Supporting Teaching and Learning in Schools

Learning Programme Content

The Learning Programme provision shall comprise of three mandatory elements:
•    Qualifications,
•    Essential Skills
•    On/off the job training

The total minimum credit value required for the Level 2 Pathway Supporting Teaching and Learning in Schools is 48 credits.

The total minimum credit value required for the Level 3 Pathway Supporting Teaching and Learning in Schools is 62 credits.
 

Entry requirements

Apprentices must be keen to work in the sector to support teaching and learning in schools. They should have attention to detail and be willing to work in a team environment, whilst also being willing to work using their own initiative when required, together with an interest in, and commitment to working with children and/or young people.

There is no specific requirement for individuals to achieve the level 2 Foundation Apprenticeship before embarking on the Level 3 Apprenticeship. However, employers and learning providers will need to satisfy themselves that individuals embarking directly onto level 3 have the appropriate skills, experience and personal attributes for the level of work and study required.

Apprenticeship pathway learning programme(s)

Level 2: Supporting Teaching and Learning in Schools

Level 2: Supporting Teaching and Learning in Schools Qualifications

Participants must achieve one of the following combined qualification(s) below.

Please see Annex 1 for the relationship between the competence and knowledge units within the combined qualification.

Essential Skills Wales (ESW)

Essential Skills Wales qualifications assessment languages are English-Welsh.

On/Off the Job training

On/Off the Job Qualification details (Minimum Credit & Hours)

Level 2 Certificate in Supporting Teaching and Learning in Schools - 30 credits

On/Off the Job Essential Skills details (Minimum Credit & Hours)

• 6 credits/60 GLH Level 2 Essential Skills Wales Communication
• 6 credits/60 GLH Level 1 Essential Skills Wales Application of Number
• 6 credits/60 GLH Level 1 Essential Skills Wales Digital Literacy

Level 3: Supporting Teaching and Learning in Schools

Level 3: Supporting Teaching and Learning in Schools Qualifications

Participants must achieve one of the following combined qualifications below.

Please see Annex 2 for the relationship between the competence and knowledge units within the combined qualification.

Essential Skills Wales (ESW)

Essential Skills Wales qualifications assessment languages are English-Welsh.

On/Off the Job training

On/Off the Job Qualification details (Minimum Credit & Hours)

Level 3 Diploma in Specialist Support for Teaching and Learning in Schools – 44 Credits City & Guilds and 53 Credits NFCE Cache

A combined programme of on and off-the-job training must be completed as part of the apprenticeship over an average period of 18 months/455 GLH.

On/Off the Job Essential Skills details (Minimum Credit & Hours)

• 6 credits/60 GLH Level 2 Essential Skills Wales Communication
• 6 credits/60 GLH Level 2 Essential Skills Wales Application of Number
• 6 credits/60 GLH Level 2 Essential Skills Wales Digital Literacy

Other additional requirements

The Apprenticeship will involve working with children/young people and/or vulnerable adults. Therefore, it is compulsory for apprentices to undertake an Enhanced DBS check and to register with the Education Workforce Council. Apprentices should also be provided with a thorough induction at their place of work.

Progression

There are different levels of responsibility), including but not limited to:

• Teaching Assistant (TA) – supports in the classroom
• Level 3 TA / Specialist TA – may lead small groups or interventions
• HLTA (Higher Level Teaching Assistant) – may lead lessons or cover classes under supervision

Achievement of an Apprenticeship in Supporting Teaching and Learning in Schools will equip individuals with the skills and knowledge needed to fulfil this important and valued role within educational settings. Employment opportunities exist within educational settings (that are working within the curriculum) in both the state and independent sector. It will also prepare individuals for further training, qualifications and career progression according to their career aspirations and available job opportunities.

There will be increasing opportunities for apprentices to take on a wider range of responsibilities. Opportunities also exist to move into other roles within the school workforce, e.g. learning mentors or ICT technicians; and to roles across the wider children’s workforce, e.g. child care, play work or youth work upon completion of further training.

There is now a clear career progression route from learning support roles in Wales to Higher Level Teaching Assistant (HLTA) status and foundation degrees. Those able to meet the initial teacher training (ITT) entry requirements can go on to achieve qualified teacher status (QTS). There are also opportunities to take on new roles such as cover supervision and examination invigilation or to move to other support roles that may be required within a particular educational setting. Additionally, there may be progression or transfer opportunities to work in other areas of the wider children’s workforce.

Apprentices are encouraged to speak with their employers and learning providers to discuss the options that may be available to meet their career aspirations.  There are also useful links in the ‘Information about Supporting Teaching and Learning’ section.

Information about Supporting Teaching and Learning 

Overview

Supporting teaching and learning staff in schools and educational settings work alongside teachers to help learners access education, provide targeted support, and maintain a positive learning environment. Their role includes e.g. supporting lessons, working with individual learners or groups, adapting learning materials and contributing to safeguarding and pastoral care.

Qualities that underpin the role of supporting teaching and learning staff are good communication and teamworking skills, patience and adaptability, an understanding of child development and the ability to support diverse learning needs

Progression

There are different levels of responsibility, including:

• Teaching Assistant (TA) – supports in the classroom
• Level 3 TA / Specialist TA – may lead small groups or interventions
• HLTA (Higher Level Teaching Assistant) – may lead lessons or cover classes under supervision

The links below provide further information to help apprentices, employers and providers find out more about opportunities for teaching assistants:

Hwb: Assisting teaching - Hwb

About Hwb: Through Hwb, the Welsh Government provides bilingual, digital services to all maintained schools to support teaching and learning through the Curriculum for Wales. 

NAPTA:  About NAPTA

About NAPTA: The National Association of Professional Teaching Assistants (NAPTA) was set up to provide specialist services to teaching assistants. It provides a range of specialist services, including resources and support to help individuals develop in supporting learning and to deliver whole-school improvement.

Regional Education Consortia

EAS: Supporting Our Schools - Teaching Assistants

About EAS: The Educational Achievement Service (EAS) is the school improvement service for the five local authorities in South East Wales: Blaenau Gwent, Caerphilly, Monmouthshire, Newport, and Torfaen.

ERW: ERW | Educators wales

About ERW: The Education and Resources Consortia Wales delivers a single consistent and integrated professional school improvement service across four local authorities. (Carmarthenshire, Pembrokeshire, Powys, Swansea)

CSC: Teaching Assistants - Professional Learning and Support - Workspace - CSC

About CSC: Central South Consortium delivers a streamlined Professional Learning and Support Service to schools across the region – Bridgend, Cardiff, Merthyr Tydfil, Rhondda Cynon Taf and Vale of Glamorgan

GWE:Home About GWE: Please note that whilst the consortia ended on 31 May 2025, their website still exists in a signposting capacity. GWE comprised Conwy, Denbighshire, Flintshire, Gwynedd, Isle of Anglesey and Wrexham.

Learners with an interest in physical education may wish to consider

Supporting Teaching and Learning in Physical Education and School Sport | Apprenticeships

Equality and diversity

Apprenticeship Pathways should be inclusive and show an active approach to identifying and removing barriers to entry and progression. Pathways should promote equal opportunities for everyone, including people with protected characteristics as identified in the Equality Act 2010.

The Protected characteristics identified in the Equality Act are age, disability, gender re-assignment, race, religion or belief, sex, sexual orientation, pregnancy and maternity. Marriage and civil partnership is also included although only in respect of the requirement to eliminate discrimination in employment.

Training providers and employers MUST also comply with the other duty under the Equality Act 2010 to ensure that applicants are not discriminated against in terms of entry to the industry based upon those nine protected characteristics.

Employers/providers must be able to demonstrate their selection, recruitment and employment practices are in line with the Equality Act and that there are no overt or covert discriminatory practices in relation to any of the protected characteristics.

Additional learning needs (ALN)

Learning providers must identify and support apprentices with ALN from the start of their apprenticeship.  This includes carrying out initial assessments to find out if there are barriers to learning and making sure the right support is in place. These plans must be regularly reviewed and updated to reflect the learner’s progress and changing needs.

Providers must be proactive to make sure apprentices with ALN are retained and succeed. This includes promoting equality and diversity, complying with disability discrimination legislation, and giving all learners equitable access to learning opportunities. Providers should work with employers, support agencies and other stakeholders to give tailored support that meets individual learner needs, including putting reasonable adjustments in place.

Welsh language 

Research shows that we need more Welsh speakers in childcare. This is essential to help meet the Welsh Government’s Cymraeg 2050 target of a million Welsh speakers, and also to promote equity and inclusion in line with the Anti-Racist Wales Action Plan.

In Wales, apprenticeships can be completed in Welsh or bilingually. This helps create a more diverse and representative workforce and is in line with the Action Plan’s commitment to equitable opportunities and inclusive learning environments.

Responsible sector bodies created bilingual resources to engage learners and employers by supporting a diverse workforce. 

Apprenticeships are seen as a vital route to encourage a greater diversity of individuals into the sector and so the pathway has been designed to support this:

• Entry conditions to this pathway have been made flexible;
• The knowledge element of the combined qualifications at level 2 and level 3 include units relating to equality, diversity and inclusion, i.e.
• Foundation Apprenticeship (level 2): Equality, diversity and inclusion in work with children and young people (D/601/3321); Apprenticeship (level 3): Promote equality, diversity and inclusion in work with children and young people (M/601/4070)
• Apprenticeships are offered on an all-age framework principle

Employment responsibilities and rights

Employment Responsibilities and Rights (ERR) is no longer compulsory.  But it is recommended that all apprentices (especially the 16 years -18 year group) receive a company induction programme.

Responsibilities

It is the responsibility of the Training Provider and Employer to ensure that the requirements of this pathway are delivered in accordance with the Welsh Government/Medr Apprenticeships Guidance.

Further information may be obtained from: Medr

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