Teaching and education apprenticeships

The college offers the following teaching and education apprenticeships:

 Learning Mentor – Level 3  Teaching Assistant – Level 3

LEARNING MENTOR - ST0148

Role profile

Mentoring is the foundation of vocational training and apprenticeships and takes place in all parts of the education and training sector and staff-development contexts. Learning mentors support learners of all ages, and all levels, to develop within a new work role. The learners may be apprentices, trainees or new recruits (ranging from young entrants, to new CEOs) in the workplace, or in any vocational learning environment. They support the development of learners’ knowledge, skills and behaviours, throughout their programme - particularly in applying theoretical learning in practical work environments (and usually on a one-to-one, or small group, basis) - and give practical, technical and/or pastoral support and guidance. Learning mentors will have sector-specific experience and qualifications, as determined by their employer or professional body, which they use to guide and advise those who are less experienced and new to a work role. They are therefore a ‘dual professional’ having both up-to-date knowledge and skills in a specialist vocational or subject area, together with the generic skills necessary to support learners. They collaborate closely with colleagues, other education and training sector professionals, employers and/or human resource colleagues to meet learners’ needs and help them to achieve their potential.

CORE KNOWLEDGE, SKILLS AND BEHAVIOUR REQUIREMENTS

KNOWLEDGE

Apprentices will develop knowledge of: • Effective practice in providing accurate and relevant vocational/pastoral advice and guidance • Effective questioning, active-listening and assertiveness techniques • Learning programme requirements and the need to plan contextualised learning in authentic or realistic work settings with the learner support team • Roles of assessors, coaches or teachers in providing practical help with assessment processes and requirements • Who has a legitimate need to be kept informed of issues impacting on the learner’s well-being and progress • Mentor’s role in supporting the learner’s development and how to provide valid evidence of progress and achievement • Organisational and legal requirements for recording, storing and sharing information on learners’ progress, needs and welfare • Roles of workplace and education provider colleagues who contribute to learners fulfilling their action plans • How learners may become physically or psychologically at risk, and channels for reporting concerns • Opportunities for continuing professional development • Quality assurance requirements relating to the mentoring environment.

SKILLS

Apprentices will gain skills in how to: • Advise, guide and supervise learners to acquire the most benefit from their learning programme • Communicate and collaborate effectively and use effective questioning, listening and assertiveness skills • Work with education providers and workplace colleagues to plan and implement structured and meaningful learning and work experience • Liaise with assessors, coaches and/ or teachers to facilitate formative and summative assessment of learners’ skills and knowledge • Identify and refer issues relevant to learners’

progress and well-being, to educationproviders and/or workplace colleagues • Collaborate with the wider education support team to review learners’ progress and to provide evidence of progress and achievement • Maintain appropriate records for the learning programme, complying with quality, confidentiality and data protection requirements • Liaise with relevant colleagues to support the implementation of learners’ action plans • Be vigilant in safeguarding learners and others in contact with them • Maintain the currency of their vocational skills • Comply with internal and external quality assurance requirements

BEHAVIOURS

Apprentices will demonstrate the following behaviours: • Promote an ethos of motivation, aspiration and a passion for learning • Operate at all times to ethical and legal standards and within professional boundaries • Value equality and diversity and work with others to improve equality of opportunity and inclusion • Be resilient and adaptable when dealing with challenge and change, maintaining focus and self-control • Demonstrate, encourage and expect mutual respect in all professional contexts

SUMMARY

Qualification

Level Length Delivery model

Entry requirements Maths and English

Apprentice support and assessment

Progression

Employer support

Learning Mentor Level 3 Award Safeguarding Level 1 3 12-18 months The programme will be delivered through blended learning. Face- to- face sessions can be delivered once a month at college or in the workplace and are supported by online learning. GCSE 9(A*) -3(D) in maths and English or equivalent Apprentices without English and maths at Level 2 must achieve these prior to taking the end point assessment. Throughout the programme the apprentice will receive expert training from highly qualified staff. A qualified assessor will provide an induction and regular workplace assessments Completion of the programme will enable the apprentice to act as a learning mentor and/or progress further within their vocation specialism and/or into roles involving the assessment and coaching of vocational learners. They may also be eligible to progress onto a full teaching role within an education and training provider organisation. A dedicated account manager will guide and support employers throughout the programme.

TEACHING ASSISTANT– ST0454

Role profile

Teaching assistants work in primary, secondary and special education across all age ranges encompassing special educational needs and emotional vulnerabilities. The primary role of a teaching assistant is to support the class teacher to enhance pupils’ learning either in groups or individually, supporting pupils to access the curriculum, ensure they understand the work set, know their learning objectives and stay on task in order to make progress. They promote self-belief, social inclusion and high self-esteem, which play an integral part in pupils’ well-being, and ensure pupils thrive in a positive, nurturing, safe environment. Teaching assistants are good role models, act with honesty and integrity, take part in team meetings, contribute to planning and class activities; and promote fundamental British Values through spiritual, moral, social and cultural development and positive behaviours which crucial in contributing to improved pupil progress and development.

CORE KNOWLEDGE, SKILLS AND BEHAVIOUR REQUIREMENTS

KNOWLEDGE

Apprentices will develop knowledge of: • 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, eg: transition between key stages. • Technology: 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. • Curriculum: An appropriate knowledge of the curriculum and context they 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

Apprentices will gain skills in the following areas: • Developing strategies for support:

Develop strategies for support: 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: 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 three years. Support pupils’ wellbeing whilst embedding the importance of online safety. • Working with teachers to accurately assess:

Contribute to a range of assessment processes and use information effectively for example: 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 eg: 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. • Building relationships/ 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. Demonstrate a willingness to learn and improve personal skill set. • Team working, collaboration/ engagement:

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

BEHAVIOUR

Apprentices will demonstrate the following behaviours:

SUMMARY

Qualification

Level Length Delivery model

Entry requirements

Maths and English

Apprentice support and assessment

Progression

Employer support

Specialist Support for Teaching and Learning City & Guilds Level 3 Diploma 3 18–24 months Day release September intake: Wednesday 9.30am-12.30pm March intake: Tuesday 6pm-9pm Five GCSEs, including maths and English at Grade 4/5 (C) or above. Apprentices without English and/or maths at Level 2 must achieve these prior to taking the end point assessment. Throughout the programme the apprentice will receive expert training from highly qualified staff. A qualified assessor will provide an induction and regular workplace assessments. 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. A dedicated account manager will guide and support employers throughout the programme.