Apprenticeship programmes at Highover JMI School and Nursery:

Highover Junior and Infant School is a large, fully inclusive two-form-entry primary school based in Hitchin. Headteacher Lisa Hayes has witnessed first-hand the benefits of upskilling seven members of staff through apprenticeships throughout the past five years. This includes both existing teaching assistants and PE apprentices brought in as new hires.

We caught up with Lisa, who gave us the following feedback.

Lisa Hayes: "The impact on how our TAs support pupils’ learning and wellbeing has been very noticeable. TAs have developed a much stronger understanding of child development, adaptive teaching and inclusive practice.

We see this daily in the way they skilfully scaffold learning, deliver targeted interventions and support pupils with additional needs or emotional regulation. Apprentices are more reflective and confident, using strategies such as pre-teaching vocabulary, structured questioning and calm, consistent approaches to behaviour that help pupils feel safe, understood and ready to learn.

Several TAs have gone on to take greater ownership of interventions and pastoral support, making a real difference for some of our most vulnerable children."

Lisa Hayes: "Pupils are more active, engaged and enthusiastic about physical activity, and the quality of PE teaching across the school has improved.

Apprentices have introduced new games, inclusive activities and structured skill progression, ensuring that all children — including those less confident or with SEND — can participate and succeed. There has been a clear knock-on effect on pupils’ confidence, teamwork and behaviour, as well as staff confidence in delivering PE.

The programme has helped embed a positive culture around physical health and wellbeing, reinforcing the importance of movement, resilience and enjoyment as part of a balanced education."

Lisa Hayes: "It's had a transformative effect on TAs’ confidence and professionalism. The combination of structured training, reflective practice and recognised qualification has helped colleagues better understand their role and the impact they have on pupils’ learning and wellbeing.

TAs are more confident in using educational language, contributing to professional discussions and working proactively with teachers and leaders. They approach their work with greater assurance, take pride in their expertise and feel valued as skilled practitioners rather than “extra help” in the classroom."

Lisa Hayes: "Yes, we have seen some really positive progression pathways as a result. Several TAs have gone on to lead key interventions and mentor newer staff.

The apprenticeship program has provided a clear, motivating route for ambition and growth, benefiting both the individuals and the wider school community.

Others have progressed into teacher training, with two particularly strong examples having begun their journey as sports apprentices. The first joined us at Highover with very limited experience of school life. After successfully completing both the Level 3 and Level 4 sports apprenticeships, he went on to achieve his teaching qualification with us, before moving on to start his teaching career at another school.

The second joined us as an NQT, having first ‘dipped her toe’ into education through a sports apprenticeship before progressing to her teaching qualification. The depth of experience and practical expertise she gained as an apprentice meant she entered the profession as a confident, reflective and very strong NQT. She has continued to go from strength to strength and remains a highly valued member of our teaching team. Her apprenticeship experience has also given her a real understanding of the TA role, enabling her to build excellent, respectful working relationships with support staff and to lead her classroom with collaboration and trust at its heart."

Lisa Hayes: "My first impressions of the Assistant SENCO course are extremely positive. It is already proving to be a well-structured, practical programme that strengthens understanding of inclusive practice and SEND systems, while giving my member of staff the confidence and clarity to contribute meaningfully to SEND leadership and support across the school."

Lisa Hayes: "Yes! I rate ESF Apprenticeships very highly as a partner. Their team has been consistently supportive, responsive and knowledgeable, taking the time to really understand our school context and priorities. Staff have particularly valued the clear guidance, approachable tutors and well-structured programmes, which made the process feel manageable and purposeful, and gave us real confidence in our choice of provider.

I trained a large number of TAs through the L3 apprenticeship and their tutor worked very carefully with us to help structure and tailor the programme to meet the needs and ethos of our school. I have recommended ESF to many other schools in our partnership having been incredibly impressed by the quality of their staff, training material and apprentices sourced through them."