Essential Job Information

The following information will be of interest to those seeking jobs or, considering a career in the education. Teaching agencies and employers of teaching assistants etc may also find this of value.

• What is a Teaching Assistant?
• What is the work like?
• What qualifications are needed?
• Classroom Management Skills
• What is a Higher Level Teaching Assistant?
• How can you find work?

What is a Teaching Assistant?

Teaching Assistants work throughout the UK in primary, secondary or special schools, either in a general role or they may have responsibilities for a particular child (with a statement or additional educational needs). A key role of the Teaching Assistant is to help raise educational standards in the classroom, by providing support for the pupils, the teacher and the school.

Teaching Assistants' classroom responsibilities can range from performing routine tasks, such as getting things ready for lessons, putting up displays around the school, administrative tasks (photocopying, collecting dinner money etc), to sometimes working with individual children.

The demand for good teachings assistants is increasing all the time, as a result of the governments ‘Remodelling of the School Workforce’ agenda . There are currently around 150,000 teaching assistants in the UK.

Schools will often decide what qualifications and experience they require when appointing a teaching assistant, although many schools do prefer either older candidates or those with previous child-care experience.

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What is work like?

Working as a teaching assistant can be a lot of fun, extremely rewarding and also very demanding, not to mention tiring!

The working day is usually during school hours and often, term time only. Salaries can range from £10,000 to £15,000 depending upon experience and responsibilities, although this is only a guide.

They work with individual children, small groups or the whole class. The work often involves helping children with special educational needs, such as learning difficulties, physical impairments or those for whom the first language is not English.

In a nursery or primary school, with children aged three to eleven, a teaching assistant will help in a variety of different ways:

getting things ready for lessons

• reading and telling stories
• helping children with number work by using counting games or learning tables
• playing games and encouraging children to play together
• talking and listening to children
• displaying art and craft work
• supervising dining and play areas
• escorting pupils between classes and on outings and sports events
• comforting and caring for children if they have a minor accident or are upset
• helping younger children with motor and co-ordination skills such as holding pencils correctly or tying shoelaces
• helping the teacher to maintain records
• liasing with other professionals, parents and carers

Most teaching assistants in secondary schools work as special needs assistants. This might involve accompanying a pupil around the school, taking notes for them in lessons or carrying bags and books. Secondary schools usually have learning support departments, where teaching assistants work with individuals or small groups of pupils, often complementing work being done in class.

There are increasing opportunities for professional development as a teaching assistant. These can lead to Higher Level Teaching Assistants and ultimately qualification as a teacher, for those wishing to pursue this route.

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What qualifications are needed?

There are no set entry requirements. However, it is generally encouraged that applicants have nationally recognised qualifications. An understanding of English and maths is important in order to support classroom literacy and numeracy. People normally need to be at least 18 to begin training.

Previous, relevant experience including nursery nursing, play work and youth work may help. Some people work as volunteer helpers in schools whilst taking a course to train as a teaching assistant.

NCFE Initial Training for Classroom Assistants (Stage 1 and 2) is suitable for those who wish to begin study in this area. No previous experience is necessary for Stage 1.

The following are vocational qualifications suitable for teaching assistants with little experience or for those with no previous experience:

• CACHE Level 2 Certificate for Teaching Assistants
• NCFE Level 2 Certificate
• BTEC Level 2 Certificate
• ABC Level 2 Certificate.

Those who have successfully completed Level 2, and existing teaching assistants who want a nationally recognised Level 3 qualification, can work towards their Level 3 Certificate for Teaching Assistants.

NVQs in Early Years Care and Education at Levels 2 and 3 for teaching assistants are also available for those already working in the classroom.
Some universities offer certificates or diplomas of higher education or foundation degrees specifically for teaching assistants or learning support assistants.

City & Guilds

City & Guilds offer the below Supporting Teaching and Learning in Schools qualifications, which were developed from the TDAs standards, are funded and on the QCF.

• Level 2 Award in Support Work in Schools
• Level 2 Certificate in Supporting Teaching and Learning in Schools
• Level 2 Certificate in supporting the Wider Curriculum in Schools
• Level 3 Award in Supporting Teaching and Learning in Schools
• Level 3 Certificate in Supporting Teaching and Learning in Schools
• Level 3 Certificate in Cover Supervision of Pupils in Schools
• Level 3 Diploma in Specialist Support for Teaching and Learning in Schools

Classroom Management Skills

Thoughts on Classroom Management

Good classroom behaviour management is essential for lessons to run smoothly. Anticipation and effective management of problems will ensure that any disruption is minimised, allowing pupils to spend the maximum time on tasks set.

Today`s classrooms often contain a team of educational professionals, with learning support assistants, specialist teaching assistants, behaviour support assistants and higher-level teaching assistants all coming under the broad umbrella of "teaching assistant." The role and authority of each staff member should be clearly defined and understood by both staff and pupils, as confusion in this area may result in pupils attempting to play one staff member of against another. Teaching assistants and teachers should set aside time for planning, review and evaluation to ensure effective co-operation between staff members, resulting in a consistent standard of work and behaviour being expected from pupils.

From a practical perspective, teaching assistants should make themselves aware of all classroom rules and routines to ensure consistent enforcement of these rules. Learning support assistants allocated to one pupil should have full comprehension of their role in general classroom behaviour management and the appropriate time to intervene. If a reward / sanction system is in place, teaching assistants should make themselves aware of such and by whom such a scheme is to be implemented. These objectives can be accomplished by pre-lesson planning and end of lesson feedback and discussion. Hectic timetabling may make such processes difficult, but teaching assistants invariably hold valuable information regarding pupil behaviour and difficulties and can play an invaluable role in developing behaviour management strategies.

Teaching assistants can greatly improve the quality of teaching by dealing effectively with minor behavioural issues, allowing the class teacher to focus on teaching the whole class. Learning support assistants` knowledge of individual pupils is valuable and they should ensure that this knowledge is passed on to the teacher. This will enable the teacher to organise the work of individuals and groups more precisely to match pupils of different abilities. Teaching assistants must ensure that their subject knowledge is sufficiently deep to extend pupils` learning and should be able to interact effectively with the teacher, maintaining pupils` interest and making for challenging discussion. In this way, the quality of the overall learning experience is enhanced, allowing pupils to maximise their potential. It also ensures that available resources are used to their best effect, which will save money in the long term.

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What is a Higher Level Teaching Assistant (HLTA)?

Teaching assistants in England can achieve Higher Level Teaching Assistant Status (HLTA), as long as they have reached the required standard in literacy and numeracy. It is usual for the employer to play a lead role in helping a teaching assistant achieve HLTA status.

HLTA’s may sometimes to be required to supervise a class of children, this may occur when there is a teacher absence. It is expected that the period of supervision should only be short term (see www.coversupervisors.co.uk).

Clearly the HLTA has an increased level of responsibility and as such can also expect to receive a slightly higher income than a regular teaching assistant. However pay rates are set by the employers and salaries can therefore vary quite a lot.

With HLTA status, a foundation degree or equivalent qualifications, teaching assistants can progress on to teacher training by taking a degree leading to Qualified Teacher Status (QTS).

Teaching assistants can move into other work with children, such as day nursery, playgroup or playleader work, childminding or residential childcare.

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How can you find work?

There are numerous sources available to help you to identify jobs as a teaching assistant, including our message boards and our free online newsletters (Subscribe Now!).

There are also a wide variety of education recruitment agencies (sometimes known as ‘Teaching Agencies’), who can help you to find work that suits.

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Teaching Agencies

There are hundreds of recruitment agencies nationwide, dedicated to the task of helping to find you work. Some agencies are well known national high street names such as Reed, Select Education, Protocol and Celsian, however there are also many local agencies available too.

The standard of agencies can vary from area to area and it cannot be assumed that a national agency will be any better at finding you work than a local agency. A guide to Teaching Agencies, the services they offer and a comprehensive list can be found at: www.teachingagencies.co.uk

Alternatives to recruitment agencies include:

• Contact local schools directly
• Local jobs papers.
• National jobs papers such as the TES (Times Education Supplement), The Guardian or, The Independent.
• Contacting your LEA (Local Education Authority) see attached list and link
• Search online – see Great links.

The Government is committed to delivering additional childcare places benefiting 2 million children by 2006. To achieve this expansion we estimate that some 175 -180,000 new childcare workers will need to be recruited (and where necessary trained or re-trained) up to 2006. This will enable the workforce to expand up some 85-90,000

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Other key information.
Related jobs
Childminder
Cover Supervisor
Nursery Nurse
Playworker
School Lunchtime Supervisor
Teacher
Youth and Community Worker


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