Level 5 SEND Teaching Assistant apprenticeship

Summary

SEND environment, working with children who struggle to attend mainstream school. Our centre works with some of the most vulnerable children in the area, with the objective of reintegrating children into mainstream education or specialist provisions equipped with the skills they need to be successful. 

Wage

£12,480 to £19,827.60, depending on your age

National Minimum Wage

Holiday pay to be included

Training course

Specialist teaching assistant (level 5)

Hours

Monday to Friday 9:00 till 3:00, perhaps earlier mornings depending on reintegration needs. Some outreach requirements in the local area.

30 hours a week

Start date

Tuesday 1 September 2026

Duration

2 years

Positions available

1

Work

Most of your apprenticeship is spent working. You’ll learn on the job by getting hands-on experience.

What you'll do at work

• Welcoming students into the centre.
• Creating session plans for students
• Delivery Implant Session
• Run interventions for small groups and one-to-one 
• Liaise with class teachers in regards to strategies for learners 
• Ensure attendance is updated regularly and as and when required.
• Prepare classrooms for learners.
• Attend schools to aid reintegration.
• Complete reports as and when required.
• Ensure you stay up to date with safeguarding requirements.
• Report safeguarding promptly and effectively.

Where you'll work

UNIT 1
VIKINGS WAY
CANVEY ISLAND
SS8 0PB

Training

Apprenticeships include time away from working for specialist training. You’ll study to gain professional knowledge and skills.

Training provider

BEST PRACTICE NETWORK LIMITED

Training course

Specialist teaching assistant (level 5)

What you'll learn

Course contents

• Act in line with policies, processes, and procedures related to statutory frameworks and non-statutory guidance, including safeguarding, implementing the setting’s behaviour policy.
• Establish a safe, stimulating and nurturing environment for learners.
• Establish nurturing, effective working relationships with learners, parents or carers and stakeholders.
• Demonstrate understanding of equality and diversity and sustainable development.
• Undertake dynamic risk assessment of the learning environment.
• Respond to and mitigate potential hazards that may adversely affect a learning environment.
• Contribute to the planning of learning and assessment activities.
• Apply teaching strategies to advance learning, for example scaffolding.
• Select and use safely, appropriate equipment and resources to advance learning.
• Apply an appropriate range of assessment methods, including formative, summative and individual needs-based assessments.
• Analyse assessment outcomes to inform reporting and future planning.
• Provide ongoing feedback to learners and support them to respond to feedback.
• Record and report information related to learners’ progress to a range of stakeholders.
• Collaborate with colleagues and other professionals.
• Advocate for and champion the needs of learners.
• Use a range of research to critically evaluate teaching and assessment approaches and practices.
• Critically evaluate a variety of teaching and assessment methods depending on the learning environments and learners’ needs.
• Improve own practice by undertaking continuous self-reflection including seeking and responding to feedback from varied sources.
• Update and maintain their own knowledge and skills as part of managing their own continuing professional development.
• Communicate information and analysis in a variety of forms to reflect the needs of the audience, for example by providing appropriate advice and guidance to parents or carers.
• Support the development of effective practices in others, for example through mentoring and coaching colleagues.
• Identify, action, and challenge issues and undertake difficult conversations where appropriate.
• Recognise signs of vulnerability in self or colleagues and the appropriate actions required to minimise risks to professional well-being.
• Implement strategies to support the social and emotional well-being of learners.
• Select and use technologies safely and effectively to promote learning.
• Prioritise and manage own workload, for example recognising the importance of capacity.
• Implement national and local SEND policy, practices, processes, and procedures.
• Apply approaches to the assessment and early identification of SEND.
• Apply strategies to adapt provision and practices to support learners with SEND.
• Implement national and local policies, practices, processes, and procedures related to social and emotional well-being.
• Identify and signpost learners in need of social and emotional well-being intervention.
• Apply strategies to support the social and emotional well-being of learners.
• Implement national and local policies, practices, processes, and procedures related to the specific curriculum provision.
• Adapt planning and assessment to support learning and progress in the specific area of curriculum provision.
• Support colleagues by advocating for the specific curriculum provision.
• Act in line with policies, processes, and procedures related to statutory frameworks and non-statutory guidance, including safeguarding, implementing the setting’s behaviour policy.
• Establish a safe, stimulating and nurturing environment for learners.
• Establish nurturing, effective working relationships with learners, parents or carers and stakeholders.
• Demonstrate understanding of equality and diversity and sustainable development.
• Undertake dynamic risk assessment of the learning environment.
• Respond to and mitigate potential hazards that may adversely affect a learning environment.
• Contribute to the planning of learning and assessment activities.
• Apply teaching strategies to advance learning, for example scaffolding.
• Select and use safely, appropriate equipment and resources to advance learning.
• Apply an appropriate range of assessment methods, including formative, summative and individual needs-based assessments.
• Analyse assessment outcomes to inform reporting and future planning.
• Provide ongoing feedback to learners and support them to respond to feedback.
• Record and report information related to learners’ progress to a range of stakeholders.
• Collaborate with colleagues and other professionals.
• Advocate for and champion the needs of learners.
• Use a range of research to critically evaluate teaching and assessment approaches and practices.
• Critically evaluate a variety of teaching and assessment methods depending on the learning environments and learners’ needs.
• Improve own practice by undertaking continuous self-reflection including seeking and responding to feedback from varied sources.
• Update and maintain their own knowledge and skills as part of managing their own continuing professional development.
• Communicate information and analysis in a variety of forms to reflect the needs of the audience, for example by providing appropriate advice and guidance to parents or carers.
• Support the development of effective practices in others, for example through mentoring and coaching colleagues.
• Identify, action, and challenge issues and undertake difficult conversations where appropriate.
• Recognise signs of vulnerability in self or colleagues and the appropriate actions required to minimise risks to professional well-being.
• Implement strategies to support the social and emotional well-being of learners.
• Select and use technologies safely and effectively to promote learning.
• Prioritise and manage own workload, for example recognising the importance of capacity.

Training schedule

To be confirmed.

Requirements

Share if you have other relevant qualifications and industry experience. The apprenticeship can be adjusted to reflect what you already know.

Skills

• Communication skills
• IT skills
• Attention to detail
• Organisation skills
• Problem solving skills
• Presentation skills
• Administrative skills
• Number skills
• Analytical skills
• Logical
• Team working
• Creative
• Initiative
• Non judgemental
• Patience

Other requirements

Passing an Enhanced DBS check is compulsory. A strong awareness of safeguarding practise. Previous experience in a school setting or education setting is essential. Access to a vehicle with a full driving licence is essential, as some parts of the position could be in local schools or community settings, depending on student need. We welcome informal visits and conversations before application.