• Understand the essential regulations, policies, and procedures relevant to your educational settings
• Learn how to maintain the health, safety, and well-being of all learners, with a focus on safeguarding and data protection
• Reflect on the importance of understanding and implementing statutory and non-statutory guidance, promoting a safe and supportive learning environment for everyone

• Understand the theories of learning and child development, and how they apply to individual learners
• Gain insights on different teaching and assessment methods, and how to use them effectively to advance learning
• Learn how to identify and overcome barriers to learning, and create an inclusive learning environment
• Develop skills in planning, implementing and adapting activities that promote learning and development

• Develop a deep understanding of the principles and purposes of assessment, including formative, summative, and individual needs-based assessments
• Learn how to effectively plan and implement assessment strategies to monitor learner progress and inform future teaching
• Gain skills in analysing and interpreting assessment data to identify individual learning needs and adjust instructional approaches accordingly
• Enhance your ability to provide constructive feedback to learners, fostering their growth and development
• Understand the importance of record-keeping and reporting assessment outcomes to relevant stakeholders

• Understand the importance of professionalism, ethical behaviour, and maintaining confidentiality
• Develop skills in resilience, adaptability, self-reflection and continuous professional development
• Learn strategies for managing workload and maintaining well-being, recognising the importance of personal capacity
• Embrace feedback and constructive criticism, showing a willingness to learn and grow as a practitioner
• Model ethical, fair, consistent, and impartial behaviours, valuing inclusion, equity, equality, and diversity

• Develop effective communication skills to interact with students, colleagues, and other stakeholders
• Learn how to adapt communication styles to suit different audiences and situations
• Understand the importance of active listening and responding appropriately
• Enhance your ability to provide clear and constructive feedback
• Gain skills in using various communication methods, including verbal, written, and non-verbal communication

By gaining expertise in supporting and advancing the learning of students with SEND, you’ll ensure full compliance with SEND regulations and implement best practices for inclusive education. You’ll also gain the skills to confidently address diverse learning needs, provide individualised support for students, foster a supportive environment and provide capacity for early identification and intervention for SEND.

• Enhanced knowledge of SEND policies and procedures: Gain a deep understanding of national and local SEND policies, practices, processes, and procedures
• Improved understanding of SEND: Understand the theoretical background of a range of SEND, such as autism, attachment and trauma, and dyslexia
• Early identification and assessment skills: Develop skills in the early identification and assessment of SEND, using appropriate tools and techniques
• Deliver effective support for learners with SEND: Learn how to adapt provision and practices to effectively support learners with SEND and promote their learning and development
• Creation of an inclusive learning environment: Implement strategies to create an inclusive learning environment where every learner, including those with SEND, can thrive

• By becoming a trained ELSA, you’ll be able to identify and address social and emotional needs, guide students in managing their emotions and building positive relationships in order to foster student wellbeing and create a positive and supportive school community. Building on the core programme content, if you choose the Social and Emotional Well-being specialism, you will become a qualified Emotional Literacy Support Assistant (ELSA).
• • Enhanced knowledge of social and emotional well-being policies and procedures: Gain a deep understanding of national and local policies, practices, processes, and procedures related to social and emotional well-being
  • Improved understanding of the theoretical background of social and emotional well-being: Understand the theoretical background of supporting social and emotional well-being in educational contexts
  • Knowledge of approaches to promoting social and emotional well-being: Learn the principles and approaches to promoting social and emotional well-being in educational contexts
  • Skill development in using tools to promote social and emotional well-being: Develop skills in using appropriate tools to promote social and emotional well-being and advance learning
  • Understanding of the impact of social and emotional well-being: Understand the impact of social and emotional well-being on learners’ development and learning
  • Ability to implement effective strategies to advance social and emotional well-being: Implement effective strategies to advance social and emotional well-being in learning and assessment contextsMore about Emotional Literacy Support Assistants (ELSAs)

    An Emotional Literacy Support Assistant (ELSA) is a specialist teaching assistant who supports children and young people to develop essential emotional literacy and social skills. By working closely with students, ELSAs help foster a sense of safety and happiness in school, while equipping them with the tools to understand and manage their emotions effectively. They work with children either individually or in small groups, and can help with a range of issues, including:

    • Anxiety
    • Low self-esteem
    • Anger management
    • Loss and bereavement
    • Friendship issues
    • Relationships
    • Behaviour
    • Conflict 

    ELSAs receive specialised training from Educational Psychologists (EPs) and benefit from ongoing supervision, ensuring they provide high-quality support. The ELSA curriculum covers:

    • What is Emotional Literacy and how do we improve it?
    • Building resilience
    • Emotional regulation, including anger management and cognitive behavioural techniques
    • Social and friendship skills
    • Loss, bereavement and family break-up
    • Therapeutic stories and social stories
    • Active listening and reflective conversations
    • Neurodiversity and emotions

    In addition, there will be regular group supervision sessions for you to attend with your ELSA coach and other ELSAs on the programme, which will provide you with the opportunity to ask questions, reinforce and reflect on your learning and understand how to embed best practice.

    NOTE: In order for you to remain an ELSA once the programme has concluded, you will need to continue attending supervision sessions. This is sometimes offered through your Local Authority or other organisations. A package will be available to continue your supervision sessions with us, for those who are interested.

    What if I’m already working as an ELSA?

    If you already have ELSA status but wish to continue developing your practical skills in social and emotional well-being, don’t worry – you can still join the programme and choose this specialism. In fact, you can bring your ELSA qualification in as Recognition of Prior Learning (RPL), meaning that your setting can access the apprenticeship with a reduced apprenticeship levy contribution.

    On the programme, you are welcome to join your peers and attend the ELSA learning sessions to refresh your knowledge. There will also be additional content with practical activities to reinforce your learning and take your skills to the next level. You’ll also receive the same level of support from peers and expert coaches as those new to ELSA.

• In your role as a literacy specialist, you will develop and implement effective literacy lessons and interventions tailored to student needs. You’ll enhance understanding of literacy assessment and its integration into lesson planning, proactively identifying and supporting students with early signs of literacy-related difficulties. You’ll also gain the skills to monitor and evaluate the impact of literacy interventions and lessons through informal assessment.Your final strand of the programme content will be focussed on specialist literacy knowledge, skills and behaviours.
  • Enhanced knowledge of literacy policies and procedures: Gain a deep understanding of national and local literacy curriculum policies, practices, processes, and procedures.
  • Improved understanding of literacy acquisition and progression: Develop an understanding of the theoretical foundations of literacy acquisition and progression.
  • Effective use of literacy assessment tools: Acquire skills in selecting and using appropriate literacy assessment tools to inform teaching and learning.
  • Skill development in using assessment tools to advance literacy learning: Demonstrate skills in using assessment tools within literacy to advance learning.
  • Understanding of the impact of literacy on learners: Understand the impact of literacy on learners’ overall development and academic success.
  • Ability to implement effective literacy strategies: Gain the ability to implement effective strategies and interventions to promote literacy skills.

• As a PE, Health and Wellbeing specialist, you’ll develop enhanced understanding of the curriculum, using this to plan and deliver engaging lessons and effectively track student progress. You’ll consider your pupils holistically, promoting a positive school environment.
  • Enhanced curriculum understanding: Develop knowledge of the PE and school sports curriculum, including statutory and non-statutory frameworks, policies, and procedures.
  • Improved lesson planning and execution: Understand the theoretical background of progression in PE and school sports, and develop the ability to plan and implement effective learning sequences.
  • Effective student progress tracking: Gain skills in selecting and using appropriate assessment tools to monitor and advance student learning in PE and school sports.
  • Holistic development focus: Recognise the importance of PE and school sports for children’s and young people’s overall learning and development.
  • Compliance and adherence to standards: Develop the ability to implement national and local policies and procedures related to PE and school sports provision.

  Champion for PE and school sports: Demonstrate a commitment to advocating for and promoting the value of PE and school sports within the educational context.

• The benefits of having a Specialist Teaching Assistant in your school are extensive:

   

  • Improved learner outcomes: Benefit from specialist TAs who can effectively support students with diverse needs, leading to better academic and social-emotional outcomes
  • Enhanced inclusion: Create a more inclusive learning environment where every student feels supported and able to reach their full potential
  • Address specific needs: Tailor training to your school’s requirements by choosing from SEND, Social and Emotional well-being, Literacy or PE, Health and Wellbeing Curriculum specialisms
  • Sustainable workforce development: Build a skilled and knowledgeable workforce that can support your school’s long-term goals. This can also foster loyalty and reduce staff turnover
  • Cost-effective training: Utilise the Apprenticeship Levy to cover the cost of the programme, making it a budget-friendly option for professional development and an excellent way to upskill staff
  • Positive school culture: Promote a culture of continuous learning and improvement, benefiting both staff and students

• The Social, Emotional and Wellbeing specialism will have ELSA built in – it will be compulsory… unless a delegate already has it,

All specialisms offer apprentices the option to gain HLTA status.

The knowledge, skills and behaviours on this apprenticeship match closely to the HLTA standards. There will not be any additional learning to complete for those choosing to take advantage of this opportunity to gain HLTA status.

You would need to demonstrate the ability to deliver to a full class and need to complete an additional assessment at the end of your apprenticeship.

There would be a small additional cost (in the region of £250).

• This programme is designed for individuals who support the education of individual learners or groups of learners, working under the supervision of a qualified teacher. It is suitable for those with the following roles (or equivalent):

  • Teaching Assistant (TA)
  • Learning Support Assistant (LSA)
  • Classroom Assistant (CA)
  • Education Assistant (EA)
  • Classroom Welfare Assistant (CWA)

  Participants may come from a wide variety of educational settings including early years settings, primary schools, secondary schools, special schools, alternative provision and further education institutions such as sixth forms and colleges.

• You should have experience working as a Teaching Assistant, Learning Support Assistant (LSA) or equivalent role for at least a year (full-time equivalent).
  If you have completed a Level 3 Teaching Assistant Apprenticeship and are supported by your headteacher you may progress directly to a Level 5 Apprenticeship.
• You must have lived in England for the last three years and have the right to work in the the UK.
• You must be employed at least 16 hours a week and spend at least 50% of your working hours in England over the duration of the apprenticeship.

   

• Grade C / 4 or higher at GCSE English*
  You will need to provide evidence of having achieved a grade 4 or above at GCSE (level 4) English and maths.
  If you don’t have these qualifications, you can be supported through our functional skills programme.

  *This level of English proficiency is required as the apprenticeship corresponds to a foundation degree level.

  
  Please note: This programme is open to delegates in England only.

• Employers must agree to appoint a workplace mentor to attend the termly progress reviews.
• Employers need to agree to enrol staff as an apprentice.
  
• Agree to fortnightly release for online workshops Thursday 1pm – 3pm.
• For TAs interested in the Social and Emotional well-being specialism, employers must agree and commit to a member of its Senior Leadership Team (SLT) attending a 1 hour session at the start of the ELSA programme.

• The Level 5 Teaching Assistant apprenticeship is the equivalent to a Foundation degree and offers a progression pathway for those looking to become a Teacher and gain their QTS via the teacher degree apprenticeship (TDA), the new route to become a qualified teacher.