Supporting the class teacher to enhance learning.
This occupation is found in primary, secondary, special schools, alternative provision, and further education institutions such as sixth forms and colleges. Teaching Assistants work across all age ranges, supporting all learners.
The broad purpose of the occupation is to support the class teacher to enhance learners’ progress and development either in groups or individually. Teaching Assistants ensure that learners understand their work, know their learning objectives, and display positive learning behaviours in order to make progress. They deliver individual and small group teaching and apply a range of strategies to support learners of different abilities under the professional direction and supervision of a qualified teacher. Teaching Assistants may support learners with special educational needs and disabilities and learners with social, emotional, and mental health vulnerabilities.
In their daily work, an employee in this occupation may interact with all learners. This includes but is not limited to high attaining, SEND, EAL, and disadvantaged learners. Teaching Assistants will also work in partnership with teachers and other professionals within the school and education system, as well as with learners’ parents or carers.
An employee in this occupation will be responsible for delivering individual and small group teaching and adapting planning under the direction of a teacher; implementing safeguarding policies and safe practice; working effectively with other education professionals; promoting positive learning behaviours; and supporting the development of a safe and stimulating learning environment. They will work within a framework of national legislation regarding safeguarding, and within the policies and procedures of their individual education organisations.
This is a summary of the key things that you – the apprentice and your employer need to know about your end-point assessment (EPA). You and your employer should read the EPA plan for the full details. It has information on assessment method requirements, roles and responsibilities, and re-sits and re-takes.
An EPA is an assessment at the end of your apprenticeship. It will assess you against the knowledge, skills, and behaviours (KSBs) in the occupational standard. Your training will cover the KSBs. The EPA is your opportunity to show an independent assessor how well you can carry out the occupation you have been trained for.
Your employer will choose an end-point assessment organisation (EPAO) to deliver the EPA. Your employer and training provider should tell you what to expect and how to prepare for your EPA.
The length of the training for this apprenticeship is typically 18 months. The EPA period is typically 3 months.
The overall grades available for this apprenticeship are:
When you pass the EPA, you will be awarded your apprenticeship certificate.
The EPA gateway is when the EPAO checks and confirms that you have met any requirements required before you start the EPA. You will only enter the gateway when your employer says you are ready.
The gateway requirements for your EPA are:
Observation with questions
You will be observed by an independent assessor completing your work. It will last at least 2 hours. They will ask you at least 4 questions.
Professional discussion underpinned by a portfolio of evidence
You will have a professional discussion with an independent assessor. It will last 90 minutes. They will ask you at least 10 questions. The questions will be about certain aspects of your occupation. You need to compile a portfolio of evidence before the EPA gateway. You can use it to help answer the questions.
The EPAO will confirm where and when each assessment method will take place.
You should speak to your employer if you have a query that relates to your job.
You should speak to your training provider if you have any questions about your training or EPA before it starts.
You should receive detailed information and support from the EPAO before the EPA starts. You should speak to them if you have any questions about your EPA once it has started.
If you have a disability, a physical or mental health condition or other special considerations, you may be able to have a reasonable adjustment that takes this into account. You should speak to your employer, training provider and EPAO and ask them what support you can get. The EPAO will decide if an adjustment is appropriate.
This occupation is found in primary, secondary, special schools, alternative provision, and further education institutions such as sixth forms and colleges. Teaching Assistants work across all age ranges, supporting all learners.
The broad purpose of the occupation is to support the class teacher to enhance learners’ progress and development either in groups or individually. Teaching Assistants ensure that learners understand their work, know their learning objectives, and display positive learning behaviours in order to make progress. They deliver individual and small group teaching and apply a range of strategies to support learners of different abilities under the professional direction and supervision of a qualified teacher. Teaching Assistants may support learners with special educational needs and disabilities and learners with social, emotional, and mental health vulnerabilities.
In their daily work, an employee in this occupation may interact with all learners. This includes but is not limited to high attaining, SEND, EAL, and disadvantaged learners. Teaching Assistants will also work in partnership with teachers and other professionals within the school and education system, as well as with learners’ parents or carers.
An employee in this occupation will be responsible for delivering individual and small group teaching and adapting planning under the direction of a teacher; implementing safeguarding policies and safe practice; working effectively with other education professionals; promoting positive learning behaviours; and supporting the development of a safe and stimulating learning environment. They will work within a framework of national legislation regarding safeguarding, and within the policies and procedures of their individual education organisations.
| Duty | KSBs |
|---|---|
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Duty 1 Contribute to the overall ethos and aims of the organisation and promote diversity, inclusion, equality and acceptance of all learners in line with school policies, including by challenging stereotyped views, bullying or harassment. |
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Duty 2 Implement safeguarding polices and safe practice, including online safety, in line with legislation, policies, and procedures including maintaining confidentiality. |
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Duty 3 Work in partnership and liaise with other professionals (such as the teaching staff, SENDCo, or external advisors) and parents/carers to support all learners’ learning. |
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Duty 4 Reflect on their own practice and identify appropriate professional development opportunities with the support of colleagues. |
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Duty 5 Understand the specific needs of learners and use strategies to support all learners to achieve their learning goals. |
K1 K2 K4 K5 K7 K9 K10 K12 K14 K15 K16 |
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Duty 6 Promote engagement and teach learning behaviours to support the development of independent learners. |
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Duty 7 Establish positive relationships with learners and promote positive behaviours, consistently applying the school’s behaviour policy. |
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Duty 8 Support the social, emotional, mental health, wellbeing and personal care of all learners in line with organisational policy and procedures. |
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Duty 9 Deliver individual and small group teaching within clearly defined/planned parameters in partnership with the teacher and other professionals. |
K2 K3 K4 K7 K8 K9 K10 K12 K13 K14 |
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Duty 10 Contribute to assessment and planning by supporting the monitoring, recording, and reporting of learner outcomes and participation as agreed with the teacher. |
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Duty 11 Support the development of a stimulating and safe learning environment by contributing to the selection and preparation of teaching resources that meet the diverse needs and interests of learners. |
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Duty 12 Support or lead enrichment activities for example visits, out of school activities and in school clubs. |
K1: The importance of providing feedback.
Back to Duty
K2: The learning resources available to support learners and how to use them.
Back to Duty
K3: The stages of development for children and young people.
Back to Duty
K4: The principles of target setting to support the next steps in learning.
Back to Duty
K5: The impact of transition on learners and strategies to support them.
Back to Duty
K6: How technology can support learning.
Back to Duty
K7: The learning, assessment, and feedback cycle.
Back to Duty
K8: Methods of formative assessment.
Back to Duty
K9: Methods of observing, recording, and reporting.
Back to Duty
K10: The curriculum intent, how it is implemented, and the intended impact.
Back to Duty
K11: Prevent, safeguarding and health & safety legislation, guidance, and procedures.
Back to Duty
K12: Teaching strategies to deliver learning activities and interventions (for example, scaffolding, open questioning).
Back to Duty
K13: How to adapt communication strategies to suit the audience and context.
Back to Duty
K14: Types of learning intervention.
Back to Duty
K15: How to support learner’s well-being, mental health and pastoral needs, including referral to other professionals or services.
Back to Duty
K16: The pastoral and academic behaviours learners will display.
Back to Duty
K17: The impact of enrichment activities on learners.
Back to Duty
S1: Apply strategies to support and encourage the development of independent learners.
Back to Duty
S2: Adapt communication strategies for the audience and context.
Back to Duty
S3: Apply behaviour management strategies in line with organisational policy.
Back to Duty
S4: Adapt resources to support all learners.
Back to Duty
S5: Communicate with teachers to ensure clarity of the TA’s role.
Back to Duty
S6: Apply teaching strategies to deliver learning activities or interventions.
Back to Duty
S7: Build relationships with learners, teachers, other professionals and stakeholders.
Back to Duty
S8: Comply with legislation, guidance, and procedures for Prevent, safeguarding and health & safety.
Back to Duty
S9: Support the well-being and mental health of learners.
Back to Duty
S10: Observe, record, and report on learners in line with organisational procedures.
Back to Duty
S11: Apply methods of formative assessment.
Back to Duty
S12: Use up to date technology safely, to support learning.
Back to Duty
S13: Encourage safe use of technology by learners.
Back to Duty
S14: Adapt teaching strategies to support all learners (for example, scaffolding, open questioning).
Back to Duty
S15: Identify and respond to pastoral and academic behaviours in learners.
Back to Duty
S16: Provide feedback to learners.
Back to Duty
B1: Act professionally and respectfully with the whole school community.
Back to Duty
B2: Be a positive role model, upholding and exemplifying the organisation's values.
Back to Duty
B3: Respect and promote equality, diversity, and inclusion.
Back to Duty
B4: Be committed to improving their own delivery through reflective practice.
Back to Duty
B5: Engage with research to establish best practice.
Back to Duty
B6: Work collaboratively and constructively with the whole school community.
Back to Duty
Apprentices without level 2 English and maths will need to achieve this level prior to taking the End-Point 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. A British Sign Language (BSL) qualification is an alternative to the English qualification for those whose primary language is BSL.
V1.1
This document explains the requirements for end-point assessment (EPA) for the teaching assistant apprenticeship. End-point assessment organisations (EPAOs) must follow this when designing and delivering the EPA.
Teaching assistant apprentices, their employers and training providers should read this document.
An approved EPAO must conduct the EPA for this apprenticeship. Employers must select an approved EPAO from the Education and Skills Funding Agency’s Register of end-point assessment organisations (RoEPAO).
A full-time apprentice typically spends 18 months on-programme (this means in training before the gateway) working towards competence as a teaching assistant. All apprentices must spend at least 12 months on-programme. All apprentices must complete the required amount of off-the-job training specified by the apprenticeship funding rules.
This EPA has 2 assessment methods.
The grades available for each assessment method are:
Assessment method 1 - observation with questions:
Assessment method 2 - professional discussion underpinned by a portfolio of evidence:
The result from each assessment method is combined to decide the overall apprenticeship grade. The following grades are available for the apprenticeship:
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On-programme - typically 18 months
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The apprentice must complete training to develop the knowledge, skills and behaviours (KSBs) of the occupational standard. The apprentice must complete training towards English and maths qualifications in line with the apprenticeship funding rules. The apprentice must compile a portfolio of evidence. |
|---|---|
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End-point assessment gateway
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The employer must be content that the apprentice is working at or above the occupational standard. The apprentice’s employer must confirm that they think the apprentice:
The apprentice must have achieved English and maths qualifications in line with the apprenticeship funding rules. For the professional discussion underpinned by a portfolio of evidence the apprentice must submit a portfolio of evidence. The apprentice must submit any policies and procedures as requested by the EPAO. |
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End-point assessment - typically 3 months
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Grades available for each assessment method: Observation with questions
Professional discussion underpinned by a portfolio of evidence
Overall EPA and apprenticeship can be graded:
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Re-sits and re-takes
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The EPA is taken in the EPA period. The EPA period starts when the EPAO confirms the gateway requirements have been met and is typically 3 months.
The expectation is that the EPAO will confirm the gateway requirements have been met and the EPA starts as quickly as possible.
The apprentice’s employer must confirm that they think their apprentice is working at or above the occupational standard. The apprentice will then enter the gateway. The employer may take advice from the apprentice's training provider(s), but the employer must make the decision.
The apprentice must meet the gateway requirements before starting their EPA.
These are:
Portfolio of evidence requirements:
The apprentice must compile a portfolio of evidence during the on-programme period of the apprenticeship. It should only contain evidence related to the KSBs that will be assessed by this assessment method. It will typically contain 10 discrete pieces of evidence. Evidence must be mapped against the KSBs. Evidence may be used to demonstrate more than one KSB; a qualitative as opposed to quantitative approach is suggested.
Evidence sources may include:
This is not a definitive list; other evidence sources can be included. Evidence included in the portfolio should be anonymised prior to submission.
The portfolio of evidence should not include reflective accounts or any methods of self-assessment. Any employer contributions should focus on direct observation of performance (for example, witness statements) rather than opinions. The evidence provided should be valid and attributable to the apprentice; the portfolio of evidence should contain a statement from the employer and apprentice confirming this.
The EPAO should not assess the portfolio of evidence directly as it underpins the discussion. The independent assessor should review the portfolio of evidence to prepare questions for the discussion. They are not required to provide feedback after this review.
The apprentice must submit any policies and procedures as requested by the EPAO.
The assessment methods can be delivered in any order.
The result of one assessment method does not need to be known before starting the next.
In the observation with questions, an independent assessor observes the apprentice in their workplace. The apprentice completes their day-to-day duties under normal working conditions. This allows the apprentice to demonstrate the KSBs mapped to this assessment method through naturally occurring evidence. The independent assessor asks questions as explained below. Simulation is not permitted during the observation.
The observation and responses to questions must be assessed holistically by the independent assessor when they are deciding the grade.
This assessment method is being used because an in-person, live observation of the apprentice's practice is the most valid way to assess competence in the KSBs. The independent assessor will observe the apprentice interacting with other professionals and learners, and is the most appropriate way to assess a teaching occupation. This method can occur during the apprentice's normal work day, therefore reducing the impact for the employer. The duration of the observation allows the apprentice to demonstrate the mapped KSBs, and allows the apprentice to be observed working in a range of contexts, in line with their normal practice (for example supporting whole classes, small groups, or individuals).
The observation with questions must be structured to give the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method to the highest available grade.
The independent assessor conducts and assesses the observation with questions.
The independent assessor must only observe one apprentice to ensure quality and rigour and they must be as unobtrusive as possible.
The EPAO must give an apprentice 2 weeks notice of the observation.
The observation with questioning must take 110 minutes over the same day.
The independent assessor can increase the time of the observation by up to 10%. This time is to allow the apprentice to complete a task or respond to a question if necessary.
The observation may be split into discrete sections held on the same working day.
EPAOs must manage invigilation of the apprentice during the assessment to maintain security of the EPA, in line with their malpractice policy. This includes breaks and moving between locations during the working day.
The independent assessor must explain to the apprentice the format and timescales of the observation before it begins. This does not count towards the assessment time.
The independent assessor should observe the following during the observation:
The independent assessor must observe the apprentice working directly with a learner or a group of learners, either in the classroom or in an intervention. Observations may include set up of the learning environment and time post lesson/intervention to include learner and staff interaction, in addition to observation of the teaching. The apprentice must be observed for a total of 110 minutes including 20 minutes of questioning.
The observation may be split into discrete sessions held on the same working day to reflect the normal practice of the apprentice in their setting. The minimum time a discrete session can be is 15 minutes.
These activities provide the apprentice with the opportunity to demonstrate the KSBs mapped to this assessment method.
The purpose of the questions is to clarify observations made by the independent assessor during the observation section of this assessment method, and to capture further evidence against the KSBs that has not been directly observed.
Questions must be asked after the observation. The total duration of the observation assessment method is 110 minutes and the time for questioning is included in the overall assessment time. The total time for the observation element is 90 minutes. The time allocated for questioning is 20 minutes. The independent assessor must ask at least 4 questions. Follow-up questions are allowed. The independent assessor must use the questions from the EPAO’s question bank or create their own questions in-line with the EPAO’s training.
The independent assessor must ask questions about KSBs that were not observed to gather assessment evidence. These questions are in addition to the set number of questions for the observation and should be kept to a minimum. The independent assessor can also ask questions to clarify answers given by the apprentice.
The independent assessor must record the KSBs observed, KSBs demonstrated in answers to questions and the grade achieved. The apprentice’s answers to questions must also be recorded.
The independent assessor makes all grading decisions.
The observation with questions must take place in the apprentice’s normal place of work (for example their employer’s premises or a customer’s premises). Equipment and resources needed for the observation must be provided by the employer and be in good and safe working condition.
Questioning that occurs after the observation should take place in a quiet room, free from distractions and influence.
The EPAO must write an assessment specification and question bank. The specification must be relevant to the occupation and demonstrate how to assess the KSBs mapped to this assessment method. It is recommended this is done in consultation with employers of this occupation. The EPAO should maintain the security and confidentiality of EPA materials when consulting employers. The questions must be unpredictable. A question bank of sufficient size will support this. The assessment specification and questions must be reviewed at least once a year to ensure they remain fit-for-purpose.
The EPAO must develop purpose-built question banks and ensure that appropriate quality assurance procedures are in place, for example, considering standardisation, training and moderation. The EPAO must ensure that questions are refined and developed to a high standard.
The EPAO must ensure that the apprentice has a different set of questions in the case of re-sits or re-takes.
The EPAO must produce the following materials to support the observation with questions:
In the discussion, an independent assessor and apprentice have a formal two-way conversation.
The apprentice can refer to and illustrate their answers with evidence from their portfolio of evidence. It gives the apprentice the opportunity to demonstrate their competency across the KSBs mapped to this EPA method.
This assessment method is being used because it allows the assessment of KSBs that may not naturally occur in every workplace or may take too long to observe to be assessed, such as interaction with parents or other professionals. The method can be conducted remotely or on the same day as the observation therefore providing value for money.
The professional discussion must be structured to give the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method to the highest available grade.
An independent assessor must conduct and assess the professional discussion.
The purpose of the independent assessor's questions will be to draw out contextualised examples, further clarify knowledge, skills and behaviours demonstrated in a portfolio of evidence, and to assess the apprentice against the following themes:
The EPAO must give an apprentice 2 weeks notice of the professional discussion.
The independent assessor must have at least 2 week(s) to review the supporting documentation.
The apprentice must have access to their portfolio of evidence during the professional discussion.
The apprentice can refer to and illustrate their answers with evidence from their portfolio of evidence however the portfolio of evidence is not directly assessed.
The professional discussion must last for 90 minutes. The independent assessor can increase the time of the professional discussion by up to 10%. This time is to allow the apprentice to respond to a question if necessary.
The independent assessor must ask at least 10 questions. Follow-up questions are allowed where clarification is required. The independent assessor must use the questions from their EPAO’s question bank or create their own questions in-line with the EPAO’s training.
The independent assessor must make the grading decision. The independent assessor must keep accurate records of the assessment. They must record:
The professional discussion must take place in a suitable venue selected by the EPAO (for example the EPAO’s or employer’s premises).
The professional discussion can be conducted by video conferencing. The EPAO must have processes in place to verify the identity of the apprentice and ensure the apprentice is not being aided.
The professional discussion should take place in a quiet room, free from distractions and influence.
The EPAO must develop a purpose-built assessment specification and question bank. It is recommended this is done in consultation with employers of this occupation. The EPAO should maintain the security and confidentiality of EPA materials when consulting employers. The assessment specification and question bank must be reviewed at least once a year to ensure they remain fit-for-purpose.
The assessment specification must be relevant to the occupation and demonstrate how to assess the KSBs mapped to this assessment method. The EPAO must ensure that questions are refined and developed to a high standard. The questions must be unpredictable. A question bank of sufficient size will support this.
The EPAO must ensure that apprentice has a different set of questions in the case of re-sits or re-takes.
The EPAO must produce the following materials to support the professional discussion underpinned by a portfolio of evidence:
The EPAO must ensure that the EPA materials are subject to quality assurance procedures including standardisation, training, and moderation.
Fail - does not meet pass criteria
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Theme
KSBs
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Pass
Apprentices must demonstrate all the pass descriptors
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Distinction
Apprentices must demonstrate all the pass descriptors and all of the distinction descriptors
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Delivery
K2 K12 S1 S6 S14 |
Adapts and applies teaching strategies in delivery, using suitable learning resources to engage learners and support progress. (K2; K12; S6; S14)
Delivers strategies to support the development of independence in learners. (S1)
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Recognises when a learner requires immediate adaptation of resources to increase or decrease the level of demand during delivery. (K2; K12; S6; S14) |
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Assessment
K8 K9 S10 S11 S16 |
Applies observation methods and produces clear, accurate and concise records and reports of observations. (K9; S10)
Chooses and applies formative assessment method(s), appropriate to the learning activity. Provides accurate feedback to learners based on the formative assessment. (K8; S11; S16)
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n/a |
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Communication
K13 S2 S5 |
Chooses and applies communication strategies with consideration for the audience and context of the message to be communicated. (K13; S2)
Consults with the teacher to clarify their role during classroom or intervention delivery. (S5)
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Combines and adapts verbal and non-verbal communication strategies to ensure learners remain engaged and achieve progress in learning. (K13; S2) Collaborates with the teacher proactively and adapts to changing need to ensure their activity has an impact on learning in line with the teacher’s guidance. (S5)
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Pastoral
S3 S9 S15 B2 |
Chooses and consistently applies behaviour management strategies in line with organisation policy, in response to learner pastoral or academic behaviour, and reflects organisational values in their own practice. (S3; S15; B2)
Applies the use of strategies to support the mental health and well-being requirements of learners in line with organisational policy. (S9)
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Adapts and merges strategies to support the individual needs of the learner and tailor behaviour management strategies to proactively manage learner pastoral or academic behaviour. (S3; S15) |
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Technology
K6 S12 S13 |
Selects and operate technology that supports learning, ensuring it is operated in line with organisational policy and safeguarding procedures. Models the safe use of technology to prepare learners to operate independently. (K6; S12; S13) |
Combines and adapts the use of different technologies in line with individual learner needs to ensure learning is accessible. (K6; S12) |
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Relationships and role modelling
S7 B1 B6 |
Interacts professionally and respectfully with others to build relationships and collaborate. (S7; B1; B6) |
n/a |
Fail - does not meet pass criteria
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Theme
KSBs
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Pass
Apprentices must demonstrate all the pass descriptors
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Distinction
Apprentices must demonstrate all the pass descriptors and all of the distinction descriptors
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Learning and support
K1 K14 K15 K16 S4 B3 |
Describes the range of academic behaviours and pastoral needs learners may display, and the strategies and referral services available to educators to support learner's well-being and mental health. (K15; K16)
Explains how resources can be adapted to meet the learning needs of all learners, and how the adaptation of resources can promote equality, diversity and inclusion within the organisation. (S4; B3)
Describes the types of individual and group intervention available to support learners. (K14)
Explains how they provide feedback to support progress in learning. (K1)
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Explains their organisation’s process for reporting and referral to other professionals (internal or external), their role in the reporting and referral process, and how this can support the learner. (K15; K16)
Analyses the reasons for adapting resources and the impact that adaptation can have on learners. (S4; B3)
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Assessment
K4 K7 |
Describes the stages of the learning, assessment and feedback cycle and how target setting is used to support learner’s academic progress. (K4; K7) |
Analyses the advantages and limitations of assessment methods and the impact of target setting within the learning, assessment and feedback cycle. (K4; K7) |
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Curriculum
K10 K17 |
Describes the intent of the curriculum within their organisation, how their organisation implements the curriculum and what the intended impact of that curriculum is. (K10)
Explains how enrichment activities benefit learners. (K17)
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Explain how the curriculum within their setting fits within the broader curriculum the learner has been/will be exposed to across different stages of education. (K10) |
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Child development
K3 K5 |
Describe how a learner’s background and experiences can impact upon how they learn, including the impact of transition. (K3; K5) |
Explain how they apply theories of development to support learner's academic and pastoral development. (K3) |
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Legislation and policy
K11 S8 |
Describes their responsibilities with regards to Prevent, safeguarding, and health & safety legislation and guidance, and how they apply their organisations' procedures to ensure compliance with this legislation. (K11; S8) |
Explains how local and national policies and procedures for safeguarding including serious case reviews, can impact on organisational policies and procedures. (K11; S8) |
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Professional development
B4 B5 |
Describes how they reflect on their practice, responding to constructive feedback, and engage with research on best practice to improve their delivery. (B4; B5) |
n/a |
The assessment methods contribute equally to the overall EPA pass grade.
Performance in the EPA determines the apprenticeship grade of:
An independent assessor must individually grade the: observation with questions and professional discussion underpinned by a portfolio of evidence in line with this EPA plan.
The EPAO must combine the individual assessment method grades to determine the overall EPA grade.
If the apprentice fails one or more assessment methods, they will be awarded an overall EPA fail.
To achieve an overall pass, the apprentice should achieve at least a pass in all the assessment methods. To achieve an overall EPA ‘merit,’ the apprentice must achieve a pass in one assessment method and a distinction in the other method.To achieve an overall EPA ‘distinction,’ the apprentice must achieve a distinction in both assessment methods.
Grades from individual assessment methods should be combined in the following way to determine the grade of the EPA overall.
| Observation with questions | Professional discussion underpinned by a portfolio of evidence | Overall Grading |
|---|---|---|
| Fail | Any grade | Fail |
| Any grade | Fail | Fail |
| Pass | Pass | Pass |
| Pass | Distinction | Merit |
| Distinction | Pass | Merit |
| Distinction | Distinction | Distinction |
An apprentice who fails one or more assessment method(s) can take a re-sit or a re-take at their employer’s discretion. The apprentice’s employer needs to agree that a re-sit or re-take is appropriate. A re-sit does not need further learning, whereas a re-take does.
An apprentice should have a supportive action plan to prepare for a re-sit or a re-take.
The employer and EPAO agree the timescale for a re-sit or re-take. A re-sit is typically taken within 2 months of the EPA outcome notification. The timescale for a re-take is dependent on how much re-training is required and is typically taken within 3 months of the EPA outcome notification.
Failed assessment methods must be re-sat or re-taken within a 6-month period from the EPA outcome notification, otherwise the entire EPA will need to be re-sat or re-taken in full.
Re-sits and re-takes are not offered to an apprentice wishing to move from pass to a higher grade.
An apprentice will get a maximum EPA grade of merit for a re-sit or re-take, unless the EPAO determines there are exceptional circumstances.
| Roles | Responsibilities |
|---|---|
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Apprentice |
As a minimum, the apprentice should:
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Employer |
As a minimum, the apprentice's employer must:
Post-gateway, the employer must:
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EPAO |
As a minimum, the EPAO must:
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Independent assessor |
As a minimum, an independent assessor must:
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Training provider |
As a minimum, the training provider must:
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The EPAO must have reasonable adjustments arrangements for the EPA.
This should include:
Adjustments must maintain the validity, reliability and integrity of the EPA as outlined in this EPA plan.
Internal quality assurance refers to how the EPAO ensures valid, consistent and reliable EPA decisions. The EPAO must adhere to the requirements within the roles and responsibilities section:
The EPAO must also:
Affordability of the EPA will be aided by using at least some of the following:
Professional body recognition is not relevant to this occupational apprenticeship.
| Knowledge | Assessment methods |
|---|---|
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K1
The importance of providing feedback. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
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K2
The learning resources available to support learners and how to use them. Back to Grading |
Observation with questions |
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K3
The stages of development for children and young people. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
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K4
The principles of target setting to support the next steps in learning. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
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K5
The impact of transition on learners and strategies to support them. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
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K6
How technology can support learning. Back to Grading |
Observation with questions |
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K7
The learning, assessment, and feedback cycle. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
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K8
Methods of formative assessment. Back to Grading |
Observation with questions |
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K9
Methods of observing, recording, and reporting. Back to Grading |
Observation with questions |
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K10
The curriculum intent, how it is implemented, and the intended impact. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K11
Prevent, safeguarding and health & safety legislation, guidance, and procedures. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K12
Teaching strategies to deliver learning activities and interventions (for example, scaffolding, open questioning). Back to Grading |
Observation with questions |
|
K13
How to adapt communication strategies to suit the audience and context. Back to Grading |
Observation with questions |
|
K14
Types of learning intervention. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K15
How to support learner’s well-being, mental health and pastoral needs, including referral to other professionals or services. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K16
The pastoral and academic behaviours learners will display. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K17
The impact of enrichment activities on learners. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
| Skill | Assessment methods |
|---|---|
|
S1
Apply strategies to support and encourage the development of independent learners. Back to Grading |
Observation with questions |
|
S2
Adapt communication strategies for the audience and context. Back to Grading |
Observation with questions |
|
S3
Apply behaviour management strategies in line with organisational policy. Back to Grading |
Observation with questions |
|
S4
Adapt resources to support all learners. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S5
Communicate with teachers to ensure clarity of the TA’s role. Back to Grading |
Observation with questions |
|
S6
Apply teaching strategies to deliver learning activities or interventions. Back to Grading |
Observation with questions |
|
S7
Build relationships with learners, teachers, other professionals and stakeholders. Back to Grading |
Observation with questions |
|
S8
Comply with legislation, guidance, and procedures for Prevent, safeguarding and health & safety. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S9
Support the well-being and mental health of learners. Back to Grading |
Observation with questions |
|
S10
Observe, record, and report on learners in line with organisational procedures. Back to Grading |
Observation with questions |
|
S11
Apply methods of formative assessment. Back to Grading |
Observation with questions |
|
S12
Use up to date technology safely, to support learning. Back to Grading |
Observation with questions |
|
S13
Encourage safe use of technology by learners. Back to Grading |
Observation with questions |
|
S14
Adapt teaching strategies to support all learners (for example, scaffolding, open questioning). Back to Grading |
Observation with questions |
|
S15
Identify and respond to pastoral and academic behaviours in learners. Back to Grading |
Observation with questions |
|
S16
Provide feedback to learners. Back to Grading |
Observation with questions |
| Behaviour | Assessment methods |
|---|---|
|
B1
Act professionally and respectfully with the whole school community. Back to Grading |
Observation with questions |
|
B2
Be a positive role model, upholding and exemplifying the organisation's values. Back to Grading |
Observation with questions |
|
B3
Respect and promote equality, diversity, and inclusion. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
B4
Be committed to improving their own delivery through reflective practice. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
B5
Engage with research to establish best practice. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
B6
Work collaboratively and constructively with the whole school community. Back to Grading |
Observation with questions |
| KSBS GROUPED BY THEME | Knowledge | Skills | Behaviour |
|---|---|---|---|
|
Delivery
K2 K12 S1 S6 S14 |
The learning resources available to support learners and how to use them. (K2) Teaching strategies to deliver learning activities and interventions (for example, scaffolding, open questioning). (K12) |
Apply strategies to support and encourage the development of independent learners. (S1) Apply teaching strategies to deliver learning activities or interventions. (S6) Adapt teaching strategies to support all learners (for example, scaffolding, open questioning). (S14) |
None |
|
Assessment
K8 K9 S10 S11 S16 |
Methods of formative assessment. (K8) Methods of observing, recording, and reporting. (K9) |
Observe, record, and report on learners in line with organisational procedures. (S10) Apply methods of formative assessment. (S11) Provide feedback to learners. (S16) |
None |
|
Communication
K13 S2 S5 |
How to adapt communication strategies to suit the audience and context. (K13) |
Adapt communication strategies for the audience and context. (S2) Communicate with teachers to ensure clarity of the TA’s role. (S5) |
None |
|
Pastoral
S3 S9 S15 B2 |
None |
Apply behaviour management strategies in line with organisational policy. (S3) Support the well-being and mental health of learners. (S9) Identify and respond to pastoral and academic behaviours in learners. (S15) |
Be a positive role model, upholding and exemplifying the organisation's values. (B2) |
|
Technology
K6 S12 S13 |
How technology can support learning. (K6) |
Use up to date technology safely, to support learning. (S12) Encourage safe use of technology by learners. (S13) |
None |
|
Relationships and role modelling
S7 B1 B6 |
None |
Build relationships with learners, teachers, other professionals and stakeholders. (S7) |
Act professionally and respectfully with the whole school community. (B1) Work collaboratively and constructively with the whole school community. (B6) |
| KSBS GROUPED BY THEME | Knowledge | Skills | Behaviour |
|---|---|---|---|
|
Learning and support
K1 K14 K15 K16 S4 B3 |
The importance of providing feedback. (K1) Types of learning intervention. (K14) How to support learner’s well-being, mental health and pastoral needs, including referral to other professionals or services. (K15) The pastoral and academic behaviours learners will display. (K16) |
Adapt resources to support all learners. (S4) |
Respect and promote equality, diversity, and inclusion. (B3) |
|
Assessment
K4 K7 |
The principles of target setting to support the next steps in learning. (K4) The learning, assessment, and feedback cycle. (K7) |
None |
None |
|
Curriculum
K10 K17 |
The curriculum intent, how it is implemented, and the intended impact. (K10) The impact of enrichment activities on learners. (K17) |
None |
None |
|
Child development
K3 K5 |
The stages of development for children and young people. (K3) The impact of transition on learners and strategies to support them. (K5) |
None |
None |
|
Legislation and policy
K11 S8 |
Prevent, safeguarding and health & safety legislation, guidance, and procedures. (K11) |
Comply with legislation, guidance, and procedures for Prevent, safeguarding and health & safety. (S8) |
None |
|
Professional development
B4 B5 |
None |
None |
Be committed to improving their own delivery through reflective practice. (B4) Engage with research to establish best practice. (B5) |
Contact us about this apprenticeship
| Version | Change detail | Earliest start date | Latest start date | Latest end date |
|---|---|---|---|---|
| 1.1 | Standard, end-point assessment plan and funding have been revised | 06/05/2023 | Not set | Not set |
| 1.0 | Approved for delivery | 26/06/2018 | 05/05/2023 | Not set |
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