Available Qualifications for Teaching Apprenticeship Qualifications in London

Please ensure you have full information about each qualification before applying. Details of those accounting qualifications are listed below:

*Note that these courses are funded subject to eligibility!

Teaching Assistant Level 3


Supporting the class teacher to enhance pupils’ learning.

Details of Standard

Typical Job Titles:

  • Teaching Assistant
  • Learning Support Assistant
  • Specialist Support Assistant
  • Support for Specialist Curriculum Areas


Typically, 18 Months



Role Profile

Role Profile Teaching Assistants work in Primary, Special and Secondary education across all age ranges encompassing special educational needs and emotional vulnerabilities. The primary role of the Teaching Assistant is to support the class teacher to enhance pupils’ learning either in groups or individually, ensuring pupils understand the work set, know their learning objectives and stay on task in order to make progress.

Promoting self-belief, social inclusion and a high self-esteem play an integral part to pupils’ well-being; ensuring pupils thrive in a positive, nurturing, safe environment. It is an active role supporting the learner to access the curriculum. They are good role models, act with honesty and integrity, take part in team meetings; contribute to planning and class activities.

Promoting Fundamental British Values through spiritual, moral, social and cultural development and positive behaviours are crucial in contributing to improved pupil progress and development.

Entry Requirements

3Whilst any entry requirements will be a matter for individual employers, typically an apprentice might be expected to have already achieved 5 GCSEs, including Maths and English, Grade C or above or 4/5 (new grading). Some employers will accept other relevant qualifications and experience, including a relevant Level 2 qualification.

Knowledge – What Is Required

Understanding How Pupils Learn and Develop

  •  Understand the need to provide feedback to support and facilitate an appropriate level of independence.
  • Comprehend appropriate levels of learning resources to identify and help address weakness, consolidate strengths and develop individualised expectations.
  • Recognise different stages of child development through school, e.g., transition between key stages.


  • Recognise the importance of using appropriate technology to support learning.

Working with Teachers to Understand and Support Assessment for Learning

  • Understand the need to accurately observe, record and report on pupil’s participation, conceptual understanding and progress to improve practice and assessment for different groups of pupils.
  • Understand the school’s assessment procedures for benchmarking against targets set by the class teacher.
  • Be familiar with assessment materials.


  •  An appropriate knowledge of the curriculum and context you are working in.

Keeping Children Safe in Education.

  • Understand current statutory guidance including ‘Keeping Children Safe in Education’ Part 1, safeguarding policies, Prevent Strategy.
  • Understand the importance of sharing relevant information, in a timely manner with the designated Safeguarding lead. Understand the importance of first aid procedures, recording/reporting incidents and a broad knowledge of Health & Safety Policy.

Skills – What Is Required?

Developing Strategies for Support

  • Develop strategies to support and encourage pupils to move towards independent learning.
  • Use appropriately varied vocabulary to ensure pupils’ understanding.
  • Embed effective behaviour management strategies using discipline appropriately and fairly in line with the school’s policy.
  • Deliver interventions in accordance with training given (RAG rating).
  • Foster and encourage positive, effective, nurturing and safe learning environments inspiring pupils to take pride in and learn from their individual achievements.
  • Recognise, adapt and respond to all pupils encompassing SEN/emotional vulnerabilities, for example, use Makaton, visual timetables.

Communication and Teamwork

  •  Produce a wide range of creative and effective communications, including ability to write and proofread clear and innovative copy, project briefs, and give confident presentations
  • Able to engage and collaborate with a wide range of clients/stakeholders, across departments internally and with clients/suppliers externally to support marketing outcomes as required.

Service Delivery

  • Work closely with teachers to ensure own contribution aligns with the teaching.
  • Ensure regular communication with teachers to provide clarity and consistency of role within lessons.
  • Deliver/lead small group teaching within clearly defined/planned parameters using initiative, sensitivity and understanding.
  • Build appropriate relationships with colleagues, pupils, parents, adults and stakeholders.
  • Comply with policy and procedures for sharing confidential information and know when and where to seek advice.
  • Implement current statutory guidance including ‘Keeping Children Safe in Education’ Part 1, safeguarding policies, Prevent Strategy.
  • Undertake safeguarding training every 3 years.
  • Support pupils’ well-being whilst embedding the importance of online safety.

Working with Teachers to Accurately Assess Learning

  • Contribute to a range of assessment processes and use information effectively, e.g., written records.
  • Use specific feedback to help pupils make progress.
  • Apply good subject knowledge to support accurate assessment.

Using Technology

  • Use school computer systems, including specialist software e.g., online registration, intervention programmes and management information systems.
  • Use relevant technology competently and effectively to improve learning.
  • Ensure pupils use technology safely.

Problem Solving/Ability to Motivate Pupils

  • Use a range of strategies including scaffolding and open questioning skills to enable pupils to access and engage in learning.
  • Recognise the difference between pastoral and academic issues and model good behaviour for learning.

Behaviour – What Is Required?

Building Relationships and Embracing Change

  • Building Relationships and Embracing Change - Flexibility, trust, professional conduct, confidentiality and being respectful.
  • Promote the school’s efforts to build positive behaviour for learning.
  • Promote and exemplify positive behaviour and uphold the school ethos.
  • Be enthusiastic and open to new ideas.

Adding Value to Education

  • Praise; provide constructive and specific feedback and support pupils, helping them to achieve their maximum potential socially, emotionally and academically through peer marking and reflection.

Promoting Equality, Diversity, and Inclusion

  • Keep pupils at the centre of everything.
  • Promote community cohesion and cultural diversity encompassing a full understanding of the school’s ethos.

Professional Standards and Personal Accountability

  • Demonstrate professional relationships in line with Staff Handbook.
  • Be diplomatic, a positive role model and maintain confidentiality.
  • Optimise learning opportunities and reflect on their personal development.

Team Working, Collaboration, and Engagement

  • Work collaboratively and constructively with the whole school team.
  • Engage professionally as appropriate with outside professionals.


Apprentices without English and maths at Level 2 must achieve these prior to taking the End Point Assessment.


As well as ensuring full competency as a Teaching Assistant, this standard provides a foundation for potential progression into a number of career paths in the Educational sector, including Higher Level Teaching Assistant, Assistant Teacher, and Teacher.


The apprenticeship standard will be reviewed after a maximum of 3 years

Learning and Skills Teacher Level 5


Teaching young people and adults within all parts of the Education and Training Sector.


Learning and Skills Teacher (LST)


Typically, 24 Months to Gateway i.e., excluding EPA Period.

Role Profile:

The Learning and Skills Teacher (LST) is ‘dual-professional’, having first achieved competence in a vocational or subject specialism and then subsequently trained as a teacher.

This means that many teachers in the Education and Training Sector (ETS) begin teaching as a second, or even later, career. The LST role is pivotal to the success of traineeship and apprenticeship programmes, in delivering effective vocational education and training that meets both learners’ and employers’ needs.

LSTs teach young people and adults within all parts of the ETS, including:

  • Work-Based/Independent Training Provision
  • Further, Adult and Higher Education
  • Offender-Learning
  • The Voluntary Sector

LSTs are responsible for planning and delivering learning that is current, relevant, challenging, and that inspires learners to engage and achieve their full potential. LSTs collaborate closely with colleagues and other ETS professionals in supporting learner progress. LSTs ensure the physical, psychological and social wellbeing of learners.

Professional Behaviours

The LST apprenticeship requires development of the following professional behaviours, skills and knowledge:

  • Operate at All Times to Ethical and Legal Standards and within Professional Boundaries
  • Value Diversity and Actively Promote Equality of Opportunity and Inclusion
  • Be Resilient and Adaptable When Dealing with Challenge and Change, Maintaining Focus and Self-Control
  • Promote a Passion for Learning and High Expectations of All Learners
  • Model Exemplary Communication Skills with Learners and in All Professional Relationships
  • Be a Role Model for the Effective Use of Current, Digital, and Mobile Technologies in Support of Teaching and Learning
  • Underpin their Practice by Reference to Professional Standards and Evidence-Based Teaching and Learning

Skills- The Learning and Skills Teacher will be able to:

Plan learning to:


meet programme requirements and deliver learning outcomes in a realistic context


ensure that learning activities are authentic in relation to workplace practice.


encourage learners to develop:

  • Autonomy and Resilience
  • Personal and Interpersonal Effectiveness
  • Social Awareness and Respect for Others
  • Essential Employability Skills

Design and deliver learning sessions and activities to:


engage learners to establish standards of behaviour, mutual respect and safe working


avoid and overcome unfair disadvantage and barriers to learning


develop mathematics and English skills necessary for vocational achievement


actively engage and inspire all learners and encourage them to set challenging goals


use resources that are inclusive and add value to learners’ development


How to brief and manage external marketing suppliers, and an understanding of the risks to ineffective briefing/management.

Facilitate individualised learning through:


access to up-to-date information, advice and guidance


reference to initial and diagnostic assessment of learners’ needs obtained at the start of and throughout the learner’s journey


varied learning activities that naturally allow all learners to contribute


facilitate regular 360° feedback that empowers learners in their own development


regular formative assessment processes and updated individual learning plans


coaching (or referral) of learners’ to address unhelpful behaviours or viewpoints


collaboration with relevant colleagues and professionals to support individual action plans

Quality assure outcomes for learners through:


compliance with internal and external regulations, legislation and guidance in respect of:


reference to initial and diagnostic assessment of learners’ needs obtained at the start of and throughout the learner’s journey

  • Teaching, Learning, and Assessment
  • Recording, Storing, and Sharing Information Relating to Learners and Learning
  • the Physical and Psychological Safety of All Learners


seeking feedback from learners, colleagues and relevant others to support quality improvements in teaching and learning


continually updating their own knowledge and skills as a teaching professional and a subject specialist


using aggregated assessment data to review and develop own and others’ practice and to report emerging gaps in progression and achievement amongst groups of learners


supporting organisational development and quality improvement interventions

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Principles of Effective Programme Design


how to organise and combine syllabus outcomes into meaningful/realistic learning opportunities


current and emerging workplace practice


evidence-based strategies to ensure that the learning process develops individuals to be highly effective within the workplace, with their families and in their communities

Principles of Effective Learning


how to engage learners in maintaining ground-rules for safe and effective learning


the causes of unfair disadvantage and barriers to learning, and ways to overcome them


mathematics and English in the vocational context and opportunities and support for their development


how to ensure that learning activities actively engage and challenge all learners


when best to use learning resources to support learners without excluding others


current and emerging learning technologies and how they can be used safely and effectively

Principles of Individualised (Differentiated) Learning


sources of current information, advice and guidance


effective use of initial and diagnostic assessment and their application at the start of or during a programme


ways for learners to develop or acquire skills and knowledge individually or as part of a team-based task


how to involve learners in understanding their own progress, and updating their learning records and plans


valid processes of Assessment for Learning and ways to ensure that ILPs support the entire learning journey


recognised coaching techniques and the circumstances in which referral may be necessary


how and where to access support for learners in achieving agreed developmental targets

Quality Assurance within the Education Context


the requirements and implications of:

  • Organisational Policies and Procedures
  • OFSTED Common Inspection Framework
  • Awarding Organisations
  • Funding Agencies
  • Legislation (e.g., Equalities and Safeguarding)


effective methods of securing valid feedback from stakeholders (e.g., learners, colleagues, employers) to support improvements, and how to triangulate feedback from a range of relevant sources


ways to access personal and professional development and to maintain vocational currency


the use of aggregated assessment data to inform personal and professional development and to identify and report gaps in progress for groups of learners


organisational, collaborative quality improvement strategies

Entry Requirements

Individual employers may set any entry requirements, but these may typically include:

  • Competence in Vocational and/or Specialist Subject at an Appropriate Level
  • Confirmation of Current Vocational/Specialist Subject Knowledge
  • Up-to-Date Knowledge of Workplace Practice
  • A Willingness to Continue to Develop Personal ICT Skills to a Level in-line with the LST Role
  • Reference to the Education and Training Foundation’s (2016) Minimum Core Guidance, and Any Subsequent Updates

Apprentices without level 2 English and maths will need to achieve this level prior to taking the endpoint assessment. For those with an education, health and care plan or a legacy statement the apprenticeship’s English and maths minimum requirement is Entry Level 3 and British Sign Language qualification is an alternative to English qualifications for whom this is their primary language.


Outcomes of this standard must include:

  • Level 5 Diploma in Education and Training or equivalent
  • Level 2 Safeguarding
  • Apprentices without Level 2 English and Maths will need to achieve this level prior to taking the endpoint assessment.

All the above outcomes must be achieved before the end-point assessment.


With the employer’s approval, the LST could progress onto curriculum/training leadership roles following an adequate period of experience teaching at this level, within the sector.


The apprenticeship standard should be reviewed, after a maximum of 3 years.

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