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Specialist teaching assistant - Curriculum provision specialist teaching assistant

Specialist teaching assistant - Curriculum provision specialist teaching assistant

Education and early years

Level 5 - Higher Technical Occupation

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. 

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Reference: OCC1414A

Status: assignment_turned_inApproved occupation

Technical Education Products

ST1414:

Specialist teaching assistant - Curriculum provision specialist teaching assistant

(Level 5)

Approved for delivery

Employers involved in creating the standard:

Academies Enterprise Trust, Academy Transformation Trust, Ambition Institute, Aspiration Academies Trust, Barnsley College, Bridgewater & Taunton College, Central Bedfordshire Council, Church of England Education Office, City & Guilds, Department for Education (DfE), Edsential, Educational and Sporting Futures, ELA Training, Gateshead Council, Ixion, Keele and North Staffordshire Teacher Education (SCITT), Lift Schools, Manor Green School, NCFE, NQUAL, Norfolk County Council, Northumbria County Council, Northumbria University, Notra Dame High School, Nottingham City Council, Oasis UK, Orange Moon Training, Phoenix Learning and Care Group, Real Group Ltd, Shaw Education Trust, Somerset Skills and Learning, South Devon College, South Gloucestershire and Stroud College, Tarka Learning Partnership, Tykes Teaching Alliance, Unison, TQUK, Walsall College

Summary

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:

  • SEND specialist teaching assistants support the implementation of SEND policy, processes, and procedure. They will advance learning for those learners with SEND.
  • Social and emotional well-being specialist teaching assistants support the implementation of policy, processes, and procedure in this area. They will focus on learners’ social and emotional well-being, to advance learning.
  • Curriculum provision specialist teaching assistants provide support for learners and advance learning in a specialist curriculum or subject area of expertise. This may include, but is not limited to, supporting with advancing learning through early reading or early maths interventions, supporting a specific subject area or forest school provision, or supporting provision for learners with English as an additional language (EAL).

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.

Employers involved in creating the standard:

Academies Enterprise Trust, Academy Transformation Trust, Ambition Institute, Aspiration Academies Trust, Barnsley College, Bridgewater & Taunton College, Central Bedfordshire Council, Church of England Education Office, City & Guilds, Department for Education (DfE), Edsential, Educational and Sporting Futures, ELA Training, Gateshead Council, Ixion, Keele and North Staffordshire Teacher Education (SCITT), Lift Schools, Manor Green School, NCFE, NQUAL, Norfolk County Council, Northumbria County Council, Northumbria University, Notra Dame High School, Nottingham City Council, Oasis UK, Orange Moon Training, Phoenix Learning and Care Group, Real Group Ltd, Shaw Education Trust, Somerset Skills and Learning, South Devon College, South Gloucestershire and Stroud College, Tarka Learning Partnership, Tykes Teaching Alliance, Unison, TQUK, Walsall College

Typical job titles include:

Academic mentor
Drama teaching assistant
Higher level teaching assistant
Learning mentor
Music educator
Pe teaching assistant
Send teaching assistant
Social and emotional well-being teaching assistant
Specialist education support
Specialist learning assistant
Specialist learning support
Specialist teaching assistant
Subject teaching assistant

Keywords:

Education
Learners
School
Send
Specialist Teaching Assistant

Knowledge, skills and behaviours (KSBs)

K1: Statutory and non-statutory curriculum frameworks relevant to the provision.
K2: Statutory and non-statutory health, safety and well-being frameworks relevant to the provision, including safeguarding.
K3: Policies, processes, and procedures related to the collecting, storing, and sharing of information.
K4: The principles of equity, equality, diversity, and inclusion, and why these are important.
K5: The principles of sustainability within the education context.
K6: Theories of learning, their application and implications for learning.
K7: Typical patterns of child development and age-related expectations. How these differ for individual learners and the implication of these.
K8: Sources of information on research informed evidence-based practice.
K9: The difference between curriculum, assessment and pedagogy and why this is important when planning.
K10: Rationale, methods, and approaches to planning for learning.
K11: Teaching strategies to advance learning.
K12: Barriers to learning and strategies to overcome them.
K13: Principles and different methods of assessment and observation.
K14: Methods of recording and reporting on assessments.
K15: The features of enabling environments.
K16: The principles of behaviours for learning.
K17: The principles of and approaches to learner voice.
K18: The purpose, impact, and safe use of equipment and resources to advance learning.
K19: The additional professional support available for learners.
K20: The additional professional support available for their specialist role.
K21: The principles of effective teamwork.
K22: Know how and when to escalate to the appropriate professional for expert help and advice.
K23: The principles and impact of relationships, effective working and communication with learners, parents or carers and stakeholders.
K24: The principles of effective coaching and mentoring and the difference between them.
K25: The principles and importance of reflective practice.
K26: Know and understand strategies to develop resilience in self and others.
K27: Know how research findings are used to inform practices in education.
K28: The importance of social cultural context on learning, including the factors that may lead to inequalities in access to education.
K29: The appropriate digital and emerging technologies, and their applications to support learning.
K42: National and local curriculum policies, practices, processes, and procedures.
K43: The theoretical background to progression in the specific curriculum area(s).
K44: Principles and approaches to planning sequences of learning in the specific curriculum area(s).
K45: The tools available for assessment within the specific curriculum area(s) to advance learning.
K46: The importance of the specific curriculum area(s) on children and young peoples’ learning and development.
K47: Strategies to promote the specific curriculum area(s) within the educational context for the benefit of children and young people.

S1: Act in line with policies, processes, and procedures related to statutory frameworks and non-statutory guidance, including safeguarding, implementing the setting’s behaviour policy.
S2: Establish a safe, stimulating and nurturing environment for learners.
S3: Establish nurturing, effective working relationships with learners, parents or carers and stakeholders.
S4: Demonstrate understanding of equality and diversity and sustainable development.
S5: Undertake dynamic risk assessment of the learning environment.
S6: Respond to and mitigate potential hazards that may adversely affect a learning environment.
S7: Contribute to the planning of learning and assessment activities.
S8: Apply teaching strategies to advance learning, for example scaffolding.
S9: Select and use safely, appropriate equipment and resources to advance learning.
S10: Apply an appropriate range of assessment methods, including formative, summative and individual needs-based assessments.
S11: Analyse assessment outcomes to inform reporting and future planning.
S12: Provide ongoing feedback to learners and support them to respond to feedback.
S13: Record and report information related to learners’ progress to a range of stakeholders.
S14: Collaborate with colleagues and other professionals.
S15: Advocate for and champion the needs of learners.
S16: Use a range of research to critically evaluate teaching and assessment approaches and practices.
S17: Critically evaluate a variety of teaching and assessment methods depending on the learning environments and learners’ needs.
S18: Improve own practice by undertaking continuous self-reflection including seeking and responding to feedback from varied sources.
S19: Update and maintain their own knowledge and skills as part of managing their own continuing professional development.
S20: 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.
S21: Support the development of effective practices in others, for example through mentoring and coaching colleagues.
S22: Identify, action, and challenge issues and undertake difficult conversations where appropriate.
S23: Recognise signs of vulnerability in self or colleagues and the appropriate actions required to minimise risks to professional well-being.
S24: Implement strategies to support the social and emotional well-being of learners.
S25: Select and use technologies safely and effectively to promote learning.
S26: Prioritise and manage own workload, for example recognising the importance of capacity.
S33: Implement national and local policies, practices, processes, and procedures related to the specific curriculum provision.
S34: Adapt planning and assessment to support learning and progress in the specific area of curriculum provision.
S35: Support colleagues by advocating for the specific curriculum provision.

B1: Model ethical, fair, consistent, and impartial behaviours, by valuing inclusion, equity, equality and diversity within professional contexts.
B2: Act professionally, positively, and proactively.
B3: Show respect, care, approachability and empathy for children, colleagues and stakeholders.
B4: Adaptable and resilient.
B5: Eager to develop as a practitioner, by being receptive and open to challenge and constructive criticism.
B6: Model appropriately aspirational practices.

Duties

Duty D1

Promote positive values and behaviours in relation to equality, equity diversity and inclusion by upholding and applying the aims and ethos of the organisation.

Duty D2

Act in accordance with all statutory and non-statutory frameworks and legislation as appropriate for the organisation and sector

Duty D3

Use specialist knowledge and critical understanding to plan implement, evaluate and adapt activities to advance learning under appropriate supervision for the setting.

Duty D4

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.

Duty D5

Under appropriate supervision, plan sequences of teaching informed by a critical understanding of well-established principles in relation to curriculum, assessment and pedagogy,

Duty D6

Establish and develop collaborative relationships with colleagues, other professionals and agencies both within and beyond the organisation.

Duty D7

Provide appropriate information, advice and guidance to support the role of parents and carers in advancing learning.

Duty D8

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.

Duty D9

Under appropriate supervision, create, organise, and maintain resources for the specialist option

Duty D10

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.

Duty D11

Be a reflective practitioner to improve and advance learning in the specialist option.

Duty D12

Under appropriate supervision contribute to the training and support for colleagues in the specialist option.

Duty D13

Promote positive values and behaviours in relation to learners’ health and well-being.

Duty D14

Support in the dissemination of knowledge and critical understanding of practises, including those that relate to sustainability, diversity, equality, equity, and inclusion.

Duty D19

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.

Duty D20

Advocate for children and young people within the curriculum area in order to support learning and progression.