This qualification is designed for those who are working, or would like to work, as teaching assistants or in other support roles within schools. It provides the skills and knowledge to support teaching and learning in a range of educational settings.

The course covers key areas such as supporting learning activities, promoting positive behaviour, safeguarding children and young people, and developing effective communication with students and staff. It combines theoretical knowledge with practical experience, enabling learners to contribute effectively to the learning environment and support the achievement of students.

• Overview

  The Level 3 NCFE Supporting Teaching and Learning qualification is ideal for individuals who are working or aspiring to work in a support role within schools or educational settings. This course equips learners with the essential skills and knowledge to effectively assist teachers and contribute to the overall development of students.

  Throughout the course, learners will explore a range of key topics, including:

  • Supporting Learning Activities: Understanding how to support teachers in delivering lessons, managing classroom activities, and promoting active student engagement.
  • Behaviour Management: Learning strategies to encourage positive behaviour, manage conflicts, and create a conducive learning environment.
  • Safeguarding and Welfare: Developing an understanding of safeguarding policies, procedures, and the importance of student well-being.
  • Communication Skills: Enhancing interpersonal communication with students, colleagues, and parents to support collaborative learning.
  • Assessment and Feedback: Gaining knowledge of how to assist in assessing students’ progress and providing constructive feedback.

  The course combines theoretical knowledge with practical skills, ensuring that learners are well-prepared to support teaching and learning effectively in various educational contexts. By the end of the qualification, learners will have a comprehensive understanding of the role of support staff in schools, making them valuable assets to educational teams.

• Who is this course for?

  The Level 3 NCFE Supporting Teaching and Learning course is primarily designed for:

  • Teaching Assistants: Those currently working or seeking to work in classrooms, supporting teachers in delivering lessons and helping students with their learning.
  • Learning Support Assistants: Individuals who assist students with special educational needs (SEN) or other additional learning needs, ensuring they have access to the curriculum and are fully supported in their learning journey.
  • Special Educational Needs (SEN) Assistants: People working with children who have physical, emotional, or learning difficulties, helping them to engage with and participate in learning activities.
  • Aspiring Education Support Workers: Those looking to enter the field of educational support in schools, childcare settings, or other educational institutions and require foundational knowledge and skills.
  • Current School Support Staff: Individuals already working in educational settings who want to formalise their experience and gain a recognized qualification to enhance their role and career prospects.

  This course is ideal for individuals who are passionate about working with children and supporting their learning, and it can be taken by those already employed or volunteering in a relevant role within an educational setting.

• Entry Requirements

  The entry requirements for the Level 3 NCFE Supporting Teaching and Learning course can vary depending on the training provider, but generally, the following criteria apply:

  Age Requirement:

  • Typically, applicants should be 16 years or older. This qualification is designed for those who are either working or aspiring to work in a teaching support role, so it is often suitable for those who have completed secondary education.

  Relevant Experience or Employment:

  • While formal experience may not always be required, it is highly recommended that candidates have some experience working with children or young people, ideally in an educational setting (e.g., as a teaching assistant, classroom volunteer, or in a similar support role).
  • Some providers may require learners to be working in a relevant role (paid or voluntary) to complete the practical components of the qualification. For instance, learners may need to work in a school or educational environment to demonstrate their understanding and apply what they’ve learned.

  Basic Literacy and Numeracy Skills:

  • Since the qualification involves coursework, assignments, and assessments, learners should have a basic understanding of English and mathematics. Most providers expect candidates to have at least a Level 2 qualification in English and Maths, or equivalent, although this can sometimes be waived depending on the provider's assessment or the learner's work experience.

  Motivation and Commitment:

  • As the course involves both theoretical learning and practical application, candidates should be motivated, committed, and prepared to complete coursework, assessments, and any work placement requirements. Self-directed study and time management skills are important.

  Disclosure and Barring Service (DBS) Check (for some learners):

  • If you're planning to work in a school setting, you may be required to undergo a DBS check (or equivalent background check) to ensure that you're suitable to work with children. This is a common requirement for anyone in an educational support role, even if you're only volunteering.

  Qualification Level:

  • While there is no strict formal academic qualification requirement to enroll in the course, a Level 2 qualification in a related field (such as childcare or education) can be beneficial. However, the course is accessible to individuals who are new to the role or seeking to formalize their experience in an educational support role.

  English Proficiency:

  • If English is not the learner's first language, they may be required to provide evidence of proficiency in English, typically to a level equivalent to IELTS 5.5 or equivalent

• Assessment Types

  • Description: In some cases, students may be asked to analyse and respond to case studies or hypothetical scenarios that they could face in a classroom setting. These assessments test critical thinking and problem-solving skills.
  • Purpose: To gauge how students approach real-life situations, such as handling a challenging student behaviour, supporting a student with special educational needs, or managing a classroom activity.

  Practical Assessments / Observations:

  • Description: Since the course involves working in an educational environment, students are often assessed through direct observation of their practical work.
  • Details: A qualified assessor observes the student in a school or classroom setting, where they:
  • Provide support to students and teachers.
  • Demonstrate skills in communication, behaviour management, and lesson support.
  • Engage in activities such as helping students with tasks, supporting classroom management, or assisting with assessments.
  • Purpose: To evaluate how well students apply theoretical knowledge in practice, including their ability to work effectively with students, teachers, and other educational staff.

• Units/Modules

  Units/Modules: The Level 3 NCFE Supporting Teaching and Learning qualification typically includes a variety of units that cover essential knowledge and skills needed to support teaching and learning effectively in schools. The exact units/modules can vary slightly depending on the specific provider, but generally, the following units are part of the course:

  • Understanding the Role of the Teaching Assistant
  • This unit covers the roles and responsibilities of a teaching assistant, including how they contribute to the learning environment and work with teachers and students.
  • Child and Young Person Development
  • Focuses on the stages of development for children and young people and how this impacts their learning, including social, emotional, and cognitive development.
  • Safeguarding the Welfare of Children and Young People
  • Covers the importance of safeguarding children and young people, including understanding policies, procedures, and how to recognize and respond to safeguarding concerns.
  • Communication and Professional Relationships with Children, Young People, and Adults
  • Focuses on effective communication strategies with children, young people, and adults (including colleagues and parents) in an educational context.
  • Equality, Diversity, and Inclusion in Work with Children and Young People
  • Examines how to promote equality and diversity in the classroom, and the importance of creating an inclusive learning environment.
  • Supporting Learning Activities
  • This unit explores how to support teachers in the delivery of lessons and learning activities, helping students to stay engaged and focused.
  • Promoting Positive Behaviour
  • Looks at methods for promoting positive behaviour in children and young people and managing challenging behaviours in the classroom.
  • Health and Safety in a Learning Environment
  • Focuses on ensuring the safety of students in a learning environment, including risk assessment and the importance of promoting good health and well-being.
  • Support Assessment for Learning
  • Covers how to assist with the assessment of students’ learning and support teachers in providing constructive feedback.
  • Contributing to the Management of Behaviour in a Learning Environment
  • This unit delves into how to manage classroom behaviour effectively, ensuring a positive and productive learning environment.

• Benefits/Skills

  Improved Career Prospects:

  • Earning a recognized qualification in supporting teaching and learning can open doors to new job opportunities and increase your chances of promotion within educational settings, such as teaching assistant roles, learning support assistant positions, or other school support roles.

  Enhanced Practical Skills:

  • The course equips learners with both theoretical knowledge and practical skills. This combination ensures that graduates are well-prepared to apply their learning in real-world educational environments.

  Increased Job Confidence:

  • As learners gain a deeper understanding of their role, the education system, and effective teaching and learning strategies, they often feel more confident in their ability to contribute to the classroom and support students.

  Versatility Across Educational Settings:

  • This qualification can be applied in various educational contexts, including primary schools, secondary schools, special educational needs (SEN) settings, and other child-centered environments.

  Support for Professional Development:

  • The course offers a structured approach to ongoing professional development, providing the foundational knowledge that can be built upon with further qualifications or specific areas of expertise.

  Improved Understanding of Safeguarding and Welfare:

  • As safeguarding and child welfare are essential aspects of working with children, the course prepares learners to ensure that they understand and can apply policies to protect the well-being of young people.

  Eligibility for Further Education or Qualifications:

  • Upon completion, learners may pursue higher-level qualifications or specializations in areas such as special educational needs (SEN), leadership in education, or other teaching support certifications.

  Effective Communication:

  • Learners develop strong communication skills, which are essential for building relationships with children, young people, teachers, and other staff. This includes verbal, non-verbal, and written communication techniques.

  Classroom Management:

  • The course teaches strategies for managing student behaviour, including promoting positive behaviour and addressing any disruptions or conflicts in a constructive way.

  Support for Learning and Development:

  • Learners gain the skills to support and enhance students’ learning experiences. This involves helping with lesson preparation, assisting with learning activities, and providing support to individual students, particularly those with additional learning needs.

  Understanding Child Development:

  • This course equips learners with the ability to recognize and support various stages of child and adolescent development, helping them to tailor their approach to the unique needs of each student.

  Knowledge of Safeguarding and Child Protection:

  • The course includes key skills for identifying and responding to safeguarding issues, understanding the legal and ethical responsibilities involved in keeping children safe.

  Problem-Solving and Adaptability:

  • Working with children in diverse educational settings often presents unique challenges. Learners develop problem-solving skills and the ability to adapt to changing circumstances, such as varying student needs, learning environments, or lesson plans.

  Collaboration and Teamwork:

  • Since educational support staff often work alongside teachers, students, and other support personnel, the course helps learners to collaborate effectively and contribute to a team environment.

  Assessment and Feedback:

  • Learners develop the ability to assist in the assessment of students’ work and progress, providing feedback in a supportive manner and contributing to their academic growth.

  Knowledge of Legislation and Policies:

  • The course provides an understanding of relevant educational laws, policies, and guidelines, such as safeguarding regulations, equality and diversity policies, and health and safety requirements.

• Careers/Progression

  The Level 3 NCFE Supporting Teaching and Learning qualification provides a solid foundation for individuals pursuing careers in education support roles, offering several opportunities for career progression. Here are some potential career pathways and advancement options:

  Teaching Assistant (TA)

  • Entry-Level Role: As a qualified teaching assistant, you can work in a variety of educational settings such as primary, secondary, or special educational needs (SEN) schools.
  • Progression: With experience, you can specialize in working with certain age groups (e.g., primary or secondary), or in specific areas like literacy support, numeracy support, or SEN.

  Learning Support Assistant (LSA)

  • Specialisation: This role focuses on providing additional support to students with diverse learning needs, including those with physical, emotional, or learning difficulties.
  • Progression: Advanced roles could include becoming a Special Educational Needs Coordinator (SENCO) or a SEN Teaching Assistant, which often involves additional responsibilities and a higher level of expertise in supporting students with special needs.

  Special Educational Needs (SEN) Teaching Assistant

  • Specialised Role: Working directly with children who have special educational needs (SEN), you’ll help with tailored educational activities and work closely with SEN teachers.
  • Progression: With further training or additional qualifications, you could move into roles such as a SEN Support Lead or SENCO (Special Educational Needs Coordinator), overseeing the support for SEN students within a school.

  Higher-Level Teaching Assistant (HLTA)

  • Advanced Support Role: After gaining experience as a teaching assistant, you can work towards becoming a higher-level teaching assistant, taking on more responsibility in the classroom, delivering lessons, and supporting students in a more advanced way.
  • Progression: Becoming a Lead Teaching Assistant or moving into roles where you train or mentor junior support staff or new TAs.

  Classroom Assistant or Education Support Worker

  • General Support: Working across different subjects or classes, assisting with the preparation and delivery of lessons, and providing support for individual students.
  • Progression: You could progress to becoming a Classroom Supervisor or Cover Supervisor, where you take on more responsibility, such as supervising classes in the absence of the teacher.

  Pastoral Support Worker

  • Role: Pastoral support workers help with the social and emotional development of students, often working closely with students facing behavioral or personal challenges.
  • Progression: With experience, you could move into roles like Pastoral Care Manager or Head of Year, where you oversee the well-being and progress of students in a particular year group.

  Educational Support Roles in Special Needs Schools

  • Specialised Roles: There are a variety of support roles available in special needs schools, where you can assist in the education of children with significant learning disabilities, physical disabilities, or behavioural needs.
  • Progression: Career progression in this area might include becoming a SEN Teaching Assistant, SEN Coordinator, or moving into leadership roles such as Head of SEN or Educational Psychologist (with further qualifications).

  Further Education or Teaching Careers

  • Next Steps: After gaining experience, you might choose to pursue further qualifications to become a qualified teacher. You can progress into a Teacher Training Programme (e.g., PGCE) or a School Leadership position such as a Headteacher or Deputy Headteacher.
  • Progression with Additional Qualifications: You could also pursue qualifications in areas such as Child Psychology, Education Leadership, or Special Educational Needs to move into specialised teaching roles or managerial positions.

  Education Support Management Roles

  • Higher-Level Roles: As you gain experience, you may move into more senior management roles within the education system, such as School Support Manager, Teaching Assistant Manager, or even Deputy Head of School.

  Teaching and Learning Consultant

  • Consultancy Role: With significant experience, you could progress into consultancy, helping schools to develop their teaching and learning support systems. This role would involve advising on best practices and providing training for other teaching assistants or educational staff.