Approx. duration: 18 months
Start date: September
Attendance: One evening a week at the Ipswich Campus
Entry Requirements:
- Individual employers will set their selection criteria for applicants
- Apprentices need to be employed for a minimum of 30 hours a week and have a contract of employment
- Entry onto the Apprenticeship is subject to a thorough skills scan assessment to clarify course suitability
- Entry onto the Apprenticeship is subject to 4 GCSEs including Maths and English 9-4/A-C or Functional Skills Level 2
- Apprentices aged 16-18 years are subject to the mandatory requirement to study towards and achieve English and Maths Functional Skills at Level 2 where the Apprentice only holds the level 1 qualifications (GCSE grades D-G/3-1)
- Following the updated ESFA Apprenticeship rules, from 11th February 2025. Apprentices who begin their apprenticeship training when aged 19+ will no longer be subject to this mandatory requirement. It is now the decision of the apprentice and their employer at the start of their apprenticeship to choose to study towards a Maths and English qualification
- A DBS check is also required
On-programme learning:
- Teaching Assistant Standard
- English and Maths (if required) Level 2
End-point assessment:
Delivered by CACHE
Progression:
As well as ensuring full competency as a Teaching Assistant, this standard provides a foundation for potential progression into a number of career paths in the Educational sector including Higher Level Teaching Assistant, Assistant Teacher and Teacher.
Course Summary:
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.