Visit the Skills England website and view the STA Apprenticeship Standard

Specialist Teaching Assistant Apprenticeship (STA)

Including Foundation Degree (FdA)

Any questions?

Contact Charley, our Applicant Support Coordinator, if you have any questions. Email: applicantsupport@marjon.ac.uk and Charley will get back to you!

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Course Summary

Information Overview for Trusts and Schools

What is the STA?

The Specialist Teaching Assistant (STA) Apprenticeship, approved at Level 5, from October 2024, establishes and supports the occupation of an STA in working within a range of educational contexts and settings. STAs will work alongside colleagues to inspire learners to progress and achieve well. STAs will specialise in one of the following:

SEND – To support the implementation of SEND policy, processes, and procedures. They will advance learning for those learners with SEND.
Social and Emotional Well-being – To support the implementation of policy, processes, and procedures in this area. They will focus on learners’ social and emotional well-being to advance learning.
Curriculum Provision – To support learners and advance learning in a specialist curriculum or subject area of expertise. This may include, but is not limited to, supporting with advancing learning through early reading or early maths interventions, supporting a specific subject area or forest school provision, or supporting provision for learners with English as an additional language (EAL).

Who is eligible to join the STA?

Those who are already working in education settings can join the STA through an ‘Employed Route’. Additionally, schools may seek to appoint new staff as Apprentices through a ‘Recruit to Train’ route. Applicants must be employed in a relevant educational setting, working a minimum of 30 hours per week, with access to a mentor (such as a Qualified Teacher or educational professional) who will support the applicant in meeting the programme’s requirements.

Prior to undertaking the STA Apprenticeship, they need to have achieved GCSE English and Maths at level C/4 (Functional Skills or a suitable Equivalency Test can suffice). They should also hold a suitable qualification at Level 3, such as BTEC National Diploma, Access to HE Diploma, A’Level or similar.

When and where will this be delivered?

Plymouth Marjon University will deliver the taught elements and lead the Apprenticeship, through a combination of online and face-to-face delivery, both at the Plymouth Marjon campus, as well as to satellite cohorts delivered across the Southwest, subject to demand and arrangements with individual Trusts and schools. The STA requires that Apprentices undertake at least 20% of their normal working hours on training. This includes the ‘taught’ days, but also ‘directed tasks’ & the completion of university assessment tasks. Additional training and development may take place, directed by the school within the school or Trust, through observations, activities and CPD opportunities.

Related courses

FdA Early Years
Foundation

FdA Learning and Teaching
Undergraduate

Modules for this course

1st Year

Professional Behaviour and Skills of a Specialist Teaching Assistant

Demonstrate basic competence in the use of academic conventions . Discuss rights-based approaches to safeguarding. Demonstrate an awareness of personal responsibility and professional codes of conduct relevant to the age/phase they are supporting and teaching. Establish an individual training plan to support them in the next stages of the apprenticeship.

Child Development and Wellbeing

Demonstrate and understanding of typical patterns of child development and age-related expectations, recognising how these differ for individual learners. Demonstrate an understanding of factors that impact development including transitions, family circumstances, disadvantage and adverse childhood experiences.  Demonstrate an understanding of how to support child and adolescent development.  Articulate the importance of social cultural contexts on learning, including the factors that may lead to inequalities in childhood.

Curriculum, Teaching and Learning

Demonstrate an awareness of theories and models of learning.  Articulate the significance of learning environments. Demonstrate knowledge of current policy, practice and debates in education. Create and implement lesson plans for children.

Teaching Apprentice Specialism

Demonstrate knowledge of the underlying concepts and principles associated with their specialist pathway, and an ability to evaluate and interpret these within the context of that specialist pathway using appropriate terminology; Plan, prepare, deliver and evaluate learning and assessment activities, including for individuals and groups or classes under supervision for their specialist pathway. Understand how to advocate for children and young people and support learning and progression through their specialist pathway. Demonstrate the ability to act with support and use specialist pathway-specific techniques within established guidelines.

Special Educational Needs & Disabilities

Understand national and local policies, practices, and procedures related to Special Educational Needs and Disabilities (SEND). Demonstrate a theoretical understanding of a range of SEND conditions, including Autism Spectrum Disorder (ASD), attachment and trauma, SEMH conditions and dyslexia. Understand approaches for the early identification and assessment of SEND. Understand effective strategies to support learners with diverse needs.

Professional Practice

Critically reflect on all aspects of their practice in order to inform their own professional learning and development. Exercise initiative and personal responsibility in professional practice. Use a range of evidence to formulate appropriate and justified ways forward and potential changes in practice. Collaborate and plan as part of a team, to carry out roles allocated by the team and take the lead where appropriate, and to fulfil agreed responsibilities.

2nd Year

Teaching Apprentice Specialism 2

Plan, implement, and adapt activities in order to advance learning . Reflect on their own practices and support the training and development of others within their specialist area . Collaborate with education professionals such as SENCO's, and external agencies such as early help, social services, or agencies that provide specialised support in the area of specialist provision. Draw on research to develop a critical understanding of their specialist area.

Diversity in Practice

Demonstrate an in-depth understanding of the complexities of meeting the learning needs of all children. Identify and evaluate a range of strategies for enabling all children to achieve their educational, social, and personal potential, and use these to inform professional practice. Demonstrate an understanding of current research relating to the diverse needs of pupils, and use this evidence to inform professional practice . Identify and review specific changes to their practice aimed at enhancing the lives of children and families. 

Families and Communities

Critically discuss the significance of values in working with children and families. Identify and give a rationale for, values which inform their professional lives. Discuss and analyse the relationship between personal and organisational values. Convey information to parents/carers through appropriate channels.

Unlocking Creativity

Demonstrate awareness of and ability to apply some of the principles of a creative pedagogy in their everyday work. Develop resources that apply principles of creativity that meet the unique needs of children. Demonstrate a critical knowledge of the policy agenda in schools and consider how this might impact the development of a creative pedagogy. Demonstrate a critical understanding of the potential benefits and key indicators of a creative pedagogy on children’s learning and development.

Research in Practice

Demonstrate a detailed understanding of the relationship between theories and research methodologies. Demonstrate an understanding of the ways in which perspectives, values and ethics may affect the research process. Demonstrate a detailed understanding of the various strengths and weaknesses of quantitative and qualitative methods of data collection and analysis. Demonstrate the ability to draw on research to develop a critical understanding of their specialist area.

Professional Practice

Fulfil the requirements outlined in the End Point Assessment (APA) requirements of the Specialist Teaching Assistant Apprenticeship. Critically reflect on their own practices and support the training and development of others within their specialist area. Demonstrate an understanding of the importance of critical reflective practice in the workplace and ability to apply this to their practice.

How you’ll be taught and assessed?

Jayne Garcia

Course leader

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Jayne is an experienced Early Years Teacher and Pre-School Manager with additional prior experience in primary education, including the role of a Teaching Assistant and school Governor. She has Higher Education teaching experience in respect of a range of undergraduate and postgraduate courses in the School of Education. Jayne has a specific interest in Attachment, Transitions and Children's Emotional Development, as well as Leadership in Education. Jayne really enjoys working with practitioners and believes that when students engage in higher education while working this has the potential to transform their practice. She’s inspired by seeing students bringing their professional curiosity to university, and by their commitment to making a difference for children and families.