Introducing the apprenticeship
The Level 5 Specialist Teaching Assistant offers a progression pathway for experienced staff who are ambitious to progress their career or are looking to expand their knowledge and skills to provide even greater support to pupils while continuing in their role. Staff who undertake the Specialist Teaching Assistant pathway will develop the knowledge, skills, and behaviours to provide specialist support to pupils and in addition will cover a set of core competencies, such as overcoming barriers to learning, planning and assessment, communication, and professionalism. 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 SENCOs, 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

Duration
The length of the practical training for this apprenticeship is typically 24 months. The Apprenticeship Assessment (EPA) period is typically 3 months.

Entry requirements
Entry requirements Candidates must be in an appropriate job role to collect the relevant evidence, with HLTA status or a Level 3 qualification, and have significant experience and responsibility within their role. They must already be an advanced practitioner employed in a suitable role within a school, sixth form or college, or specialist setting. i.e. Alternative provision, or a range of other education settings. A suitable candidates’ role could be: • A SEND specialist TA supporting the implementation of SEND policy, processes, and procedure. They provide advanced learning for those learners with SEND. • A social and emotional well-being specialist TA supporting the implementation of policies, processes, and procedures in this area. They focus on learners’ social and emotional well-being, to advance learning. • A curriculum provision specialist TA providing support for learners and advancing learning in a specialist curriculum or subject area of expertise, for example supporting with advancing learning through early reading or early maths interventions or supporting provision for learners with English as an additional language (EAL). • An employee who interacts with learners and teachers, or others acting in a supervisory capacity. They may work with other education professionals such as SENCOs, and external agencies. • An employee who is responsible for supporting the education of individuals or groups of learners, often identified by their supervisor. They ensure the safety of the learners in their care. Candidates will have to have achieved English and mathematics qualifications in line with the apprenticeship funding rules

Apprenticeship structure
The apprentice must: • complete training to develop the knowledge, skills, and behaviours (KSBs) outlined in this apprenticeship’s standard. • complete training towards English and mathematics qualifications in line with the apprenticeship funding rules. • compile a portfolio of evidence.

Delivery methods
An assessor will be assigned to the workplace to support the candidate through the apprenticeship. This will involve observation of the candidate in the workplace. There will also be workshops online to support the candidate through the knowledge and understanding. Competence based units are assessed in the workplace, using observation, witness testimonies, work products, candidate accounts and questioning.

Apprenticeship Assessment (EPA)
EPA requirements You will be observed by an independent assessor completing your work. The observation will last for 90 minutes, and the subsequent questions will take 30 minutes. The assessor will ask a minimum of six questions, and these will be related to the core and specialism KSBs. The Observation with questions is graded as Fail, Pass or Distinction. You will have a professional discussion with an independent assessor. This is a formal two-way conversation lasting 60 minutes. The assessor asks a minimum of ten questions, again covering the core and specialism KSBs, allowing the apprentice to demonstrate competency in the Knowledge, Skills and Behaviours mapped to this assessment method in the assessment plan. The professional discussion is graded as Fail, Pass, or Distinction. You need to compile a portfolio of evidence before the EPA gateway. You can use it to help answer the questions. Performance in both assessments will determine the overall grade of: Fail, Pass, Merit or Distinction.

What happens next?
Please complete an enrolment form. The candidate and employer will be contacted to support the onboarding processes to join the apprenticeship. As part of the process, candidates will be advised about the start of the programme and dates for attending learning.