1 - Have high expectations of children and young people with a commitment to helping them fulfill their potential
2 - Establish fair, respectful, trusting, supportive and constructive relationships with children and young people
3 - Demonstrate the positive values, attitudes and behaviour they expect from children and young people
4 - Communicate effectively and sensitively with children, young people, colleagues, parents and carers
5 - Recognise and respect the contribution that parents and carers can make to the development and wellbeing of children and young people
6 - Demonstrate a commitment to collaborative and cooperative working with colleagues
7 - Improve their own knowledge and practice including responding to advice and feedback
8 - Understand the key factors that affect children and young people's learning and progress
9 - Know how to contribute to effective personalised provision by taking practical account of diversity
10 - Have sufficient understanding of their area(s) of expertise to support the development, learning and progress of children and young people
11 - Have achieved a nationally recognised qualification at level 2 or above in English/literacy and Mathematics/numeracy
12 - Know how to use ICT to support their professional activities
13 - Know how statutory and non‐statutory frameworks for the school curriculum relate to the age and ability ranges of the learners they support
14 - Understand the objectives, content and intended outcomes for the learning activities in which they are involved
15 - Know how to support learners in accessing the curriculum in accordance with the special educational needs (SEN) code of practice and disabilities legislation
16 - Know how other frameworks, that support the development and well‐being of children and young people, impact upon their practice
17 - Use their area(s) of expertise to contribute to the planning and preparation of learning activities
18 - Use their area(s) of expertise to plan their role in learning activities
19 - Devise clearly structured activities that interest and motivate learners and advance their learning
20 - Plan how they will support the inclusion of the children and young people in the learning activities
21 - Contribute to the selection and preparation of resources suitable for children and young people's interests and abilities
22 - Monitor learners' responses to activities and modify the approach accordingly
23 - Monitor learners' progress in order to provide focused support and feedback
24 - Support the evaluation of learners' progress using a range of assessment techniques
25 - Contribute to maintaining and analysing records of learners' progress
26 - Use effective strategies to promote positive behaviour
27 - Recognise and respond appropriately to situations that challenge equality of opportunity
28 - Use their ICT skills to advance learning
29 - Advance learning when working with individuals
30 - Advance learning when working with small groups
31 - Advance learning when working with whole classes without the presence of the assigned teacher
32 - Organise and manage learning activities in ways which keep learners safe
33 - Direct the work, where relevant, of other adults in supporting learning
