Teaching assistant
Education and early years
Level 3 -
Supporting the class teacher to enhance learning.
Reference: OCC0454
Status:
SOC 2020 sub unit groups:
- 6112/02 School teaching assistants
- 2319/04 Private tutors
- 3231/00 Higher level teaching assistants
- 6113/03 Learning support assistants
Technical Education Products
Employers involved in creating the standard:
Hughenden Primary School, Tarka Trust, Central Bedfordshire Council, Leeds City Council, Academies Enterprise Trust, South Farnham Educational Trust, Walsall College, Nottingham City Council, South Gloucestershire & Stroud College, Enfield Council, NCFE, City & Guilds, Sporting Futures, ActivIQ, Unison, Somerset Skills & Learning
Summary
This occupation is found in primary, secondary, special schools, alternative provision, and further education institutions such as sixth forms and colleges. Teaching Assistants work across all age ranges, supporting all learners.
The broad purpose of the occupation is to support the class teacher to enhance learners’ progress and development either in groups or individually. Teaching Assistants ensure that learners understand their work, know their learning objectives, and display positive learning behaviours in order to make progress. They deliver individual and small group teaching and apply a range of strategies to support learners of different abilities under the professional direction and supervision of a qualified teacher. Teaching Assistants may support learners with special educational needs and disabilities and learners with social, emotional, and mental health vulnerabilities.
In their daily work, an employee in this occupation may interact with all learners. This includes but is not limited to high attaining, SEND, EAL, and disadvantaged learners. Teaching Assistants will also work in partnership with teachers and other professionals within the school and education system, as well as with learners’ parents or carers.
An employee in this occupation will be responsible for delivering individual and small group teaching and adapting planning under the direction of a teacher; implementing safeguarding policies and safe practice; working effectively with other education professionals; promoting positive learning behaviours; and supporting the development of a safe and stimulating learning environment. They will work within a framework of national legislation regarding safeguarding, and within the policies and procedures of their individual education organisations.
Employers involved in creating the standard:
Hughenden Primary School, Tarka Trust, Central Bedfordshire Council, Leeds City Council, Academies Enterprise Trust, South Farnham Educational Trust, Walsall College, Nottingham City Council, South Gloucestershire & Stroud College, Enfield Council, NCFE, City & Guilds, Sporting Futures, ActivIQ, Unison, Somerset Skills & Learning
Typical job titles include:
Keywords:
Knowledge, skills and behaviours (KSBs)
Duties
Duty D1
Contribute to the overall ethos and aims of the organisation and promote diversity, inclusion, equality and acceptance of all learners in line with school policies, including by challenging stereotyped views, bullying or harassment.
Duty D2
Implement safeguarding polices and safe practice, including online safety, in line with legislation, policies, and procedures including maintaining confidentiality.
Duty D3
Work in partnership and liaise with other professionals (such as the teaching staff, SENDCo, or external advisors) and parents/carers to support all learners’ learning.
Duty D4
Reflect on their own practice and identify appropriate professional development opportunities with the support of colleagues.
Duty D5
Understand the specific needs of learners and use strategies to support all learners to achieve their learning goals.
Duty D6
Promote engagement and teach learning behaviours to support the development of independent learners.
Duty D7
Establish positive relationships with learners and promote positive behaviours, consistently applying the school’s behaviour policy.
Duty D8
Support the social, emotional, mental health, wellbeing and personal care of all learners in line with organisational policy and procedures.
Duty D9
Deliver individual and small group teaching within clearly defined/planned parameters in partnership with the teacher and other professionals.
Duty D10
Contribute to assessment and planning by supporting the monitoring, recording, and reporting of learner outcomes and participation as agreed with the teacher.
Duty D11
Support the development of a stimulating and safe learning environment by contributing to the selection and preparation of teaching resources that meet the diverse needs and interests of learners.
Duty D12
Support or lead enrichment activities for example visits, out of school activities and in school clubs.
Occupational Progression
This occupational progression map shows technical occupations that have transferable knowledge and skills.
In this map, the focused occupation is highlighted in yellow. The arrows indicate where transferable knowledge and skills exist between two occupations. This map shows some of the strongest progression links between the focused occupation and other occupations.
It is anticipated that individuals would be required to undertake further learning or training to progress to and from occupations. To find out more about an occupation featured in the progression map, including the learning options available, click the occupation.
Progression decisions have been reached by comparing the knowledge and skills statements between occupational standards, combined with individualised learner movement data.
Technical Occupations
Levels 2-3
Higher Technical Occupations
Levels 4-5
Professional Occupations
Levels 6-7
Care services
Education and early years
Health and science