and class activities.  

In order to be eligible for this programme, you must have: 

• Support from your school and levy account holder/Apprenticeship Service Account holder 
• Support from your Line Manager/designated Mentor to work with you throughout the programme and support you with the 20% off-the-job training including webinars, portfolio preparation, shadowing, reading and time to attend Review meetings. Also to set the plan for the on-the-job training according to an Individual Learning Plan. 
• GCSEs in English and Maths at Grade C (4) or above or able to achieve Level 2 English and maths whilst on programme (fully supported on a one-to-one basis) 
• 5 GCSEs at Grade C (4) or above or equivalent and/or experience in the role or similar roles. Able to demonstrate working at Level 2 (same level as GCSE Grade C (4) or above 
• and you must have held a residency in the UK for the last three years 

There are no age restrictions.  

There are residency conditions: https://www.gov.uk/guidance/apprenticeship-funding-rules-for-employer-providers/annex-a-eligibility-criteria-who-we-fund  

GCSEs in English and Maths at Grade C (4) or above or able to achieve Level 2 English and maths whilst on programme 

• Certificates or evidence on the Personal Learning Record (PLR) will be required for an exemption from sitting English and maths
• Lost certificates – please contact your awarding body for copies 
• If you have no evidence, we will support you to achieve Level 2 Functional skills 

The learner is paid a lawful wage on this apprenticeship programme

The learner cannot contribute towards the cost of the apprenticeship 

An initial assessment must consider whether the individual already possesses any of the training content e.g. the knowledge, skills and behaviours required by the apprenticeship: 

• It is important to know the apprentice’s starting point so that the training plan does not duplicate prior learning. 
• Any existing relevant qualifications will be checked against the Apprenticeship Standard criteria during the initial assessment to ensure there is no duplication.  
• Significant new learning must be required.  

Only knowledge, skills and behaviours in the Apprenticeship Standard are relevant, existing non-relevant qualifications at the same or higher level do not exempt learners from the programme, e.g. a degree in landscape design 

https://www.instituteforapprenticeships.org/apprenticeship-standards/operations-departmental-manager/  

Typically you will have GCSEs in English and Maths at Grade C (4) or above, or able to achieve Level 2 English and maths whilst on the programme, but a full list of acceptable equivalent qualifications to exempt you from maths and English can be found here: https://www.gov.uk/government/publications/english-and-maths-requirements-in-apprenticeship-standards-at-level-2-and-above

Typically, 15 to 18 months duration.

On successful completion of your apprenticeship, you will be awarded the Level 3 Teaching Assistant Apprenticeship and Level 2 Functional skills in Maths and English, if required.

This programme is a work-based qualification, which means that the majority of the training and assessment for the leaner will be completed within the school setting. You will need to build an apprenticeship learner e-Portfolio of evidence. Your Tutor will observe you in the workplace and guide you on which pieces of work-based evidence are suitable for your e-Portfolio. 

Delivery will also be through webinars, online courses and briefings and three face to face training days offsite (dependent on current legislation). 

Throughout the programme, you will have monthly remote visits and three-monthly face to face visits (dependant on current legislation) with your Tutor to carry out reviews and observations and support you and your employer. 

Once you have completed all the criteria for the leaner and mock tests you will have a gateway meeting with your Tutor and Line Manager/Mentor to agree you are ready for your End Point Assessment (EPA). The EPA is completed to assess the knowledge, skills and behaviours that you have learnt throughout the apprenticeship.  

If you are over 19 you must be paid at least the Apprenticeship Minimum Wage of £4.30 an hour, however many employers pay more than this and the average weekly wage is £200.  

If you are 19 after completing the first year of your apprenticeship, you must be paid at least the full National Minimum Wage. 

All apprentices are employed and have a contract of employment. You are counted as a regular employee so get all the benefits such as holiday and sick leave as well. 

Gateway requirements: 

• Apprentices without English or maths at Level 2 must achieve this prior to taking their EPA. For those with an Education, Health and Care Plan or a legacy statement, the apprenticeships English and maths minimum requirement is Entry Level 3 and a British Sign Language qualification is an alternative to English qualifications for whom this is their primary language. 
• Completion of a portfolio of evidence to support the professional discussion. 

The End Point Assessment (EPA) consists of two distinct assessment methods:  

• Practical observation with questions & answers 
• Professional discussion supported by a portfolio of evidence. 

Performance in the EPA will determine the learners grade of distinction, pass or fail. 

Learning and personal development are lifelong journeys. Our programme will help you to consider a range of options for career development that might include progression to HLTA or teaching, but which might also include development of specific areas of expertise or dedicated specialist support roles within schools or indeed across schools within a trust or network.

Applying for an apprenticeship is like applying for a job so you will have to go through an application process. All our current vacancies are advertised on the National Apprenticeship Service; https://www.gov.uk/apply-apprenticeship.

If this apprenticeship is for your current role please discuss this with your Employer and we will be very happy to support you onto the programme. 

Yes, apprentices can move employers but they must check that the new employer is happy to support them on the programme and the employer will need to complete checks and contracts with us first. 

For the apprenticeship, a certain amount of your working hours should be focused on gaining new learning. The amount will be dependent on your contracted hours per week. 

• Off-the-job training is about upskilling an individual to reach full occupational competency, not accrediting their existing skills. 
• Off-the-job training must be away from the apprentice’s normal working duties and must teach new knowledge, skills and behaviours relevant to their specific apprenticeship. 
• You can deliver off-the-job training in the apprentice’s normal workplace or at an external location.  
• Progress reviews and on-programme assessment do not count towards off-the-job training. 
• Apprentices may choose to spend additional time training outside paid hours, but this must not be required to complete the apprenticeship. 
• If training must, by exception, take place outside of the apprentice’s normal working hours, e.g. in an evening or at a weekend for an apprentice that normally works Monday to Friday between 9-5, we would expect this to be recognised, for example through time off in lieu or by an additional payment to the apprentice. 

Benefits of Off-the-job training 

Apprenticeships are about upskilling an individual. Reaching occupational competency takes time.  

• Many employers and apprentices have praised the positive effect off-the-job training has on their productivity  
• Apprentices feel valued by the significant investment in their training.  
• It can be delivered flexibly, for example, as a part of each day, one day per week, one week out of five or as block release.
• You may already have existing training programmes or materials you can use to deliver elements of the apprentice’s off-the-job training. 
• We have developed a range of delivery styles to suit employer and apprentice needs. Employers should work with us to decide when and where off-the-job training should take place and who is best placed to deliver it. 
• Learning support - To be successful, learners may need a range of approaches and support, which will be targeted appropriately. As well as material assistance, such as physical adjustments or access to accessibility software, some apprentices may benefit from additional time, revision or personal support from their training provider, to help them to stay on track and to achieve specific knowledge, skills and behaviours.  
• Develops strategic leadership skills and behaviours 
• Improves core management techniques 
• Focused learning experience
• Builds leadership capabilities to motivate and inspire your teams 
• Builds self-awareness 
• Addresses real organisational issues 
• For those that are engaged on an apprenticeship there may be an initial loss of productivity, due to the time the apprentice is engaged in training, but in the long term the new skills that the person brings back to the workplace, which makes them fully occupationally competent, should compensate for this. 
• The importance of off-the-job training to a quality apprenticeship was emphasised in the Richard Review of Apprenticeships and more recently in Taking Training Seriously, a report by the Gatsby Foundation which compared English apprenticeships to those in other countries. This report reinforced the need for off-the-job training and concluded that 20% should be the bare minimum if England is to compete with the strongest apprenticeship programmes internationally. 
• Ofsted and the Quality Assurance Agency for Higher Education (QAA) have also highlighted the importance of off-the-job training to a quality apprenticeship in their various publications.  
• A key element of Ofsted’s inspection regime is a judgement about how well apprentices make progress from their starting points i.e. what an apprentice can do as a result of their training and experience on the apprenticeship programme that they were unable to do before. 

Off-the-job training examples 

• Research 
• Networking events 
• Seminars  
• Shadowing others  
• Employer induction programme, e.g. conflict resolution and corporate induction as these are part of the required knowledge. 
• Reflective learning 
• Self-directed distance learning (where the apprentice is working on their own with no real-time support) 
• Interactive online learning (virtual classrooms where the learner can receive support, in real-time, from their training provider).  
• Practical training 
• Mentoring 
• Time writing assignments 
• Lectures, role-playing, simulation exercises 
• Online learning 
• Industry visits 
• Learning support 

£5,000 but: 

Apprenticeship funding is available for employers from the government. The size of the funding employers receive varies depending on whether they pay the apprenticeship levy or not. Non-levy paying companies currently pay 5% of the cost with the government paying the rest. For levy-paying employers, the funds are drawn from their levy accounts or topped up by the government if they have insufficient funds. 

https://www.apprenticeships.gov.uk/employer/how-much-is-it-going-to-cost  

• The entire apprenticeship is eligible for funding 
• The apprentice cannot pay towards an apprenticeship 
• Resits may incur extra costs to the employer 

How are apprenticeships paid for and are they affordable? 

Payments are spread across the entire lifetime of the apprenticeship - taken each month by your training provider. This means that you don’t have to meet the full cost of the apprenticeship at the start of the training. You just need enough funds in your account to meet the monthly payments. In addition, 20% of the cost of the apprenticeship will be held back and taken from your Apprenticeship Service (AS) online account at the end of the apprenticeship. 

Do Levy funds run out? 

Yes. Levy funds will expire 24 months after they enter your digital account unless you spend them on apprenticeship training. For example, funds that entered your account in July 2019 will expire in July 2021. If you don’t use them, you will lose them. The account works on a first-in, first-out basis. Whenever a payment is taken from your digital account it automatically uses the funds that entered your account first. 

What happens if an employer’s Levy funds don’t cover the full cost of training? 

If an employer pays the Apprenticeship Levy but their funds do not cover the full cost of the apprenticeship training, then additional support is available. The government will pay 95% of the additional costs (up to the maximum of the relevant funding band) - with you as the employer ‘co-investing’ 5%.

Best Practice Network is a National Provider of Assessment (NPA) for HLTA with a rich history in the development and success of the programme and status since its inception in 2003.  

Our expertise is built on the training, preparation and assessment of more than 11,000 HLTAs and our experience as a national provider of CPD and accreditation includes Department for Education approved delivery of the  Early Career Framework  and the newly reformed suite of National Professional Qualifications, as well as programmes such as the National Award for SEN Coordination, the Diploma for School Business Managers and Early Years Initial Teacher Training. 

Within our TA Level 3 Apprenticeship programme we have: 

• Cross referenced the apprenticeship KSBs to the 33 HLTA Standards 
• Provided opportunities for individuals to develop one or two specialist areas that will support progression to an HLTA area of expertise (HLTA Standards 10,17,18)
• Adapted HLTA (level 4) tasks to TA (level 3), to support familiarisation and progression 
• Developed the apprentice portfolio of learning in line with requirements for an HLTA portfolio of learning, to support familiarization and progression
• Built in opportunities to develop skills and behaviours that would support progression to whole class teaching (HLTA Standard 31) 

As a result, following achievement of the BPN level 3 apprenticeship, TAs will be eligible to apply for a fast-track route to HLTA assessment with Best Practice Network. All apprentices will have the opportunity to include progression to HLTA status as part of their final exit individual learning plan.

In addition to the core content that covers a wide range of topics and areas of study, TAs can select one or two specialist areas to develop as part of their personalised pathway, with additional certification provided for successful completion of specific modules. Within the Teaching Assistant  Level 3 programme we use the term ‘specialist areas.’ This supports progression to HLTA status where HLTA makes reference to ‘areas of expertise’.

Learners are able to select up to two specialist areas from the following:

Special Needs and Disabilities
Those specialising in SEND will develop their understanding of areas of need such as  Speech, Language and Communication Needs (SLCN), Social, Emotional and Mental Health (SEMH), Dyslexia and Autistic Spectrum Disorder (ASD), enabling them to  deliver an even more effective role in supporting provision for students with SEND.​


Early Years
The focus of the Early Years specialism is good practice in nursery and reception  that ensures children are given the best possible start to their schooling, in  line with the principles and practices of the Early Years Foundation Stage.​


Behaviour
The behaviour specialism develops a deeper understanding of behaviour strategies to support children to behave in ways that help them and others to gain the most from their schooling.​


English as an Additional Language (EAL)
Selecting EAL will equip TAs to support pupils who are may be at different stages of English language acquisition and who have different backgrounds and needs.


Assessment
A specialism in assessment will support TAs' understanding of formative assessment techniques to; find out what children already know so that they can build on this​, unpick children’s misconceptions​, check learning within (as well as at the end of) lesson​ and be able to provide effective feedback to move learning forwards.

Applicants for HLTA preparation and assessment need to be working at the HLTA standards and have their school support. Once accepted the standard programme is 2 days of HLTA preparation, additional online study and an HLTA assessment carried out by an independent assessor. Because connections to HLTA Standards, tasks and assessment methodology will be made as part of the apprenticeship programme, successful apprentices can apply for a fast-track route which is a half-day conversion course to replace the 2 days of HLTA preparation and additional online study.