Teaching Assistant

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Teaching Assistants work in Primary, Special and Secondary education across all age ranges encompassing special educational needs and emotional vulnerabilities. The primary role of the Teaching Assistant is to support the class teacher to enhance pupils’ learning either in groups or individually, ensuring pupils understand the work set, know their learning objectives and stay on task in order to make progress. Promoting self-belief, social inclusion and a high self-esteem play an integral part to pupils’ well-being; ensuring pupils thrive in a positive, nurturing, safe environment. It is an active role supporting the learner to access the curriculum. They are good role models, act with honesty and integrity, take part in team meetings; contribute to planning and class activities. Promoting Fundamental British Values through spiritual, moral, social and cultural development and positive behaviours are crucial in contributing to improved pupil progress and development.

Teaching Assistant Behaviours

Behaviours are the mindset, attitudes and approaches required to learn new knowledge and apply new skills. There should be many opportunities in the workplace for you to develop the anticipated behaviours that are required as a Teaching Assistant. Remember, you will be judged on your behaviours at end-point-assessment (EPA). Review the following behaviours and start to work on developing and showcasing these at every opportunity.

These are the personal attributes and behaviours expected of all Teaching Assistant carrying out their roles:

BehavioursWhat is Required:
Building relationships/ embracing changeFlexibility, trust, professional conduct, confidentiality and being respectful.Promote the school’s efforts to build positive behaviour for learning.Promote and exemplify positive behaviour and uphold the school ethos.Be enthusiastic and open to new ideas.
Adding value to educationPraise; provide constructive and specific feedback and support pupils, helping them to achieve their maximum potential socially, emotionally and academically through peer marking and reflection.
Promoting equality, diversity and inclusionKeep pupils at the centre of everything.Promote community cohesion and cultural diversity encompassing a full understanding of the school’s ethos.
Professional standards and personal accountabilityDemonstrate professional relationships in line with Staff Handbook.Be diplomatic, a positive role model and maintain confidentiality.Optimise learning opportunities and reflect on their personal development.Demonstrate a willingness to learn and improve personal skill set.
Team working, collaboration/ engagementWork collaboratively and constructively with the whole school team.Engage professionally as appropriate with outside professionals.

Stretch and Challenge – from Pass to Distinction

Keep reflecting on these questions throughout your apprenticeship journey. It is important to test your level of comptence in the following questions. Being able to confidently evidence each of these questions through discussions, Q&As and within your portfolio will enable you to achieve your apprenticeship at distinction level.

Demonstration of knowledge of a range of methods for teaching enhancement

Evidences their knowledge of development theory and how this is used for the development of the pupils they are working with in a staged approach to their cognitive and social growth

Being able to describe positives and negatives of using different technologies in the support of learning

Report issues to the ICT co ordinator and log faults for the technician to address

The ability to use assessment format to record children’s learning.

An understanding of the advantages and disadvantages with using different observation methods and assessments

Ability to use correct and accurate assessment to construct feedback to pupils and teachers.

The ability to use curricular subject knowledge to contribute to the planning, delivery and evaluation of activities and lessons

Evidence an understanding of the National Curriculum across all key stages and be able to implement this into children’s learning

Describe an understanding of how
Serious Case Reviews inform changes to school procedures.

Evidence of working with/be able to explain the roles of external agencies to keep children safe.

Use of effective questioning skills and dialogue that deepens children’s understanding.

Use of developmental feedback to
encourage learner’s independence.

Ability to provide considered feedback on the effectiveness of behaviour management strategies

Successfully use a range of behaviour strategies

Demonstrates broader support in
behaviour management utilising the
schools Behaviour Management System

Able to successfully comply with school policy to improve ways of working as a team and make suggestions for improvements.

Evidence a dynamic adaptation of
language skills relevant to the group of pupils you are interacting with.

Use assessment data to improve next steps and planning.

Ability to access school systems to find resources and input information, for example: assessment data under
guidance of teacher

Demonstrate how they support pupils to reflect on their learning, identify the progress they have made and how to improve

Demonstrate evidence of where they
have made an impact.

Evidence how they show full
professionalism with professional agencies and have a flexible approach to all areas of the school with enthusiasm.

Evidence how they action and accept new ideas for activities to meet all children’s needs.

Evidence when they have taken a pro-active lead in supporting children and colleagues

Describe examples of promoting
community cohesion and cultural differences in the classroom ensuring all learners feel valued and individual.

Demonstrate and evidence an
understanding of the importance of reflective practice and how this increases professional knowledge and skills.

Evidence when they have independently looked to improve skills, knowledge and practice.

Ability to use reflection to improve and identify key areas for personal growth.

Describe evidence of working with
Agencies, for example, School Nurse

Provides evidence of working alongside any outside agency and implementing suggested strategies.

Your Role and Safeguarding

Everyone who works with children needs to understand how to recognise the signs and symptoms that could indicate a child is being abused, but also how to respond and make child protection referrals.

The government guidance Working Together to Safeguard Children (2018) and What to do if you’re worried a child is being abused (2015) provides a national framework for all agencies working with children to join in partnership to safeguard our children effectively. In addition to the Keeping children safe in education 2021 (publishing.service.gov.uk)

All childcare providers need to consider this guidance and implement robust safeguarding policies and procedures for their setting, which outline how to respond to and record concerns about children and vulnerable adults.

For further support and guidance on your role in Safeguarding in the Early Years, visit Safeguarding in the early years | early years alliance (eyalliance.org.uk) and What are the safeguarding procedures in early years? | Online DBS Checks

Safeguarding Training Booking Form (Book within 6/8 weeks of start)

Added Value, Stretch and Challenge and Professional Development

Bookable Functional Skills Sessions

Sexual Consent Training Booking Form (Book within 10/12 weeks of start)