Supporting Teaching and Learning in Schools (England)

Framework status: Current (latest) issue

Framework details

Framework ID: FR04171
Issue number: 12
Issued: 01 December 2017

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Supporting Teaching and Learning in Schools (England)
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Issued by
Learning and Skills Improvement Service

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Purpose

The number of staff supporting teaching and learning in schools has risen steadily from 133,500 in 1997 to 338,000 in 2009; from 25% of the total school workforce to 43.37% over the same period (figures from Statistical First Release 2010). Indications are that numbers will continue to rise.  Increasing workforce numbers together with the age profile of the current workforce mean there will be an ongoing demand for learning support staff in schools.  Apprenticeships present an ideal opportunity to attract potential recruits into the school workforce and will help schools in succession planning.  In December 2010 Ofsted in their report "Developing Leadership: National Support Schools" identify that; "Developing the leadership skills of support staff increased the schools’ capacity to improve. The common principle was that the development of support staff was linked explicitly to improving outcomes for pupils."

 

The supporting teaching and learning apprenticeships have become increasingly popular since their introduction under the title of Teaching Assistant Apprenticeships in 2006. With more than a 1000% increase in certifcates awarded in 2010, the take-up of apprenticeships in supporting teaching and learning in schools is expected to continue to increase.

 

The national occupational standards for supporting teaching and learning in schools, on which these frameworks are based, were developed to cover the full range of roles and responsibilities learning support staff in schools may perform.

 

The vision is for the School Sector to have a framework of flexible qualifications for all staff supporting teaching and learning in schools that meets the priorities of the sector, adds value and offers opportunities for career progression and transfer to other roles across the children's workforce.  The recent Education White Paper (November 2010) notes that, " Every member of school staff has an important role to play in ensuring that pupils and students get an excellent education … In the best schools, well-deployed teaching assistants support teachers in achieving excellent results with pupils."

 

The Intermediate Level Apprenticeship for Supporting Teaching and Learning in Schools is designed for learning support staff whose responsibilities at work are closely supervised.  They will be working under the direction of the class teacher whose lesson planning and day-to-day direction set the framework within which the individual works.  Job titles include: teaching assistant; classroom assistant; learning support assistant; additional needs assistant; pastoral/welfare support assistant; bilingual support assistant; foundation stage assistant.

 

The Advanced Level Apprenticeship is designed for learning support staff with a working role which requires competence in a specialist area and/or across a varied range of responsibilities.  They will be working under the direction of a teacher who has overall responsibility for teaching and learning in the classroom.  They will contribute to planning, implementing and evaluating learning activities and will work alongside the teacher to support whole class activities, as well as working on their own with individual, or groups of, pupils.  Job titles may include: teaching assistant; classroom assistant; learning support assistant; additional needs assistant; pastoral/welfare support assistant; bilingual support assistant; foundation stage assistant; learning guide; learning coach; induction mentor; team leader.

 

The Intermediate and Advanced Level Apprenticeships will also contribute to meeting the skills priorities for England by:

  • provding flexible access to high quality Level 2 & 3 skills programmes, which act as a real alternative to GCSEs and A level for those who prefer this style of learning and achievement
  • incorporating qualifications/skills to improve the general literacy, numeracy and ICT skills of the workforce in England
  • using technical and competence based qualifications, designed and valued by employers
  • developing apprentices' personal learning and thinking skills, to build their confidence and creativity, improving their social and working lives
  • providing a career pathway into jobs and training at technician level and higher, to provide the skills which the economy requires to grow. 

Download framework

Supporting Teaching and Learning in Schools (England)
(PDF document 2.77 MB)