Higher Level Teaching Assistant Apprentice

Summary

In this HLTA role, you’ll work closely with our EYFS teachers to help deliver an ambitious curriculum, creating a safe, stimulating and inclusive environment for every child. You’ll lead sessions, cover lessons, and guide pupils through key developmental stages – giving them the strongest possible start.

Wage

£20,525 a year

Check minimum wage rates (opens in new tab)

NJC 12 - 17 £20,525 - £22,265 (Actual Salary) - £27,711 - £30,060 (FTE)

Training course

Specialist teaching assistant (level 5)

Hours

Mon - Fri (38.4 weeks per year)

32 hours 30 minutes a week

Start date

Monday 1 September 2025

Duration

2 years

Positions available

1

Work

Most of your apprenticeship is spent working. You’ll learn on the job by getting hands-on experience.

What you'll do at work

Our HLTA’s will:

Plan and deliver small group interventions and cover whole-class sessions when required.
Support with assessment and observations to inform planning.
Encourage children’s social and emotional development.
Build strong relationships with families, supporting parental involvement.
Line manage other TAs where appropriate.

Where you'll work

Meadstead Drive
Royston
Barnsley
South Yorkshire
S71 4JS

Training

Apprenticeships include time away from working for specialist training. You’ll study to gain professional knowledge and skills.

College or training organisation

LIFT SCHOOLS

Your training course

Specialist teaching assistant (level 5)

Understanding apprenticeship levels (opens in new tab)

What you'll learn

Course contents

Act in line with policies, processes, and procedures related to statutory frameworks and non-statutory guidance, including safeguarding, implementing the setting’s behaviour policy.
Establish a safe, stimulating and nurturing environment for learners.
Establish nurturing, effective working relationships with learners, parents or carers and stakeholders.
Demonstrate understanding of equality and diversity and sustainable development.
Undertake dynamic risk assessment of the learning environment.
Respond to and mitigate potential hazards that may adversely affect a learning environment.
Contribute to the planning of learning and assessment activities.
Apply teaching strategies to advance learning, for example scaffolding.
Select and use safely, appropriate equipment and resources to advance learning.
Apply an appropriate range of assessment methods, including formative, summative and individual needs-based assessments.
Analyse assessment outcomes to inform reporting and future planning.
Provide ongoing feedback to learners and support them to respond to feedback.
Record and report information related to learners’ progress to a range of stakeholders.
Collaborate with colleagues and other professionals.
Advocate for and champion the needs of learners.
Use a range of research to critically evaluate teaching and assessment approaches and practices.
Critically evaluate a variety of teaching and assessment methods depending on the learning environments and learners’ needs.
Improve own practice by undertaking continuous self-reflection including seeking and responding to feedback from varied sources.
Update and maintain their own knowledge and skills as part of managing their own continuing professional development.
Communicate information and analysis in a variety of forms to reflect the needs of the audience, for example by providing appropriate advice and guidance to parents or carers.
Support the development of effective practices in others, for example through mentoring and coaching colleagues.
Identify, action, and challenge issues and undertake difficult conversations where appropriate.
Recognise signs of vulnerability in self or colleagues and the appropriate actions required to minimise risks to professional well-being.
Implement strategies to support the social and emotional well-being of learners.
Select and use technologies safely and effectively to promote learning.
Prioritise and manage own workload, for example recognising the importance of capacity.
Implement national and local SEND policy, practices, processes, and procedures.
Apply approaches to the assessment and early identification of SEND.
Apply strategies to adapt provision and practices to support learners with SEND.
Implement national and local policies, practices, processes, and procedures related to social and emotional well-being.
Identify and signpost learners in need of social and emotional well-being intervention.
Apply strategies to support the social and emotional well-being of learners.
Implement national and local policies, practices, processes, and procedures related to the specific curriculum provision.
Adapt planning and assessment to support learning and progress in the specific area of curriculum provision.
Support colleagues by advocating for the specific curriculum provision.
Act in line with policies, processes, and procedures related to statutory frameworks and non-statutory guidance, including safeguarding, implementing the setting’s behaviour policy.
Establish a safe, stimulating and nurturing environment for learners.
Establish nurturing, effective working relationships with learners, parents or carers and stakeholders.
Demonstrate understanding of equality and diversity and sustainable development.
Undertake dynamic risk assessment of the learning environment.
Respond to and mitigate potential hazards that may adversely affect a learning environment.
Contribute to the planning of learning and assessment activities.
Apply teaching strategies to advance learning, for example scaffolding.
Select and use safely, appropriate equipment and resources to advance learning.
Apply an appropriate range of assessment methods, including formative, summative and individual needs-based assessments.
Analyse assessment outcomes to inform reporting and future planning.
Provide ongoing feedback to learners and support them to respond to feedback.
Record and report information related to learners’ progress to a range of stakeholders.
Collaborate with colleagues and other professionals.
Advocate for and champion the needs of learners.
Use a range of research to critically evaluate teaching and assessment approaches and practices.
Critically evaluate a variety of teaching and assessment methods depending on the learning environments and learners’ needs.
Improve own practice by undertaking continuous self-reflection including seeking and responding to feedback from varied sources.
Update and maintain their own knowledge and skills as part of managing their own continuing professional development.
Communicate information and analysis in a variety of forms to reflect the needs of the audience, for example by providing appropriate advice and guidance to parents or carers.
Support the development of effective practices in others, for example through mentoring and coaching colleagues.
Identify, action, and challenge issues and undertake difficult conversations where appropriate.
Recognise signs of vulnerability in self or colleagues and the appropriate actions required to minimise risks to professional well-being.
Implement strategies to support the social and emotional well-being of learners.
Select and use technologies safely and effectively to promote learning.
Prioritise and manage own workload, for example recognising the importance of capacity.

Your training plan

Typical programme duration: 18-24 months delivered through blended learning by expert Lift Schools trainers and leaders.
Progress reviews every ten weeks involving the apprentice, line manager and trainer.
End Point Assessment consists of an observation with questions and a professional discussion underpinned by a portfolio of evidence.

More training information

Career progression for Level 3 TAs and and TAs with significant experience who want to formalise their learning and gain a recognised qualification.

Core Themes:

Advanced learning
Planning and assessment communication
Professionalism
Regulation and guidance

Requirements

Essential qualifications

Other in:

Education (grade Level 3)

Let the company know about other relevant qualifications and industry experience you have. They can adjust the apprenticeship to reflect what you already know.

Skills

Communication skills
IT skills
Team working
Non judgemental
Patience

Other requirements

Designed to equip colleagues with the skills to support learners across a range of educational settings, including primary and secondary schools, special schools, and further education institutions.

About this company

Lift Schools is an established Apprenticeship Training Provider within the Education sector, as well as a network of 57 primary, secondary and special schools located across the England. We have been offering Level 2 to Level 5 programmes since 2012. In May 2024 we were judged to be a GOOD provider with Outstanding features by Ofsted. Our apprenticeship programmes can be fully funded by the levy and are available to any school or early years setting in England.

https://www.liftschools.org/apprenticeships (opens in new tab)

Company benefits

Well-being cash plan + pension scheme (LGPS) + additional Lift Schools benefits

Disability Confident

A fair proportion of interviews for this apprenticeship will be offered to applicants with a disability or long-term health condition. This includes non-visible disabilities and conditions.

You can choose to be considered for an interview under the Disability Confident scheme. You’ll need to meet the essential requirements to be considered for an interview.

After this apprenticeship

Suitable for aspiring teachers and SEND specialists

SEND pathway
Social emotional well-being pathway
Specialist curriculum pathway

Ask a question

The contact for this apprenticeship is:

Lift Schools

Talent Team

recruitment@liftschools.org

02039475689

The reference code for this apprenticeship is VAC1000325045.

Apply now

Closes in 11 days (Wednesday 25 June 2025)

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After signing in, you’ll apply for this apprenticeship on the company's website.

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