Meet Tobi Ciepiela
recently completed our Level 3 Teaching Assistant with a PE, Health and Wellbeing Focus
Tobi Ciepiela has recently completed his Level 3 Teaching Assistant Apprenticeship with a
PE, Health and Wellbeing Focus and is currently undertaking his Level 4 Sports Coach apprenticeship at Whitehill Junior School Whitehill Junior School, Hitchin, Hertfordshire.
Toby talked to us about why he loves his role so much and the important role of sport and physical activity in building belonging.
You have a unique connection to Whitehill Junior School. Can you tell us about it?
“It’s been an amazing journey. I actually attended this junior school as a child, so it’s a real full circle moment to come back and work here. My Headteacher now was my Headteacher then! I had a great time here before moving on to Hitchin Boys’ School for secondary.”
How did you find your way onto the apprenticeship pathway?
“After my GCSEs, I initially took A-Levels in PE, Psychology, and Sociology. However, I
realised the A-Level route wasn’t for me. I dropped out and went to college to do a diploma
in Physical Education and Sports Coaching, alongside a football academy programme.
I was working a part-time job at Whitehill’s sister school, Highbury Infant School and
Nursery, supporting after-school clubs, when one of the assistant Heads approached me
about this opportunity. It bridged the gap between my sports qualifications and a career
in education.
I loved my first Level 3 PE Teaching Assistant apprenticeship and am now eight
weeks into my Level 4 qualification. I enjoy my role so much – having the ability to manage
and influence a class of children – it’s just so rewarding.”
People sometimes think a PE Apprentice is just on the sports field all day. What does your actual timetable look like?
It’s a real mix. My mornings are always classroom-based, working as a Teaching Assistant
alongside the teacher. In the afternoons, I switch to PE delivery. We have specific days for
different year groups—for example, Monday is Year 3 and Tuesday is Year 4. Thursdays
and Fridays are our main PE lessons which are split between lower and upper school. Lower
school’s takes place on a Thursday”
What specific activities are you delivering at the moment?
“We cover the National Curriculum but try to keep it varied. Recently, we’ve done football,
netball, and Paralympic Games; involving indoor sitting sports, which have varied from
between sitting volleyball, boccia and blind football. I also help out with a huge range of
extra-curricular activities.”
Are there any new sports you are excited to introduce?
“Yes! Pickleball is a big one we are looking to bring in—it’s gaining so much popularity. We
are also looking at getting a glow in the dark dodgeball, which should be a fun twist on what
we already offer!”
What do you think are the benefits to schools of hiring a PE-focused Teaching Assistant or sports coach?
“A lot of pupils like to engage in physical activity and extra-curricular sporting activities, so
having a positive role model to deliver and prepare those sessions is extremely beneficial for
younger pupils. I think it’s really important that they’re learning from someone who has both
a passion for sports and either has knowledge or good experience working with young
children. Also for the rest of the staff I think it frees up time, reduces stress and creates a
really nice team morale.”
You also work one-to-one with a student with Special Educational Needs (SEND). How does physical activity help in that relationship?
It’s hugely beneficial. For this student, physical activity is the part of school he enjoys most.
We’ve found a strong link between physical exertion and academic focus – I believe they
correlate really nicely. So if he has been active at lunchtime or in a club, he is much better
regulated, especially when it comes to transitioning into the first fifteen minutes of the lesson,
than if that hadn’t been in place.
Also because I’ve been working with him both within the classroom and in a PE
environment, I’m more aware of his needs, and he’s aware of my expectations of him.
How do you ensure your general PE lessons are inclusive for all children?
“It starts with conversation. I ask them what they enjoy. Because we offer such a wide
range—from dance and bench ball to tag rugby—there is usually something for everyone.
We’ve also spent a lot of time as PE staff collectively coming up with games that are
inclusive and accessible and I’ve learned some good ideas on central training days held by
ESF Apprenticeships.
When Year 3 pupils come into the school we just focus on teaching team-building exercises
for the first term. It’s partly because they will likely have followed a slightly different PE
provision to the one we offer here, but it also really helps to build their confidence, work on
collaboration and building a sense of belonging.”
There is a lot of discussion about the need for more male role models in schools. Do you think the apprenticeship route is a good way to encourage this?
One hundred percent – yes. I think it’s important to get more men thinking about becoming
teachers or teaching assistants. I know that a lot of men and boys look at sport and think that
it’s a field they’d like to work in, but they don’t necessarily think about a career applying that
in a school. The fact that this apprenticeship ties in so closely to sport and physical
education is a really great draw for them and it’s a fantastic way to experience what it’s like
working in an educational setting.
For some boys, there is a temptation to turn to the online world for connection, so I think
having a positive male role model who can deliver engaging sessions in school is vital.
Do you think it’s important that the students can talk to you about mental health and their feelings?
Absolutely. Regardless of your role in a school, you need to be readily available to listen. We
try to drip-feed the importance of mental health into our sessions—teaching them that it’s
okay to talk and that being strong-minded includes looking after your wellbeing.
How important do you think sport is for encouraging belonging?
Talking from personal experience, I remember how important it was to me to take part in an
extra-curricular activity or a club, for example, football, which has always been my sport. The
opportunity to take part in something with like-minded people, that everyone enjoyed
together, was really important to me.
If we can provide an in-person sporting activity or extra-curricular club where all children can
feel a sense of belonging and enjoyment, I think they are far more likely to seek out that
connection in the real world.
What have you gained most from the apprenticeship so far?
The transferable skills are endless—confidence and the ability to work off my own initiative,
planning has been another big area and making things inclusive. I’ve also focused on my
communication and admin skills, especially now as I’m liaising with parents more as I’m
responsible for taking children out for fixtures. The support from my tutor, Henry, and the
ESF team has been amazing and the extracurricular events and central training days are
always fun.
What advice would you give to a school leaver considering this route?
I couldn’t recommend it enough. If you enjoy sport and want to work in education, it’s the
perfect blend of practical work and theory. It’s a great way to learn on the job, and see if this
career is for you.
And finally, what’s next for you?
For now, I’m focused on doing a great job with my Level 4 and taking on more responsibility
with school fixtures. Depending on my situation in a year and a half’s time, I'll probably re-
evaluate and start looking towards future steps – potentially going into teaching.
Find out more
The government will soon no longer be funding Level 7 apprenticeships. Time is running out to apply for our final cohort that we are able to offer at the Level 7 standard.