Supporting Teaching and Learning in Schools Apprenticeships

• Overview
• What is the Need for Apprenticeships in Supporting Teaching and Learning in Schools?
• What Type of Job might a Teaching and Learning in Schools Apprentice do?
• Entry Requirements: What Skills/Qualities do Apprentices need?
• Framework
• How long does the Apprenticeship take to complete?
• Certification
• Career Progression
• Need more info?

Overview

This Apprenticeship is about providing support in the classroom. After all, teachers aren’t the only ones who make a difference to learning in schools. Learning support staff, such as teaching assistants or cover supervisors, play a vital role in today’s classrooms by making sure students get the most out of their lessons. They work with teachers, carry out duties like lesson preparation, and work with small groups or individuals, allowing the teacher to concentrate on teaching the class. Some learning support staff specialise in areas like music or special needs.

As an apprentice, you’ll work under the close supervision of a class teacher. Your duties will vary depending on how the teachers you work with plan their lessons and handle day-to-day classroom activities – however, you could find yourself supervising arts and crafts activities, helping with outings, or reading to the class.

The Advanced Apprenticeship adds more responsibility to the role. You could help plan, carry out and evaluate a wide range of learning activities. You’ll work both alongside the teacher to support classroom activities, and alone with individuals or groups of students. It’s a good stepping-stone to a foundation degree or Higher Level Teaching Assistant training.

Back to Top

What is the need for Apprenticeships in Supporting Teaching and Learning in Schools?

Learning support staff numbers have been rising steadily over the past few years and indications are that they will continue to do so in the future. For example, there were 177,000 FTE learning support staff in maintained schools, City Technology Colleges and Academies in England in January 2008 – an increase of 8% since January 2007.

Increasing workforce numbers together with the age profile of the current workforce means there will be an ongoing demand for learning support staff in schools. Apprenticeships present an ideal opportunity to attract new recruits into the school workforce and will help schools in succession planning. The broadened scope of the NVQs provides flexibility for schools to tailor Apprenticeship programmes to meet their particular needs and circumstances.

In 2004, the government and Learning and Skills Council (LSC) announced the reform of Apprenticeships in England. The reformed system involves the removal of the current age limit of 25 and establishing a new 'Young Apprenticeships' programme for 14-16 year olds still at school.

Back to Top

What Type of Job might a Teaching and Learning in Schools Apprentice do?

The Apprenticeship (Level 2) for supporting teaching and learning in schools is designed to be applicable to learning support staff whose responsibilities at work are limited in scope. They will be working under the close supervision of the class teacher whose lesson planning and day-to-day direction set the framework within which the individual works.

The Advanced Apprenticeship (Level 3) is designed to be applicable to learning support staff whose working role calls for competence across a varied range of responsibilities. They will be working under the direction of the teacher who had overall responsibility for teaching and learning in the classroom. They will contribute to planning, implementing and evaluating learning activities. They will work alongside the teacher to support whole class activities as well as working on their own with individuals or groups of pupils. The Level 3 NVQ also covers a range of new responsibilities such as team leadership. Pastoral support, curriculum support, cover supervision, extra-curricular activities and supporting additional needs.

Occupational roles covered by the Apprenticeship framework include:

• Teaching Assistant
• Classroom Assistant
• Learning Support Assistant
• Special Needs Assistant
• Additional Needs Assistant
• Behaviour Support Assistant/Co-ordinator
• Pastoral/Welfare Support
• Bilingual Support Assistant
• Foundation Stage Assistant
• Cover Supervisor/Manager
• Exam Invigilator
• Learning Guide/Coach
• Induction Mentor
• Team Leader
• Curriculum Support Assistant

Teaching and Learning Apprentices should have employed status, but it is recognised that this is not always possible. Apprentices should move to employed status at the earliest opportunity. Job roles for Apprentices must reflect the level of the retail NVQ they are taking.

Back to Top

Entry Requirements:

The recruitment and selection of apprentices is primarily the responsibility of the employer. However, the following examples of relevant skills and attributes are offered as guidance to inform the recruitment and selection process:

• An interest in, and commitment to, working with children and/or young people
• Ideally have some experience of working with children and young people
• Ability to relate well to children, young children and adults
• Motivated to succeed within the job
• Willing to reflect on their own practice, learn and apply that learning in the workplace
• Able to demonstrate that they have the potential to complete the qualifications which are part of the apprenticeship
• Willing to work as a member of a team and communicate effectively with a range of people
• Numerate and literate (preferably with GCSE grade C or equivalent in English and Mathematics
• Willing to undergo compulsory Criminal Records Bureau check for suitability for working with children and young people.

Back to Top

The Framework

The framework for each Apprenticeship/Advanced Apprenticeship covers three areas; a Competence Based Element (e.g. NVQs), a Knowledge Based Element (e.g. technical certificates) and Key Skills.

Each NVQ consists of mandatory units and a range of optional units meaning that the qualification can be tailored to specific jobs roles and employer requirements to address skill gaps. These NVQs will be delivered by us at a time and place to suit you. Candidates taking the Level 2 NVQ have to achieve seven units, five of which are mandatory. Candidates taking the Level 3 NVQ have to achieve a total of ten units, six of which are mandatory. The optional units are grouped into different areas of practice to help with the selection process:

• Group A: Supporting Pupil’s Learning
• Group B: Meeting Additional Support Needs
• Group C: Providing Pastoral Support
• Group D: Supporting the Wider Work of the School
• Group E: Working with Colleagues

Contact us for a more detailed overview of the units available.

The Knowledge Based Element will be delivered and independently assessed through an additional award known as a technical certificate. The technical certificate ensures the apprentice can clearly demonstrate the underpinning and theoretical knowledge required by the sector and therefore helps to up-skill the apprentice and raise standards. The apprentice must complete one of the technical certificates listed in order to complete the framework.

The Key Skills levels state the minimum level required. If a learner has the ability they should be encouraged to achieve a higher level.

Supporting Teaching and Learning in Schools Apprenticeship Framework (Level 2):

Supporting Teaching and Learning in Schools Advanced Apprenticeship (Level 3) Framework:

Back to Top

How long does the Apprenticeship take to complete?

Apprenticeships are not time serving programmes and do not have a fixed duration. The apprenticeships will be completed when all of the mandatory outcomes are achieved. The length of time required will depend on the previous experience and prior qualifications of the apprentice as well as opportunities for on and off the job learning and assessment.

With appropriate support and opportunities for learning and assessment, most candidates should be able to complete an Apprenticeship (Level 2) in 12-15 months and an Advanced Apprenticeship (Level 3) in 24 months. These timescales are however indicative only, as the pace of the apprentice’s progress will depend on a combination of internal and external factors, personal ability and motivation.

Certification

Successful apprentices will receive an Apprenticeship Completion Certificate from the TDA. This is separate from, and in addition to, those certificates awarded for the achievement of the individual components of the framework e.g. NVQs, Key Skills and technical certificates.

Back to Top

Career Progression

There is now a clear career progression route from learning support roles in England and Wales to higher level teaching assistant (HLTA) status and foundation degree. Those able to meet the initial teacher training entry requirements can go on to achieve qualified teacher status (QTS). There are also opportunities to take on new roles such as cover supervision, examination invigilation, and responsibilities for aspects of extended service provision in schools.

Career progression opportunities to and from other support roles in schools such as midday supervision, technician or learning mentor are also more readily available, as well as progression or transfer opportunities to work in other areas of the wider children’s workforce. Foundation degrees are available in a wide range of subjects, and some may provide a suitable basis for the registered teacher programme (RTP) that allows suitably employed candidates to complete their degree and qualify as a teacher at the same time.

Back to Top

Contact Us

General information about the Apprenticeship scheme can be found at www.apprenticeships.org.uk. If you’d like to apply for an Apprenticeship or find out more information about the training and qualifications ABA Training Ltd can offer you, contact us on 01787 377988, or alternatively email us at info@aba-training.com.