Celebrating 21 Years of Supporting TA Professional Development
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Celebrating 21 Years of Supporting TA Professional Development
Higher Level Teaching Assistant Status (HLTA) is 21 this year!
By Dean Boyce, the CPD and Accreditation Director and one of our lead HLTA Status programme tutors, is passionate about teaching and believes that the professional development of all staff leads to better outcomes for the whole school community.
2003: A Time for Change
The year 2003 marked a turning point for school support staff in England. In response to a national push for higher standards and more manageable teacher workloads, the Department for Education and Skills (operating until 2007) introduced the Higher Level Teaching Assistant (HLTA) Status. This initiative aimed to raise the professional status of support staff and to create a "new breed" of teaching assistants with increased responsibilities.
2003 was also a significant year for Best Practice Network as we launched with the HLTA programme as our very first offering.
From the beginning, as one of the original authorised providers of HLTA training and assessment, our expertise played a key role in shaping the programme.
In 2007, we joined a working group to revise the Standards, and from 2007 to 2012, we were one of only five authorised Regional Providers of Assessment.
Between 2012 and 2019, we partnered with the HLTA National Assessment Partnership, before proudly establishing ourselves as a National Provider of Preparation and Assessment.
From humble beginnings we are very proud of the relationships we formed with schools and local authorities in those early days through HLTA. That nurtured the seed that grew into all that we are today.
The Road to Recognition
HLTA Status wasn't born overnight. It emerged from a national agreement between the DfES and teaching unions. This agreement recognised the crucial role support staff played and could play in classrooms and aimed to empower them with a clear career path.
The foundation of HLTA Status rested on two key elements:
- National Professional Standards: A set of benchmarks outlining the expected knowledge, skills, and behaviours of HLTAs that set them aside from other TAs. These standards ensured a consistent level of expertise and approach across schools
- Assessment and Training: To achieve HLTA Status, support staff could undergo a rigorous nationally agreed assessment process after a focussed training programme and/or demonstrating that they had the ability and experience to achieve each of the 33 HLTA Standards
The Impact: Numbers and Benefits
There are many measures by which the introduction of HLTAs has proved successful. Over 60,000 individuals have achieved the status through the original assessment method since the pilot in 2003 and national roll-out in 2004, working with children from nursery to age 18.
HLTA status has brought several benefits:
- For HLTAs: Recognition of their skills, increased responsibility, and often, a salary increase
- For Teachers: More time for planning, marking, and professional development, thanks to HLTAs taking on a greater share of classroom duties
- For Schools: A more diverse and skilled workforce, allowing for more flexible and innovative teaching approaches
- For Students: More personalised attention and support in the classroom, leading to improved learning outcomes
The impact of HLTA status goes beyond national statistics. Here are a few examples of individuals who have benefited from achieving HLTA status:
- Lauren Matthews: A Primary School HLTA who spearheaded a programme that improved phonics scores in her school, earning her the "Primary School Higher Level Teaching Assistant of the Year" award 2022
- Julie Hordern: A former sales professional who transitioned to supporting children in early years and Key Stages 1 & 2. HLTA status provided her with a formal qualification and recognition of her skills, allowing her to further develop her career in education
- Susan Tilley & Debbie Peake: Colleagues at a primary school who jointly undertook the HLTA and "Where Next Leadership" programmes. Their case study highlights the sense of validation and career progression that HLTA status can bring
Beyond the Classroom
HLTA status isn't just a stepping stone within schools. Some HLTAs leverage their experience and qualifications to pursue other education-related opportunities. For example many HLTAs use their experience as a springboard to qualify as teachers themselves. The skills and knowledge gained through HLTA status provide a strong foundation for teacher training programmes.
These examples showcase the diverse career paths that HLTA status can unlock. As the education sector continues to evolve, the role of HLTAs is certain to remain a vital part of ensuring a high-quality learning experience for all children.
A Legacy of Support
While the initial national investment in HLTA training and government focus has waned, the status remains a valuable marker of expertise. Much valued by schools, demonstrated by the continued high numbers of HLTA candidates applying to BPN to gain the status through our online facilitate programme from every region of the country. Indeed, with over 12,000 HLTAs trained, prepared and assessed by us, we have a proven track record of upholding the high standards expected for the status.
Looking Forward
As we celebrate 21 years of HLTAs, it's a good time to reflect on how the role can continue to evolve. Continued support for training and development opportunities for HLTAs will ensure they remain at the forefront of educational excellence. At BPN we have developed a road map for teaching assistants and school support staff's professional development. If you're unsure about what level of qualification is right for you or your staff, we also provide free to schools, an HLTA needs analysis tool to support individuals to develop towards the HLTA Standards.
A Home of TA Training
To learn more about BPN's work with TAs and HLTAs, visit the dedicated section of our website. Here, you'll find detailed information on the TA progression pathway, including:
- Teaching Assistant Level 3 Apprenticeship – the starting point for anyone already working as a Teaching Assistant, or looking for a career as a TA
- TA Level 3 Apprenticeship with SEND Specialism – training focused on supporting students with special educational needs and disabilities
- Higher Level Teaching Assistant (HLTA) Status – a professional status for seasoned TAs with experience of leading the whole classroom independently
- Teaching Assistant Level 5 Apprenticeship – a brand new apprenticeship for specialised TA development.
- Postgraduate Teacher Apprenticeship – culminating in Qualified Teacher Status for those looking to progress further
