Teaching assistant

Key information

  1. Reference: OCC0454
  2. Date updated: 05/05/2023
  3. Level: 3
  4. Route: Education and early years
  5. Regulated occupation: No

Details of the occupational standard

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Occupation summary

This occupation is found in primary, secondary, special schools, alternative provision, and further education institutions such as sixth forms and colleges. Teaching Assistants work across all age ranges, supporting all learners.

The broad purpose of the occupation is to support the class teacher to enhance learners’ progress and development either in groups or individually. Teaching Assistants ensure that learners understand their work, know their learning objectives, and display positive learning behaviours in order to make progress. They deliver individual and small group teaching and apply a range of strategies to support learners of different abilities under the professional direction and supervision of a qualified teacher. Teaching Assistants may support learners with special educational needs and disabilities and learners with social, emotional, and mental health vulnerabilities.

In their daily work, an employee in this occupation may interact with all learners. This includes but is not limited to high attaining, SEND, EAL, and disadvantaged learners. Teaching Assistants will also work in partnership with teachers and other professionals within the school and education system, as well as with learners’ parents or carers.


An employee in this occupation will be responsible for delivering individual and small group teaching and adapting planning under the direction of a teacher; implementing safeguarding policies and safe practice; working effectively with other education professionals; promoting positive learning behaviours; and supporting the development of a safe and stimulating learning environment. They will work within a framework of national legislation regarding safeguarding, and within the policies and procedures of their individual education organisations.

Typical job titles include:

Assistant teacher Classroom assistant Learning support assistant Learning support worker Specialist curriculum support Support assistant Teaching assistant

Occupation duties

Duty KSBs
Duty 1 Contribute to the overall ethos and aims of the organisation and promote diversity, inclusion, equality and acceptance of all learners in line with school policies, including by challenging stereotyped views, bullying or harassment.
K10 K11 K15
S2 S3 S4 S7 S8 S9 S10 S13 S15
B1 B2 B3 B4 B5 B6
Duty 2 Implement safeguarding polices and safe practice, including online safety, in line with legislation, policies, and procedures including maintaining confidentiality.
K3 K5 K6 K11 K16
S3 S5 S8 S12 S13
B1 B2 B3 B4 B5 B6
Duty 3 Work in partnership and liaise with other professionals (such as the teaching staff, SENDCo, or external advisors) and parents/carers to support all learners’ learning.
K4 K5 K6 K9 K11 K13 K14
S2 S4 S5 S7 S10 S12
B1 B2 B3 B4 B5 B6
Duty 4 Reflect on their own practice and identify appropriate professional development opportunities with the support of colleagues.
K6 K7
S5 S7
B1 B2 B3 B4 B5 B6
Duty 5 Understand the specific needs of learners and use strategies to support all learners to achieve their learning goals.
K1 K2 K4 K5 K7 K9 K10 K12 K14 K15 K16
S1 S4 S6 S8 S11 S13 S14 S15 S16
B1 B2 B3 B4 B5 B6
Duty 6 Promote engagement and teach learning behaviours to support the development of independent learners.
K1 K3 K5 K10 K12 K13 K14 K16
S1 S2 S3 S13 S14
B1 B2 B3 B4 B5 B6
Duty 7 Establish positive relationships with learners and promote positive behaviours, consistently applying the school’s behaviour policy.
K5 K11 K13 K16
S1 S2 S3 S5 S6 S7 S16
B1 B2 B3 B4 B5 B6
Duty 8 Support the social, emotional, mental health, wellbeing and personal care of all learners in line with organisational policy and procedures.
K3 K5 K9 K11 K13 K15 K16
S1 S7 S9 S13 S14 S15
B1 B2 B3 B4 B5 B6
Duty 9 Deliver individual and small group teaching within clearly defined/planned parameters in partnership with the teacher and other professionals.
K2 K3 K4 K7 K8 K9 K10 K12 K13 K14
S1 S2 S4 S6 S7 S10 S11 S12 S13 S14 S16
B1 B2 B3 B4 B5 B6
Duty 10 Contribute to assessment and planning by supporting the monitoring, recording, and reporting of learner outcomes and participation as agreed with the teacher.
K1 K4 K7 K8 K9 K10 K13 K14
S1 S5 S6 S10 S11 S14 S16
B1 B2 B3 B4 B5 B6
Duty 11 Support the development of a stimulating and safe learning environment by contributing to the selection and preparation of teaching resources that meet the diverse needs and interests of learners.
K2 K3 K5 K6 K8 K10 K11 K12 K13 K14 K15
S4 S5 S6 S8 S10 S12 S14
B1 B2 B3 B4 B5 B6
Duty 12 Support or lead enrichment activities for example visits, out of school activities and in school clubs.
K2 K5 K6 K10 K11 K13 K17
S2 S3 S7 S8 S9
B1 B2 B3 B4 B5 B6
×

Required knowledge

    Required skill

      Required behaviour

        KSBs

        Knowledge

        K1: The importance of providing feedback. Back to Duty

        K2: The learning resources available to support learners and how to use them. Back to Duty

        K3: The stages of development for children and young people. Back to Duty

        K4: The principles of target setting to support the next steps in learning. Back to Duty

        K5: The impact of transition on learners and strategies to support them. Back to Duty

        K6: How technology can support learning. Back to Duty

        K7: The learning, assessment, and feedback cycle. Back to Duty

        K8: Methods of formative assessment. Back to Duty

        K9: Methods of observing, recording, and reporting. Back to Duty

        K10: The curriculum intent, how it is implemented, and the intended impact. Back to Duty

        K11: Prevent, safeguarding and health & safety legislation, guidance, and procedures. Back to Duty

        K12: Teaching strategies to deliver learning activities and interventions (for example, scaffolding, open questioning). Back to Duty

        K13: How to adapt communication strategies to suit the audience and context. Back to Duty

        K14: Types of learning intervention. Back to Duty

        K15: How to support learner’s well-being, mental health and pastoral needs, including referral to other professionals or services. Back to Duty

        K16: The pastoral and academic behaviours learners will display. Back to Duty

        K17: The impact of enrichment activities on learners. Back to Duty

        Skills

        S1: Apply strategies to support and encourage the development of independent learners. Back to Duty

        S2: Adapt communication strategies for the audience and context. Back to Duty

        S3: Apply behaviour management strategies in line with organisational policy. Back to Duty

        S4: Adapt resources to support all learners. Back to Duty

        S5: Communicate with teachers to ensure clarity of the TA’s role. Back to Duty

        S6: Apply teaching strategies to deliver learning activities or interventions. Back to Duty

        S7: Build relationships with learners, teachers, other professionals and stakeholders. Back to Duty

        S8: Comply with legislation, guidance, and procedures for Prevent, safeguarding and health & safety. Back to Duty

        S9: Support the well-being and mental health of learners. Back to Duty

        S10: Observe, record, and report on learners in line with organisational procedures. Back to Duty

        S11: Apply methods of formative assessment. Back to Duty

        S12: Use up to date technology safely, to support learning. Back to Duty

        S13: Encourage safe use of technology by learners. Back to Duty

        S14: Adapt teaching strategies to support all learners (for example, scaffolding, open questioning). Back to Duty

        S15: Identify and respond to pastoral and academic behaviours in learners. Back to Duty

        S16: Provide feedback to learners. Back to Duty

        Behaviours

        B1: Act professionally and respectfully with the whole school community. Back to Duty

        B2: Be a positive role model, upholding and exemplifying the organisation's values. Back to Duty

        B3: Respect and promote equality, diversity, and inclusion. Back to Duty

        B4: Be committed to improving their own delivery through reflective practice. Back to Duty

        B5: Engage with research to establish best practice. Back to Duty

        B6: Work collaboratively and constructively with the whole school community. Back to Duty

        T Level in education and early years

        Awarding organisation: NCFE

        Qualification type: T Level Qualification level: 3 Qualification approved: 01/04/2020

        AIM Qualifications Level 3 Technical Occupational Entry for Teaching Assistants focusing on Special Educational Needs and Disabilities (Diploma)

        Awarding organisation: AIM Qualifications and Assessment Group

        Qualification type: TQ Qualification level: 3 Qualification approved: 07/03/2024

        City & Guilds Level 3 Technical Occupational Entry for Teaching Assistants (Certificate)

        Awarding organisation: City and Guilds of London Institute

        Qualification type: TQ Qualification level: 3 Qualification approved: 08/02/2024

        NCFE CACHE Level 3 Technical Occupational Entry in Supporting Teaching and Learning (Diploma)

        Awarding organisation: NCFE

        Qualification type: TQ Qualification level: 3 Qualification approved: 07/03/2024

        Pearson BTEC Level 3 Technical Occupational Entry for Teaching Assistant (Diploma)

        Awarding organisation: Pearson Education Ltd

        Qualification type: TQ Qualification level: 3 Qualification approved: 08/02/2024
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