Candidates must be working in a suitable role relevant to their chosen specialism, have UK residency for over three years, and complete Level 2 Maths and English if not already qualified.

The apprenticeship includes SEND (Special Educational Needs and Disabilities), social and emotional well-being, and curriculum provision. Each specialism has tailored group sessions to support targeted development.

Pathways include moving towards HLTA (Higher Level Teaching Assistant) status or considering a Level 6 Teacher Apprenticeship if teaching is a goal.

Employers need to provide six hours of off-the-job training per week, offer a mentor, and facilitate the apprentice’s monthly virtual sessions and overall development.

It’s fully funded for those working in local authority schools or those paying into the apprenticeship levy. For non-levy payers, the government offers co-funding, covering 95% of the cost, or levy transfers are available for additional support.

HLTA focuses on whole-class teaching with no teacher present, while the Level 5 apprenticeship emphasises developing specialist skills without this requirement. They serve different career needs and goals.

No, HLTA is not required for enrolment. However, HLTA can be a complementary next step after completing the Level 5 apprenticeship.

Yes, it is equivalent to a foundation degree (Level 5).

It enhances career progression, boosts skills in a specialised area, builds confidence and communication skills, and provides a fully funded qualification valued at £12,000.

Yes, if the apprenticeship levy pot allows, multiple apprentices can be supported. Alternatively, levy transfers are an option for additional funding.

It’s suitable for both. The programme tailors support to each apprentice’s individual needs, whether in a mainstream or specialist setting. And we are constantly working with schools to improve the course for the next cohort. 

Adidtionally your learning will be applied to your situation throughout the duration of the course. If you work in a specialist school, your teaching will be applicable to your situation. 

Yes, as each specialism is a separate track with tailored content, apprentices need to confirm their chosen specialism at the outset.

Yes, sessions are scheduled within typical school hours, with options for morning or afternoon to align with off-the-job training requirements.

Yes, curriculum provision allows for subject-specific focus, such as maths, music, PE, etc. Apprentices will engage in group sessions with diverse specialisms but receive individualised support.

Full-time apprentices are required to have six hours per week of off-the-job training, while part-time apprentices must allocate 20% of their working hours for this purpose.

This can involve activities like shadowing, mentoring, attending training events, interactive online learning, and completing tasks that build new skills and knowledge relevant to the apprenticeship.

Not necessarily. Those with extensive experience may qualify directly for Level 5, while Level 3 is recommended for those new to the teaching assistant role.

Full-time apprentices are required to have six hours per week of off-the-job training, while part-time apprentices must allocate 20% of their working hours for this purpose.

No, specialisms need to be decided at enrolment since the curriculum and sessions are specialised from the start 

The apprenticeship develops practical skills, deepens knowledge in specialist areas, and enhances communication, confidence, and effectiveness in supporting students and colleagues.