Meet Sarah Ross 

Changing careers after twenty years might seem a daunting prospect, but for Sarah Ross, a
Teaching Assistant at Woolenwick School, it was a necessary step toward finding a role with
greater purpose. We sat down to discuss her journey from retail management to education,
the impact of the Level 3 Teaching Assistant Apprenticeship with additional SEND training,
and how upskilling has transformed her confidence in the classroom.

I used to work in catering and hospitality, when I was younger and then from there I was a
retail manager for Next for twenty years.

Just after COVID, like so many of us, I started to really look at what I was doing with my life.
During the pandemic I was classed as a key worker but so too were the people going in to
teach our kids in schools and that contrast was suddenly thrown into focus. Selling jeans just
had no meaning to me anymore; I wanted to do more and give something back.

Education has always been a passion of mine, and the school I am currently in is one that all
four of my children have attended. I absolutely loved it as a parent. I saw a teaching
assistant position advertised that required no experience, and I thought, Do you know
what? I’m just going to go for it.’

“I’m the kind of person who always wants to push myself harder. All of my career prior to this
had been in management, so I was used to being a leader and making decisions. Suddenly,
I was in a role where I had no experience other than raising my own children. Although I
picked it up quickly, I wanted to develop my skills and progress as far as I could.

I approached the Senior Leadership Team and asked, How can I improve? How can I give
you more?

Between us, we found that the apprenticeship would be a perfect fit. The Head Teacher
actually suggested it; he was mindful that I had been out of formal education for along time, so
I had to relearn how to learn academically. It was a solid starting point that allowed me to keep
doing my job while learning new skills that are beneficial to the school.

The school had also already taken on PE apprentices so they knew quite a bit about how
apprenticeships work and how fulfilling they can be.”

“I added the SEND element because I am very aware that there is so much more need
coming through schools now. In my first year alone, I encountered five different levels of
SEND needs within one class—five children who were very different. At the time, I didn’t fully
understand how best to support them.

The apprenticeship has enabled me to understand what resources they need, how to
manage their transitions, and what adjustments are required. Ironically, I also have two
children of my own on the pathway to being assessed, so it has helped me understand them
better, too.”

“It feels amazing. Being able to support these children and seeing the difference I’m potentially
making in their lives is incredible.  For example, I run a phonics intervention with a little boy I’ve been
with since Reception.  One of his parents came to watch a session and was so positive, noting
that seeing him sit and engage for 15 minutes was something they’d never achieved at home.
I stepped away thinking, I’ve helped there, I’ve got him on the right path.

I also remember a little girl who used to cry when asked to write any sounds; she was so
nervous. By the end of the year, she was writing full sentences and was confident doing it.
Seeing that progression makes you realise you are actually making a difference.
My relationships with the children are so strong and that comes from my confidence in what
I’m doing – something that the apprenticeship has been absolutely integral to..”

“Understanding the curriculum and assessment has been key. I understand why we are
teaching what we are teaching, which helps me support the planning. It has built my
confidence to the point where I can now lead classes. I don’t think I would have had the
confidence to deliver phonics sessions if I hadn’t looked at the theory behind it.
The masterclasses have also been amazing—specifically the trauma workshop. It was a real
eye-opener. I realised that trauma comes in so many facets, and looking at children you can
sometimes see it in them. That workshop gave me strategies to support them better.”

“I think children need to experience people from all walks of life. I work with a fantastic

I would say absolutely go for it. To me, it’s a no-brainer. Yes it’s probably going to challenge
you, but you get so much support.
Someone like me, who had no previous experience, might assume you need a degree to get
into a career in education. But an apprenticeship opens the door. I have four children and a
very busy life – I can’t necessarily just stop working and go and do a degree.

With an apprenticeship, you learn on the job, you do it practically, but you get the theory and
support in the background. This opportunity makes me feel like, actually, this is possible. I
may be 47, but it doesn’t mean everything is over.”